Lesson Plan – Version 1.

Name of student: Danielle Di Tullio

Title: Geometry Review

Grade: 5
Subject/Course: Mathematics
Strand: Geometry
Time: 50-60 minutes

Lesson Description (key goal(s) and “crux” of the lesson

Students will review geometry concepts from the fourth grade in order to prepare themselves
for the upcoming unit.
Stage 1: Desired Results

Ontario Ministry Curriculum Expectation(s)

Overall: - identify quadrilaterals and three-dimensional figures and classify them by their geometric
properties, and compare various angles to benchmarks.
Specific: – identify and describe prisms and pyramids, and classify them by their geometric properties (i.e.,
shape of faces, number of edges, number of vertices), using concrete materials.
- identify and compare different types of quadrilaterals (i.e., rectangle, square, trape- zoid, parallelogram,
rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides;
symmetry; number of right angles);
- identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool (e.g., paper
and fasteners, pattern blocks, straws), and compare other angles to these benchmarks (e.g.,“The angle the
door makes with the wall is smaller than a right angle but greater than half a right angle.”) (Sample problem:
Use paper folding to create benchmarks for a straight angle, a right angle, and half a right angle, and use these
benchmarks to describe angles found in pattern blocks.);

Stage 2: Evidence of learning and assessment procedure

Student performance Purpose of assessment

The students will be able to recall
geometry vocabulary from last year;
preparation for the upcoming unit.
Formative Assessment
This assignment will be used to gather data on the children,
deciphering what level of reading they are at. Observation
will be used by the teacher, who will watch the students
working through the activity.

Stage 3a: Planning learning experience and instruction

Instructional strategies Student grouping

Direct Instruction: we will play our Students will be split into two teams.
Jeopardy review game.

Demonstration: The teacher will explain

how the game works and give an example.
Resources (e.g., equipment, PowerPoint
sides, manipulatives, hand-outs, games,
assessment tool):
• Hand out with vocab words
• Powerpoint game
• Pencils
Considerations (e.g., contingency plans re: technology failure or
student absences and groupings, or guest speaker cancellations):
Should students be absent: The review will be done with a teacher
another day if needed.
Accommodation Strategies:

Student pairing: We will consider the importance of teamwork

and participation throughout the game. We do not want one
student responding to every question.

Stage 3b: Learning experience and instructional process

Motivational Hook:
• The teacher begins the lesson by introducing the geometry video and handing out the vocabulary
sheets. Students will have the opportunity to fill the worksheet out during the video and use it as a cheat
sheet for the next activity.

Timing: 15 minutes

Open:
• Adequate time will be provided for the teacher to outline the anticipated activity, and goal for the
conclusion.

Timing: 5 minutes

Body:
• Announce teams for the activity.
• Explanation of the jeopardy game
• Reiterate the expectation for the activity and encourage APPROPRIATE group work
• Play the game.

Timing: 40 minutes

Consolidation:
• Finish playing Jeapordy.

Timing: 10 minutes

Extension Activity:

This is a whole group activity - there should be no early finishers.