GEOMETRY LESSON PLAN

Content Area(s)
Math

Content Targets
Identify and drawing geometric shapes, angles and other figures, real world application of
concepts, review and practice of math concepts (terminology)

Learning Objective
After reviewing different geometric figures and terms, students will be able to identify, draw and
write the name of these shapes by using shape flashcards with a partner, and going on a geometry
scavenger hunt.

Grades
5th Grade
Standards
Classify two-dimensional figures into categories based on their properties.
MGSE.5.G.3 Understand that attributes belonging to a category of two-dimensional figures also
belong to all subcategories of that category. For example, all rectangles have four right angles
and squares are rectangles, so all squares have four right angles.
MGSE.5.G.4. Classify two-dimensional figures in a hierarchy based on properties. (polygons,
triangles, and quadrilaterals).

GEOMETRY ELEMENTARY MATH LESSON PLAN

Lesson Materials
Small whiteboards, chalkboards or pieces of paper to draw on (enough for pairs).
Dry erase markers, paper towels, plastic baggies.
Pencils, scissors
Geometry Cards sheet (see attached)
Key Vocabulary - Terms
(Geometry Cards Answer Key)

1. parallelogram
2. cylinder
3. cube
4. pentagon
5. triangle
6. line
7. parallel lines
8. perpendicular lines
9. oval
10. quadrilateral
11. similar figures
12. ray
13. congruent figures
14. obtuse angle
15. right angle
16. acute angle

GEOMETRY REVIEW

Introduction
Tell students that they are going to guess the shape you are drawing. They must raise their hand
when they think they know the shape. On a blank white board or piece of butcher paper, start to a
draw geometric figure that you have been learning about (refer to the Geometry Scavenger Hunt,
attached, for a list of figures). Take your time and stop every so often to call on a student. When
a student guesses correctly, finish the shape and discuss its characteristics as a class (how many
sides, how many vertices, whether or not it is three dimensional, etc.).
Repeat this exercise using a variety of figures.

Lesson
Pass out the Geometry Cards sheets (see attached). Ask students to cut out their cards and write
the names of the objects they see directly on the back of the cards (with pencil). You can put a
list of the object names on the board for students to choose from. After students finish, review
the shapes as a class so students can make sure they have the correct answers. You can also add
two shapes onto the extra cards.

Tell students that now they are going to play a game with a partner. Pass out mini whiteboards or
chalkboards, dry-erase markers and paper towels to pairs. Model how to play the game for
students:
Student 1 will select a card without showing Student 2.
Student 1 will draw the shape on the white board and Student 2 will try to guess what it
is.
If Student 2 cannot guess after two tries, Student 1 will show them the answer.
Student 2 will then choose a card to draw and Student 1 will try to guess what it is.
Take turns until all of the cards have been guessed.

Students can take home these cards in baggies to use as flashcards.

When students finish the exercise, pass out the Geometry Scavenger Hunt sheets (see attached).
Tell students that they will now get a chance to find the shapes they have been learning about in
real life. Take students out to the playground or let them walk around the classroom to find these
geometric figures. Give students a sticker or some other small reward if they find all of the
shapes and draw a picture of their favorite one they found on the back of the paper.

Review shapes on the list if necessary.

Use these sheets as assessment of students' ability to identify geometric shapes and apply their
knowledge in a real world setting.

Closure
Walk around the classroom with some wordless geometry cards and randomly ask students what
a particular shape is. Then ask students to raise their hands to tell you 1 or 2 characteristics of
this shape, as well as where they found this shape in their scavenger hunt.
 GEOMETRY LESSON PLAN (REVISED)

Content Area(s)
Math

Content Targets
Identify and drawing geometric shapes, angles and other figures, real world application of
concepts, review and practice of math concepts (terminology)

Learning Objective
After reviewing different geometric figures and terms, students will be able to identify, draw and
write the name of these shapes by using shape flashcards with a partner, and going on a geometry
scavenger hunt.

Grades
5th Grade
Standards
Georgia Standards of Excellence:
Classify two-dimensional figures into categories based on their properties.
MGSE.5.G.3 Understand that attributes belonging to a category of two-dimensional figures also
belong to all subcategories of that category. For example, all rectangles have four right angles
and squares are rectangles, so all squares have four right angles.
MGSE.5.G.4. Classify two-dimensional figures in a hierarchy based on properties. (polygons,
triangles, and quadrilaterals).

