Name: Stacey Forshee

Date: 02/19/2015

Southwestern College-Educator Preparation Program

Unit Title: Geometry 2-D Shapes

Grade level(s) 2/3 grade

Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state
standards for other disciplines.
Standards include:
For math use-Reason with shapes and their attributes.
CCSS.Math.Content.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1
Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Reason with shapes and their attributes.
CCSS.Math.Content.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four
sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and
squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
For ELA use-Comprehension and Collaboration:
CCSS.ELA-Literacy.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small
and larger groups.
CCSS.ELA-Literacy.SL.2.1.a
CCSS.ELA-Literacy.SL.2.1.b
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time
Build about
on others'
talkand
in conversations
by linking their comments to the remarks of others.
the topics
texts under discussion).
CCSS.ELA-Literacy.SL.2.1.c
What will student know, understand, be able to do as a result of this unit?
Know (nouns)
Ask for clarification and further explanation as needed about the topics and texts under discussion.

Definition

List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this
context.

connect points in a sequence.

use a straightedge to draw a line segment.
identify parallel line segments.
draw a quadrilateral.
create shapes out of triangles and rectangles.
Be Able to Do (Verbs)

List the verbs that are key learning

targets, then determine the cognitive
demand level (Blooms) with verbs in
context by placing a checkmark in the
appropriate square:

compares

Level I

Level II

Level III

Level IV

Level V

Knowledge/
Remembering
Memorize
facts,
definitions, &
formulas

Comprehensio
n/
Understandin
g
Perform
Procedures

Application
Demonstrate
understandin
g

Analysis
Conjecture
,
Generalize,
Prove

Synthesis/Evalu
ate/ Create;
Solve nonroutine
problems;
make
connections

explains

solves

manipulates

define
This standard means a student will know and be able to do(use your own student friendly words)

Name and compare the similarities and differences in a variety of 2 dimensional shapes.
Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject
areas and units.-This unit wont end the learning on this question.

How do the similarities and differences among various shapes help to develop classification skills?
Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.

What are points and line segments?

What are parallel line segments?
How do polygons get their names?

Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned
and how students will attain the learning goals.
This unit contains mathematical terms that may be new to students. The primary purpose of this unit, however, is to develop classification skills,
not to teach vocabulary. This objective is accomplished through hands-on activities, in which children observe similarities and differences among
various shapes and explore spatial relationships. This unit had four main areas of focus: to develop the concepts of point and line segment, to
identify, name, and classify polygons, to observe similarities and differences among 2-diminsional shapes, and to explore symmetry.
(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?)
Data analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs?
I am teaching this unit as they are grade 2 goals. Students will meet Geometry goals 1 and 2. Students will need to know these
When will these differences be addressed
(small group differentiation during core, Tier II-supplemental intervention, Tier III-intensive
concepts in preparation for 3rd grade.
intervention)?
Data type:
Analysis details:

Assessment: (How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the
student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Preassessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar
learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task,
performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress
through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the
objectives.
Assess
childrens ability to use a straightedge to draw a line segment. Students are making adequate progress if they
are
able to use the straightedge to draw a line segment.
Performance Task(s):

Through
what authentic
performance
tasks will
students lines.
demonstrate
the desired
understandings?
Assess
childrens
ability
to identify
parallel
Students
are
making adequate progress if they are able to use a

By what criteria will performances of understanding be judged?

straightedge to connect the points to make line segments and recognize that they are parallel.

Assess childrens ability to create various shapes using cut out triangles and rectangles. Students are making adequate
progress it they are able to create at least 4 shapes.

Assess childrens ability to identify and name polygons according to the number of sides they have. Student are
making adequate progress it the can use pretzel sticks to create a 3,4,5, and 6 sided shape.
Other Evidence:

Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate
achievement of the desired results?
How will student reflect upon and self-assess their learning?

Formative1. Observations
2. Practice tasks
3. Questioning
Summative1. Create a visual representation of specific polygons using triangles and rectangles.
2.

Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This
may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or
needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.
Smartboard, individual dry erase boards, eraser, marker, construction paper, computer, Shape Up! By David Adler, The Greedy Triangle by Marilyn
Burns, Math Journal pages 113,115-117, 120, Math Masters pg 139 and 140 printed, scissors, rulers, dotted lined paper, index card, lined paper,
pretzels, polygon manipulatives.

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.
Session
1
2
3
4

Instruction and Learning Experience

Define, name, and draw line segments using a straightedge and label endpoints.
Describe the concept of parallel and parallel line segments. Giving everyday examples, railroad tracks, lines on paper..
Name and classify polygons. Identifying sides, angles, and vertices
Identify specific polygon-quadrilaterals/quadrangles. Creating a visual representation of different quadrilaterals using
triangles and rectangles

cont

Lesson 1
Lesson title: Point and Line Segments
Objective (s): To guide children as they define, name, and draw ling segments.
Assessment: Observe or use an Exit Slip to assess childrens ability to use a straightedge to draw a line
segment.
Meeting the needs of various learners/accommodations: Post point, straightedge, line segment, and
endpoint on the word wall so students can refer to them as necessary. Include a picture and a written
description from the glossary next to each word.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening: Studying geometry this week. Be very observant as we explore the similarities and difference
among shapes. Today we are going to define, name, and draw line segments.
Instruction: Discuss points- examples, pencil, money, score, and students give examples. In geometry
point means an exact location in space, something that is represented by a dot
Draw 5 dots on board, have students sit on hands, have them chose a dot, chose a couple students to try
to describe which dot they chose without pointing, difficult! That is why we label points w/capital letters.
What does straight mean? Students-not curved, goes in one direction. In geometry it is a tool used for
drawing straight lines (ruler)

Teacher on smartboard with students on dry erase boards. Draw 2 dots, label dots, draw straight line, we
just drew a LINE SEGMENT whose end points are A and B. make diagram on board, symbols AB line over it
or BA line over it.
Mental activity for students- draw 3 dots that are not in a straight line, label points, use finger to connect
points. What shape?? 10 mins.
Practice: I write a code on the board. AED and explain how and why to connect the points with line
segments to create a letter
I write a code on the board as the students write it on their dry erase boards and we connect the points
with line segments to create a shape.
Write a code on the board as students tell me what to do to create a shape using the code.
Students create a shape using a code as I remind them what to do.
Students practice 3 more codes independently as I observe and answer questions. 20 mins.
Closing: read the first 3 pages from Shape Up! By David Adler that talks about creating line segments. We
defined, named, and drew line segments we also learned about straightedges and endpoints. Next time we
are going to talk about the concept of parallel and parallel line segments. exit slip- students use a
straightedge to draw a line segment EF, show me then dismissed for lunch. 10 mins.
After Assessment: Objective was met by all students with the exception of 3. I will work one on one or
small group at the next lesson for students who did not meet the objective. I can give student a more
challenging code to extend learning for those who did meet the objective.

Lesson 2
Lesson title: Parallel Line Segments
Objective (s): To introduce the concepts of parallel and parallel line segments.
Assessment: Watch for students who think parallel line segments only go in one direction.
Have students draw parallel line segments on paper and then rotate the paper so they can see
that the line segments remain parallel regardless of the direction.
Meeting the needs of various learners/accommodations: Display a sheet of notebook paper
rather than asking students to visualize the lines on the sheet. Tape the sheet to the board
and use a straightedge and chalk to extend the lines in either or both directions.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening: Last time we drew line segments, today we will be talking about parallel and parallel line
segments.
Instruction: discuss lines. Show a piece of paper, if these lines extended al the way out would
they meet or would they never meet? No, Why? Tape paper to the dry erase board and extend
lines on either sides of the paper. They are the same distance apart and never meet or cross.
They are parallel! Lines on paper are really line segments. Draw line with arrows on the ends
and then points and label points show example of line segment of a line.
Discuss parallel- There are many thing in the real world that are parallel, they are the same
distance apart and if they extended on forever they would never meet or cross. Students give
examples, railroad tracks, lines on my sweater, etc.

