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Content Area: Mathematics - Polygons Grade Level: 7th grade

Attach lesson plan and give this form to cooperating teacher for feedback before you teach your lesson.

Goal(s):

(Must state appropriate WI Model Academic Content Standard)

Wisconsin Model Academic Standards

C.8.1 Describe special and complex two- and three-dimensional figures (e.g., rhombus, polyhedron, cylinder) and their component parts (e.g., base, altitude, and slant height) by: • naming, defining, and giving examples

Pre-assess:

(Pre-assess Prior Knowledge – observations, instructional strategies, talk with cooperating teacher)

This is the day before Spring Break starts for the students. My CT says that this will really need to be a work day since the students are having a fun afternoon earlier in the week. I thought it would be great to remind them of the geometry that they know to get them amped about the next unit in math.

Objective(s):

{Use the format (fill in the blanks): A student will be able to (Bloom’s verb)… (Knowledge or skill). }

A student will be able to recall different polygons. A student will be able to use vocabulary relative to geometry (vertex, edge, polygon names, etc.)

Assessment:

In groups, students will make a variety of different polygons, using the known number of edges and vertices.

Materials Needed:

• • Materials Needed by Teacher: o Smart board o Shapes review Materials Needed by Students: o Paper o Pen/Pencils o Worksheet

**Total time needed: Total time needed:
**

One Hour

___

Procedures: Procedures:

(Include time allotments) • Introduction: What is a polygon? In geometry a polygon is traditionally a plane figure that is bounded by a closed path or circuit, composed of a finite sequence of straight line segments. These segments are called its edges or sides, and the points where two edges meet are the polygon's vertices or corners. What isn’t a polygon? Circle, shape containing rounded edges, shapes with more than one interior space • Steps for instruction (engagement, demonstration, participation, practice): Engagement (2 minutes): We are going to watch a little YouTube song that will help us remember the names of the different polygons. http://www.youtube.com/watch?v=TbR_rakilds For our project today, we will be creating different polygons using arms and/or legs. You will be put into groups of 6 people. You will have time to practice making each polygon, and then we will start our game. For the sake of time, we will be using a planning sheet. On the planning sheet, you will need to list the names of each member of the group along the top. In the first column, you will need to list the names of the polygons, and the second column tells you how many sides are in each. Demonstration (5 minutes): Let’s try one together as a large group. Our first polygon has three sides. I know that a triangle is a polygon with three sides, so I am filling that in in the name column. My body and my hands are vertices, do you remember what a vertex is? A vertex is a corner where two edges meet. If I stand with my arms out, where my arms meet, my body, is the vertex between the two edges. Can I have a

volunteer to help me construct my triangle? <Construct Triangle> Please get into your groups. You each have a number, find other students with that same number. Participation (5-7 minutes) Now that you are in your groups, let’s look at the 2nd polygon. The second polygon needs to have four sides or edges. What is the name of a polygon that has 4 edges? A quadrilateral has four edges, and can look like a square, rectangle, kite or diamond. In one minute, I want to you decide who in your group will be contributing a limb for the quadrilateral and fill in the planning sheet. Practice (5-10 minutes): Before we move into the hallway so you have space to create polygons, I want to go over my expectations. In the hallway, other classrooms will be able to hear what is happening. How loud do I expect your voices to be? Because we will be creating polygons, you may need to make contact with a classmate. I expect that all contact is respectful of your group members. In the hallway, you will need: your planning sheet, and a writing utensil. Make sure you have your materials and we can move into the hallway. <students will have time to practice arranging their groups into various polygons> After some practice time, I will call for attention, and begin a game. I will call out a polygons name, and you will have 30 seconds to construct the polygon. At the end of 30 seconds, each team that is in an appropriate construction will earn one point. • Questioning (Create 3-5 higher order thinking questions): • • • Collaborate with your classmates to construct a 20 sided polygon. Construct a polygon with the most number of edges possible. Evaluate the use of the song to help jog your memory about polygons. Students who require additional assistance will have the opportunity to draw polygons on the back side of the planning sheet, and will be able to

• Strategies for students requiring additional assistance:

approximate spelling of polygonal names. I will also be assisting as needed. • Closure: • Evaluate the use of the song to help jog your memory about polygons.

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