USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:

4th
Math/Quadrilaterals

What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

Group
Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 9/22/16

Lesson Content
MACC.4.G.1.2- Classify two-dimensional figures based on the presence or absence of
parallel or perpendicular lines, or the presence or absence of angles of a specified size.
Recognize right triangles as a category, and identify right triangles.

Students will be able to sort various quadrilaterals and will understand how to classify
quadrilaterals based on perpendicular lines, parallel lines, and angles. Students will be
able to name and describe the attributes of polygons, quadrilaterals, trapezoids,
parallelograms, rhombuses, rectangles, and squares.
Essential Question: How can you sort and classify quadrilaterals?

Given their prior knowledge on angles, parallel lines, and perpendicular lines, students
will be introduced to quadrilaterals and be able to use that prior knowledge in order to
sort and classify quadrilaterals with little to no errors.
Given a set of attributes, students will be able to identify and classify the corresponding
shape (quadrilaterals).

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
4th
Math/Quadrilaterals

Group
Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 9/22/16

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Students have been learning about the various types of angles (0, 45, 90, 180 degrees),
and they have been taught to pay attention to the size of lines. They have also learned
that some lines can be parallel and others can be perpendicular. Students used this
knowledge to classify triangles and now my objective will help them practice classifying
quadrilaterals based on these properties.

Evaluation Plan- How will

you know students have
mastered your objectives?

I will know that students have mastered my objectives if they are engaged in the lesson.
Students should be able to classify quadrilaterals by completing an introduction activity
in which students use provided attributes to locate the corresponding quadrilaterals.
Students will be focused and following along as the lesson is introduced and notes are
given. Students will show that they understand how to classify quadrilaterals by
completing a worksheet in which students must sort images of quadrilaterals into groups
based on their attributes.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher

It is important for students to learn this concept in order to be prepared for future
geometry lessons.

Students will also show me if they are mastering the objectives by their level of
participation. I should see students enthusiastic about answering questions. Even having
students ask questions will show me that they are critically thinking.

In order for the teacher to teach this material, the content knowledge needed includes an
understanding of parallel lines, perpendicular lines, angles, and quadrilaterals. The

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
4th
Math/Quadrilaterals

Group
Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 9/22/16

to teach this material?

teacher should know the correct terminology in order to show students how to
understand and be able to sort/classify the various types of quadrilaterals. The teacher
should know the various types of quadrilaterals and be able to explain their relationships
in a flow chart.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

For a student to successfully be able to meet my objectives, they must be able to

understand the previous concepts in chapter 10. This includes that of identifying the
types of angles including acute, right, and obtuse. Students should also know what
parallel and perpendicular lines are and be able to identify them. Students should also
understand ways in which they can sort shapes. All of this will allow students to be able
to classify quadrilaterals.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

My learners are a group of diverse fourth graders with various learning strengths and
weaknesses. I was able to see how well the students were able to classify types of
triangles, so I feel that students are ready to move on and learn to classify quadrilaterals.

Students might be confused as to how a rectangle, square, rhombus, parallelogram, and

trapezoid can all be considered a quadrilateral. There are many types of relationships
among quadrilaterals that might confuse students. For example, the idea that a square
can be a rectangle but a rectangle cannot be a square. Many times students also see a
shape with four sides and automatically assume that it is a square. Students might also
be presented a quadrilateral that looks odd and be overwhelmed with trying to classify it.
Lesson Implementation

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct

During this lesson, I will give direct instruction when I am reviewing notes and explaining
how to classify quadrilaterals. I will also have students work in groups to explore the
various types of quadrilaterals by matching quadrilaterals with the given attributes.
Students will also engage in independent work by completing a worksheet.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
4th
Math/Quadrilaterals

instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?

Time
This
lesson will
begin
immediate
ly after
lunch at
about
12:20 and
will last up
to one
hour.