ISTE
1. Creativity and innovation
3. Research and information fluency
4. Critical thinking, problem solving, and decision making
5. Digital citizenship
6. Technology operations and concepts

GEOMETRY ELEMENTARY MATH LESSON PLAN

Lesson Materials
Small whiteboards, chalkboards or pieces of paper to draw on (enough for pairs).
Dry erase markers, paper towels, plastic baggies.
Pencils, scissors
Geometry Cards sheet (see attached)
In order to make this lesson more in line with 21st century learning and more technology driven
the students will be using mobile apps and devices to create and collaborate.
Lesson Materials
Some type of mobile device (personal device such as smartphone, iPad, tablet, or even
laptop. If student doesnt have device, they may use one of the tablets or laptops in the
classroom or pair up with another student.
Kahoot app
Video editing app
o Multiple sources based on device

Possibilities are Vee for Video, Magisto, WeVideo, Lumify, etc. or use an
app they may be familiar with and already on their device.
o If using laptop they may use camcorder and then edit file using either Photo
Story, Movie Maker, or edit using YouTube.
YouTube app (students may use their own accounts if they have one, if not they may use
teachers account that has been set up already for class.)

Key Vocabulary - Terms

(Geometry Cards Answer Key)

1. parallelogram
2. cylinder
3. cube
4. pentagon
5. triangle
6. line
7. parallel lines
8. perpendicular lines
9. oval
10. quadrilateral
11. similar figures
12. ray
13. congruent figures
14. obtuse angle
15. right angle
16. acute angle

GEOMETRY REVIEW

Introduction
Revision
Students will be playing a quiz show that is on Kahoot that teacher has already prepared.
Students will need to type in game pin in order to begin quiz show. Once everyone is logged in
start quiz show.
After each question take time to review what the geometric figure is and its defining
characteristics.

Tell students that they are going to guess the shape you are drawing. They must raise their hand
when they think they know the shape. On a blank white board or piece of butcher paper, start to a
draw geometric figure that you have been learning about (refer to the Geometry Scavenger Hunt,
attached, for a list of figures). Take your time and stop every so often to call on a student. When
a student guesses correctly, finish the shape and discuss its characteristics as a class (how many
sides, how many vertices, whether or not it is three dimensional, etc.).

Repeat this exercise using a variety of figures.

Lesson
Students will be using personal devices, tablets, or camcorders to begin a Geometry Scavenger
hunt around the school. Students will need to have passes and reminded that although they will
be out and about to remember other classes are not and will need to remain quiet on their search.
If behavior is an issue revise and take students as a class to areas that are better suited as a class
team (playground, cafeteria, other outside areas, or inside your classroom).
Students will be given ample time to video geometric shapes as they appear in the real world.
Pass out the Geometry Cards sheets (see attached). Ask students to cut out their cards and write
the names of the objects they see directly on the back of the cards (with pencil). You can put a
list of the object names on the board for students to choose from. After students finish, review
the shapes as a class so students can make sure they have the correct answers. You can also add
two shapes onto the extra cards.

Tell students that now they are going to play a game with a partner. Pass out mini whiteboards or
chalkboards, dry-erase markers and paper towels to pairs. Model how to play the game for
students:
Student 1 will select a card without showing Student 2.
Student 1 will draw the shape on the white board and Student 2 will try to guess what it
is.
If Student 2 cannot guess after two tries, Student 1 will show them the answer.
Student 2 will then choose a card to draw and Student 1 will try to guess what it is.
Take turns until all of the cards have been guessed.

Students can take home these cards in baggies to use as flashcards.

When students are ready, pass out the Geometry Scavenger Hunt sheets (see attached). Tell
students that they will now get a chance to find the shapes, they have been learning about, in the
real world. Take students out to the playground or let them walk around the classroom to find
these geometric figures.
Review shapes on the list if necessary.
Students will use these sheets to help them document what they have already found and where
they found them. This will assist them as they make their video.
Students will then return to the classroom to begin editing and making their movie on the
geometric figures they have found around the school. Students will have the understanding that
all movies/videos must contain:
An introduction to the movie
No longer than 5 minutes and no less than 3 minutes
Must include all geometric figures on worksheet with a description of what they are and
where they were found.
Must be uploaded to YouTube and privacy set to shared.
Videos will be used as an assessment tool. Rubric should be made and provided to each student
with requirements of movie/video.

Closure
Allow students an opportunity to showcase their work by playing on classroom SmartProjector.