Review the shapes on page 115 on the smartboard. Compare the shapes that have parallel
sides- same distane apare and never going to meet, lines do not have to be the same length
Not parallel- some do meet or cross, some would meet if extended
Look at quadrangles bottom of page 115. Read 2 pages on Quadrilaterals in Shape Up! By
David Adler. Not all quadrilaterals are the same. Back to pg 115- some will have opposite sides
that are parallel (point to a shape that have opposite sides that are parallel) and some will
have opposite sides that are not parallel (point to ones that are not). Call on students to
describe the other shapes that have or have not opposite sides that are parallel. Pass out
dotted paper. 20 mins.

Practice: fold dotted paper, go over problems 6-9, assign partners, walk the room while students use a
straightedge to draw shapes whose sides are parallel and shapes whose sides are not parallel. Be sure to
talk to and check on those students who were not able to make a line segment from the previous lesson.
10 mins.
Closing; gather back on the front carpet and have students come to the smartboard to check
answers. You all did great today learning about the concept of parallel and parallel line
segments. Next time we will review names and classify polygons. Show YouTube videoThese
will never cross together (parallel lines) by Caitlyn Doonan 10 mins.
After Assessment: There were many students that were not able to draw shapes whose sides were not
parallel. We ran out of time so we were unable to go over it farther. All students were able to draw a shape
whose sides were parallel. Next time I will be sure to go over shapes that opposites are not parallel with
the whole class.

Lesson 3
Lesson title: Exploring Polygons, Arrays, and Attributes
Objective (s): To review names and classify polygons; to develop readiness for multiplication;
and to provide opportunities to explore similarities and differences of attribute blocks.
Assessment: Observe students ability to identify plane figures.
Meeting the needs of various learners/accommodations:

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening: today we are going to review names and classify polygons. Pass out 2 dimensional shapes tell
students not to look at them or show anyone. What are polygons? Activate prior knowledge.
Instruction: Draw polygon on board as describing. Polygons have all straight sides, sides meet
at their endpoints. A point at which two sides meet is a vertex plural is vertices. Any two sides
that meet form an angle. Label angle, side, and vertex as drawing example. (dont answer but
is the same in your hand maybe a polygon? Straight sides? Vertices?) Ask students for
examples of polygons they see in the classroom.
Review polygons on page 120 with whole class on smartboard. All sides are straight, they are
closed figures, you can trace with your finger have students trace an air polygon with finger.
Not polygons- you cannot start at one point and return to that same point w/o crossing or
retracing part of the shape. Call on students to explain why one shape is or is not a polygon.
Thumbs up from the rest of class if you think she/he is right?
Polygon comes for the Greek language, poly-many, gon-angle

Point to the drawing on the board-explain that this is a polygon it has 3 sides, 3angles, and 3
vertices what shape is it? Triangle!
Polygons are named according to how many sides or angles they have.
Quadrangle? 4 examples? Another word for quadrangle? Quadrilateral- the root later in
quadrilateral means sides!
Pentagon-5 angles and 5 sides, Hexagon-6, Heptagon 7, Octagon-8
Feel your shapes in your hand, how many sides, how many angles? Vertices? 15 mins.

Practice: Call students to their desk according to home many sides, angles, and vertex their shape has.
Have students use pretzel sticks (straightedges) to create polygons.
The first shape to create is the one they were giving at the beginning of the lesson. Walk the room to make
sure everyone has created that shape. Have students create a shape that has 3 sides. Have students
create a quadrilateral whose opposites are not parallel. Walk the room and help students that didnt
understand how to do this last lesson. Explain that you may need to break a pretzel in half. Work with
partners at your table for help. For those that have finished give a Challenge to students to create an
octagon. How many sides?
After seeing a quadrilateral whose opposite sides are not parallel students can eat or throw away their
straightedges. 15 mins.

Closing; clean up and meet back on the front carpet. Today we had fun using pretzels to
create, name, and classify polygons. Next time we are going to identify the names and various
characteristics of quadrangles. 10 mins

After Assessment: With help all students were able to create a quadrilateral whose opposite sides were
not parallel. Objectives were met by all students.