Who is
responsible
(Teacher or
Students)?
The teacher is
responsible for
introducing the
concept of
classifying
quadrilaterals.
The teacher will
go over the
notes in great
depth with the
students. The
teacher will also
provide the
students with
the group
activity and
worksheet.
The students
will be
responsible for
copying the
notes and
following along
by adding

Group
Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 9/22/16

Each content area may require a different step-by-step

format. Use whichever plan is appropriate for the content
taught in this lesson. For example, in science, you would
detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea;
Extend/Applying the Idea; Evaluation).
1. I will introduce the lesson of identifying
quadrilaterals by asking students to first tell me
what they know about quadrilaterals.
2. The Group activity will be passed out.
3. I will then have each group explore quadrilaterals
by having them complete the following activity:
In this activity students are using given attributes to
locate the corresponding quadrilateral. They are given
a scenario in which a dog owner wants to create a new
play pen for her dog. She gives the attributes that she
wants the play pen to have and then the students
have to look at the given quadrilaterals (or play pens)
to select the correct one.
4. While students are working with their groups I will
keep track of time and walk around seeing what
they come up with.
5. After about ten minutes I will stop the groups and
get their attention (ex. give me 9). We will discuss
the activity and just see what the different groups
got. I will not give the correct answer, but rather
explain that I like their thinking and that they will
get a chance to revise their work if needed after we
go over the notes and complete the worksheet.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
4th
Math/Quadrilaterals

What model of co-teaching

are you using?

What will you do if

additional
information,
highlighting,
and using tick
marks. Students
will also be
responsible for
collaborating
with their group
members to do
the introduction
activity, in
which they
match the
quadrilateral to
the
corresponding
attributes.
Lastly students
will show their
understanding
of the lesson by
independently
completing a
worksheet that
requires them to
sort the
quadrilaterals
by attributes.

Group
Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 9/22/16

6. I will then begin introducing the lesson by passing

out the notes and going over them. When going
through the notes I will explain the flow chart to
show the various relationships. As a class we will
go over each type of quadrilateral, read its
attributes, explain the image by using highlighters
and tick marks, and adding information as we go.
Although this is like direct instruction, I will pose
questions to have discussions that will allow
students to think critically.
7. I will then answer any questions.
8. Students will then complete a worksheet with their
peers to show me their knowledge on classifying
quadrilaterals. They will be able use the given
images of quadrilaterals to sort them by the three
attributes written including: exactly one pair of
parallel sides, no parallel sides, and 2 pairs of
parallel sides.
9. Before they are released to do the worksheet, I will
show them an example by completing shape A with
them.
10.After about 15 minutes I will stop the groups and
get their attention (give me 5). We will then go
over the work, addressing any problems.
11.To conclude the lesson, I will have students go back
to the initial group activity, give them two minutes
to change their answers if needed, and go over the
correct answer. I will ask students questions like:
How do you know this answer is correct? How can
you show me? If you changed your answer why?
a student struggles with the content?
If a student struggles with the content, I will work with students on an
individual basis to better help them understand the concepts. As the students

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
4th
Math/Quadrilaterals

Group
Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 9/22/16

work, I will go around seeing how well the students are grasping the content. If
needed I can stop the class to explain some misconceptions or help work
through something if I see there is a common problem.
What will you do if

a student masters the content quickly?

If a student masters the content quickly, I will ask them to practice drawing
quadrilaterals that look different but meets the guidelines of the common
quadrilaterals. This will enable them to think critically.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson will connect to the interests and backgrounds of my students in
many ways. My students are critical thinkers and work well in groups, so I am
giving them the opportunity to explore quadrilaterals and their attributes with
the initial group activity. The fourth graders are also more independent, which
is why they are expected to be engaged and active contributors when I am
going over the notes.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community because it is teaching students
how to classify items, in this case quadrilaterals. Having students know how to
sort and classify items is an important part of thinking critically.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students who need enrichment, I will have them explain why some
quadrilaterals are oddly shaped. I will have them try and practice drawing
quadrilaterals that fit the descriptions but are not the usual ones that are
always shown.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
4th
Math/Quadrilaterals

Group
Size:
Whole
Class

Name: Jacqueline De Jesus

Date of Lesson: 9/22/16

How will you differentiate instruction for students who need additional
language support?
For students who need additional language support, I will go over the
terminology with them and allow them to use a dictionary as needed. Some of
the terms that they will need to comprehend include perpendicular, parallel,
parallelogram, and rectangle, rhombus, square, trapezoid, and quadrilateral. I
can also give them direct guidance if needed.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

I have two students that are new to the country, I will make sure that I am clear when
explaining the lesson. As they do work, I will make it a point to check their work for
understanding of terms and concepts. I also have another student who has a difficult
time with staying on task. For this student, I will keep track of time, be clear in my
instructions, and ensure that he is where he is supposed to be. He has a ball that he is
allowed to keep during class. Another student tends to stand up while working. For this
lesson, it is okay for him to do this as long as he is focused and on task.

Play pen group activity

Notes on quadrilaterals
Worksheet
Projector
Pencils
Highlighters
Right angle checker