Lesson Plan

EDU 5230
Nicole Tufano
Molloy College
Division of Education
April 23, 2019
Nicole Tufano Professor Moroney
EDU 5230 04/23/19
Grade 3: Geometry Math

INSTRUCTIONAL OBJECTIVE(S) (Lesson Objective(s)*)

After a review of the characteristics of regular and irregular polygons, the students, individually
using an iPad, will be able to complete an Identifying Polygons Kahoot in which students will
identify pictures and characteristics of polygons with 80% accuracy.

NYS STANDARDS AND ISTE NETS STANDARDS AND INDICATORS

Math Standard: New York State Next Generation Math Standard NY-3.G.1 Reason with
Shapes and their Attributes.
Recognize and classify polygons based on the number of sides and vertices (triangles,
quadrilaterals, pentagons, and hexagons). Identify shapes that do not belong to one of the
given subcategories.
Indicator: This will be evident when students utilize various forms of technology
to recognize and identify polygons based on their characteristics, specifically the
number of sides the polygon has.
ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Writing Standard
Text Type and Purposes
3W2
Write informative/explanatory texts to explore a topic and convey ideas and information relevant
to the subject.
Indicator: This will be evident when the students type an informative text about
polygons using facts, definitions, and details.

ISTE Standard: ISTE Standards for Students

Creative Communicator (6.A): Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital media
appropriate for their goals. Students choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication.
Indicator: This will be evident when students express themselves creatively throughout
the lesson using the appropriate platform to complete classwork, homework and other
assignments.

INSTRUCTIONAL RESOURCES
 iPad
 Computer
 SMART Board
 Reading Pen
 Kahoot!
 Thinglink
 Rubistar
 Polygon Internet Search Worksheet
 Polygon Worksheet
 Pencil
 Teacher Constructed Rubric

MOTIVATION (Engaging the learner(s)*)

Students will each get a turn to come up to the SMART Board to sort regular and irregular
polygons on a premade chart at the beginning of the lesson to grab their attention, get them
involved, and get them interested about the lesson. This will also help the teacher assess how
much prior knowledge the students have about regular and irregular polygons.

DEVELOPMENTAL PROCEDURES
1. The teacher will review what regular and irregular polygons are. (What is a regular
polygon? What are the characteristics of a regular polygon? What is an irregular
polygon? What are the characteristics of an irregular polygon? What are the
differences between a regular and an irregular polygon? Why do we need to know
what a polygon is? What are the names of some polygons?)
2. After naming polygons, students will perform a think-pair-share where they will
compile a list of facts and characteristics for the selected polygons. The teacher will
review the concept of a characteristic with the students. (What is a fact? What is a
characteristic? Do all polygons have the same characteristics? Can a polygon have
more than one characteristic? Does the size of the polygon change the characteristics
of the polygon? Explain why or why not.)
 3. Students will break up into small groups where they will each choose a different
polygon. Students will discuss with their group the characteristics of the polygon they
chose. (How did you know that those characteristics belong with the polygon you
chose? How do you know how many sides that polygon has? What everyday objects
have the same number of sides as the polygon you chose?)
4. Students will return to their seats to individually complete the Identifying Polygons
Kahoot. Answers will be reviewed.
5. Upon completing the Identifying Polygons Kahoot, students will begin to type on an
iPad a draft of their informative text about polygons.
6. As an exit ticket, the students will send a copy of their draft to the teacher.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Direct instruction
Indicator: this will be evident when the teacher is reviewing the characteristics of
regular and irregular polygons.
Cooperative learning
Indicator: this will be evident when the students are working together in small
groups discussing the characteristics of the polygon they chose.
Scaffolding
Indicator: this will be evident when the teacher helps the students understand the
characteristics of each polygon by providing visuals.

ADAPTATIONS (Exceptionality*)
 The student who struggles to focus and attend will be re-focused and re-directed through
the use of specific non-verbal cues.
 The student who is an English learner will be provided with visuals, the English word and
primary language word for the academic vocabulary. Appropriate definitions will be
provided as well.
 The student with dyslexia will use a word processor such as an iPad as well as a reading
pen.