Lesson 4
Lesson title: Quadrangles
Objective (s): To guide students as they identify the names and the characteristics of various
quadrangles, and as they explore similarities and differences among quadrangles.
Assessment: students will create various quadrangles from cut out triangles and rectangles. Watch for
students who have difficulty creating the shapes. Have quadrilaterals and real-life objects labeled and
available for the children to compare.
Meeting the needs of various learners/accommodations: Draw the two shapes that are being
compared on the board.
Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening: we are wrapping up our Geometry unit. We have been discussing the similarities and
differences in 2 dimensional shapes line segments, and parallel lines. Yesterday we explored polygons and
how polygons are named. Today we are identifying a specific plygonquadrangle or quadrilateral. What do
we know about quadrilaterals?
Instruction: When we descried Quadrangles we say that have- 4 sides 4 angles 4 vertices

Lets look at square and rectangle- another characteristic that SOME quadrangles have square corners.
Point to square and rectangle pg 115 displayed on the smartboard. Or right angle lets check. Use Index
card check and show right or squared angles.
Give example of if I say the shape Im thinking about has 4 sides and the opposites are parallel to each
other, 4 angles, 4 vertices and this shape has square cornerswhat shape am I talking about?
Turn to your elbow partner and describe one of the shapes on the board without saying the shapes name.
have your partner guess what shape you are describing using only the characteristics and not its name.
How are the square and rhombus alike? Different? Rhombus may or may not have square corners. Call on
students to explain.
How are the square and rectangle alike?
Trapezoid and parallelogram different?
Parallelogram and kite alike? Different? 15 mins.
Practice: have page 139 on smartboard and explain to students that we are going to start a project today.
We are going to cut out these triangles and rectangles. We then have to manipulate by turning and flipping
to create various quadrilaterals that are listed.
Students have to use at least 2 shapes to create each quadrilateral. Have to label shapes must be spelled
correctly (cause they are printed right on your sheets) Show example of completed projected. Leave
example displayed for students to refer back to. Call on students to go pick out a colored construction
paper and 2 worksheets of shapes. Walk the room and observer and offer help as needed. 15 mins.
Closing; clean up, let students know that we will finish up their projects next time. Meet back on the front
carpet to discuss what shapes seem to be the most difficult to create and to just let the students talk about
their projects. 10 mins.

After Assessment: students are doing a great job creating their quadrangles. More time is definitely
needed to complete. Create a small group or work one on one with students that are moving slow or that
seem to be struggling. Give challenge quadrilaterals to those that finish quickly.

Lesson 5
Lesson title: Quadrangles continued
Objective (s): To guide students as they identify the names and the characteristics of various
quadrangles, and as they explore similarities and differences among quadrangles.
Assessment: Watch for students who have difficulty creating the shapes. Have quadrilaterals
and real-life objects labeled and available for the children to compare.
Meeting the needs of various learners/accommodations: Add the shape words to the word wall
so students can refer to them as often as necessary. Include a picture, as well as a written
description from the glossary, for each word.
Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.

Opening: We are going to continue completing our visual representations of quadrilaterals.

Instruction: Review what a quadrilateral is and its characteristics. Call on students to respond. Read The
Greedy Triangle by Marilyn Burns and discuss. Ask guiding questions? Why did the triangle lose its
balance? Why did the author write this story? Get responses from students. 15 mins.
Practice: call on students that are sitting like stars and are ready to gather the project materials and find
a table and begin working. Walk the room observing students. Give positive feedback. Help and or guide
those students that may need it. Find those students that were having difficulties and make sure they are
on track. 15 mins.
Closing; clean up meet on front carpet. Discuss finished projects. Collect to be displayed in hall. This
ends our geometry unit. We now know all about the similarities and differences in 2 dimensional shapes,
line segments, and parallel lines. Today we finished our projects on quadrilaterals and lastly I have one
more quadrilateral for each of you. Pass out rectangle Hershey chocolates. 10 mins.
After Assessment: Student did really well with their projects. Almost every student completed the
projects. With help students were able to create quadrangles using triangle and rectangle. Some students
even completed more challenging shapes such as the 4 pointed star and rhombus.