DIFFERENTIATION OF INSTRUCTION
Struggling student: This student will use the selected polygons (triangle, quadrilateral
and hexagon) to identify the correct number of sides.
 Average Student: This student will use all three polygons to identify the number of sides
each has and label the polygon as regular or irregular.
Above average student: This student will use all three polygons as well as other
complex polygons (pentagon, heptagon, octagon, nonagon, and decagon) and correctly
name them as well as identify the number of sides they have. This student will also
identify the polygons as regular or irregular.

ASSESSMENT (artifacts* and assessment [formal &informal]*)

Formative Assessment: The teacher will assess the students’ answers to the Identifying Polygon
Kahoot, in which students will complete with 80% accuracy.
Informal Assessment: The teacher will informally assess students’ while they discuss with their
classmates the characteristics of the polygon they chose.

INDEPENDENT PRACTICE
For homework, students will be given a polygon internet search worksheet to complete using an
iPad or computer at home. The next day in class students will return to their small groups and
discuss the similarities and differences of their answers to the homework assignment.

FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct teacher intervention:
The student under direct intervention with the teacher, will complete the Polygon Worksheets on
identifying polygons and their respective characteristics.
Academic enrichment:
For students who easily met the objective, they will identify more complex polygons (pentagon,
heptagon, octagon, nonagon, and decagon). They will correctly identify the name and number of
sides the polygon has as well as if the polygons are regular or irregular. They will also create a
thinglink for at least 3 of the more complex polygons.
 REFERENCES

ALTEC at University of Kansas. (2000-2008). Rubistar - Create Rubrics for your

Project-Based Learning Activities. Retrieved from:
http://rubistar.4teachers.org/index.php

Christie Anne. (2013). Polygon Computer Activity. Retrieved from:

https://www.teacherspayteachers.com/Product/Polygon-Computer-Activity-532504

International Society for Technology in Education. (2019). ISTE Standards.

Retrieved from: https://www.iste.org/standards

Mims Teaches. (n.d.). Naming Polygons Graphic Organizer. Retrieved from:

https://www.teacherspayteachers.com/Product/Naming-Polygons-Graphic-
Organizer-2840786

New York State Department of Education. (2015-2019). New York State Next
Generation Mathematics Learning Standards. Retrieved from:
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-
next-generation-mathematics-p-12-standards.pdf
New York State Department of Education. (2015-2019). New York State P-12
Common Core Learning Standards for English Language Arts and Literacy.
Retrieved from: https://www.engageny.org/resource/new-york-state-p-12-common-
core-learning-standards-for-english-language-arts-and-literacy

Tufano, N. (2019) Identifying Polygons. Retrieved from:

https://create.kahoot.it/share/identifying-polygons/5b614131-a7fd-48a3-a2f8-
7ed4f4942e24
 Thinglink Appearance and Content:

Identifying Polygons - Sides

Teacher Name: Nicole Tufano

Student Name: ________________________________________

CATEGORY 4 3 2 1
Originality Product shows a Product shows some Uses other people\'s Uses other people\'s
large amount of original thought. ideas (giving them ideas, but does not
original thought. Work shows new credit), but there is give them credit.
Ideas are creative ideas and insights. little evidence of
and inventive. original thinking.

Content Covers topic in-depth Includes essential Includes essential Content is minimal
with details and knowledge about the information about the OR there are several
examples. Subject topic. Subject topic but there are 1- factual errors.
knowledge is knowledge appears 2 factual errors.
excellent. to be good.

Mechanics No misspellings or Three or fewer Four misspellings More than 4 errors in

grammatical errors. misspellings and/or and/or grammatical spelling or grammar.
mechanical errors. errors.
Name: ___________________________
Polygon Worksheet Page 1
Name: ___________________________
Polygon Worksheet Page 2
 POLYGON INTERNET SEARCH WORKSHEET

Name: _____________________________________
Directions: Complete the following chart using an iPad or computer. Do your best to sketch.

Polygon Definition Sketch Real World Sketch

1. Triangle

2. Quadrilateral

3. Pentagon

A polygon with five

sides and five angles.

4. Hexagon

6. (Your choice)
-Heptagon
-Octagon
-Nonagon
-Decagon