CollegeMentorsforKidsLessonPlan

GeometricScavengerHunt
GradeLevel:4

OverviewofLesson

Thepurposeofthislessonistomakestudentsmorefamiliarwith
thedifferenttypesofangles,symmetry,andperpendicularand
parallellines.Studentswillfindmotivationinthescavengerhunt
formatthatmostofthelessonisin.

Descriptionof
Learners/Learning
Environment

Thelearnersinthisclassareatriskfourthgradersfromvarious
schoolsaroundPurdue.Theyarenearingtheendoftheyearand
needtoreviewbasicconceptsaboutgeometry.Therearefifteento
twentystudentsintheclass.Theclasswillbeheldinalarge
classroomwithenoughroundtablesforthestudentandtheircollege
mentorbuddy.Ithaswhiteboardsandoneteacherstationwitha
projector.

IntendedLearningGoals

Atthecompletionofthislesson,studentsshouldbeabletodothe
following:
Distinguishbetweenperpendicularandparallellines.
Describethedifferencesbetweenacute,obtuse,andright
angles.
Identifyifshapesareasymmetricalorsymmetrical.
Completeashortquizattheendofthelesson.

LearningObjectives

Followingthelesson:

1. Withhelpfromthecollegementors,studentswillbeableto
identifythethreedifferenttypesofangleswithouterror.
2. Withhelpfromthecollegementors,studentswillbeableto
compareperpendicularandparallellineswithouterror.
3. Withhelpfromthecollegementors,studentswillbeableto
recognizeifashapeissymmetricalorasymmetricalwithout
error.

LessonContent

TypesofAngles:
Acute
Obtuse
Right
TypesofSymmetry:
Symmetrical

CollegeMentorsforKidsLessonPlan

Asymmetrical
TypesofLines:
Perpendicular
Parallel
Standards1

Recognizeanddrawlinesofsymmetryintwodimensional
figures.Identifyfiguresthathavelinesofsymmetry.
Identify,describe,anddrawrays,angles(right,acute,
obtuse),andperpendicularandparallellinesusing
appropriatetools(e.g.ruler,straightedge,andtechnology).
Identifytheseintwodimensionalfigures.

Materials

Procedures

Protractor
Paper
Pencil
Computerandprojector(PowerPoint)
Tape

Review
1. Pullupthepowerpointwiththereview.
2. Oncethestudentsarewiththeirmentors,beginby
introducingwhattheyaregoingtostartwith(reviewing
perpendicular/parallellines,angletypes,andsymmetry).
3. Gothroughthepowerpointandgiveabriefdescriptionof
eachtopic.

ScavengerHuntandAssessment
1. Setouttheproblemsandprotractor,whereneeded,ateach
landmarkoncampus(seelistprovided).Thereisnospecific
ordertotheclues.Thestudentandmentorpairsaretogoto
asmanylandmarksandcorrectlysolveasmanyproblemsin
30minutes.
2. Thementorswillbegivenanenvelopethathasallofthe
landmarks.Oncethepairshavecorrectlysolvedthe
problemthechildwillgettoblindlypickoutthenext
destination.
3. Oncethepairshaveallreturned,therewillbeashortquiz
given.
4. Givethestudentsapieceofpaperandapencil.
5. PullupthequizinthePowerPoint.
6. Whenthepairsareready,startthequiz.Givethem12
minutestoanswereachquestion.Thereare3questions.
7. Oncethequizisfinished,switchtothelastslideinthe
PowerPointthatwillgivetheanswers,alongwithan

AdaptedfromtheIndianaAcademicStandardsforMathematics,Grade4
http://www.doe.in.gov/sites/default/files/standards/mathematics/20140626mathg4architecturewithfront
matter.pdf

CollegeMentorsforKidsLessonPlan

explanation,tothequizquestions.

CampusLandmarks
EngineeringFountain
LoebFountain
HelloWalk
ElliotHallofMusic
BellTower
UnfinishedP
NeilArmstrongStatue
LionFountain
JohnPurduestatue(MemorialMall)
PurduesignovertheEngineeringMall

Assessments

Studentswillbeassessedby:

3points:
Ifthestudentgetsthreequestionsrightonthequiz.
2points:
Ifthestudentsgetstwoquestionsrightonthequiz.
1point:
Ifthestudentgetsonequestionrightonthequiz.
0points:
ifthestudentsdoesnotgetanyquestionsrightonthequiz.

References/Reference
Materials

Beforewestartedmakingourlesson,wedecidedwhatgrade
andwhatsubjectwewantedtofocuson.Wethenfoundthe
standardsforfourthgrademathematicsintheIndianaAcademic
1
StandardsforMathematics,Grade4
andbasedourlessonplan

onthespecificpart(geometry)thatwewantedtouseinthe
lesson.Wecameupwiththeideaofascavengerhuntby
ourselves,butwelookedatawebsitecalledIXLLearningto
understandthelevelofgeometrythatfourthgradersare
learning.
Fourthgrade.(2015,January1).RetrievedMarch30,
2015,from
http://www.ixl.com/math/grade4

Article1:
TipsforTeachingMathtoElementaryStudentsBy:
GaryScarpello

Thisarticlegivesteachersadviceonhowtoteachmathin
elementaryschoolbecausemostofthemdonothavedegreesin
mathematics,soitcanbeadifficulttaskforthem.Thearticle

CollegeMentorsforKidsLessonPlan

providesteacherswilltipsonhowtohelpthembuild
confidencewhentheyareteachingmathtotheirstudents.Some
ofthetipsthatScarpelloprovidesistoreviewpriormath
conceptssotheteacherknowsthematerialsthatheorshewill
beteaching.Anothertipistonotoverlookanythingandto
makesuretoencouragestudentstoaskquestions.The
importanceofthisarticleisthatitcanhelpfulforteacherswho
feeloverwhelmedwhenteachingmathtotheirstudentsifitis
nottheirstrongsuit.Thisarticleofferslotsoftipsthatcanhelp
teachersbesuccessfulintheclassroomandmakesurethattheir
studentsarelearningthematerial.
Scarpello,G.(2010).
Tipsforteachingmathtoelementary
students,76(1),
5960.

Article2:
Constructiveactivityforteaching
elementaryschoolmathandcommunications
By:MichaelD
WrightandPatrickNFoster

Thisarticleisabouthowtheuseoftechnologyintheclassroom
toaidinlearningmathisveryusefulforstudentsinelementary.
Thearticlesaidthattherewasastudyatanelementaryschool
wheretheystudiedstudentsoutcomesafterlearningthe
technologyeducationunit.Thestudyshowedthatstudents
showsgreatprogressinunderstandingplacevaluesand
comprehendinglogconsymbolicmathematics.Therearemany
morethingsthatthisunitofferedtostudentsinregardto
mathematics,butitalsotaughtthemnonacademicthingssuch
asrollingdirectionandlisteningattentively.Thisarticleis
beneficialininformingteachershowitisbeneficialtohave
technologyintheclassroomwhenteachingmathematics.This
articleisalsoimportantbecauseittellsyouexactlytheskillsthe
studentswereabletoimproveonwhichishelpfulwhen
teachersaretryingtoimprovethosesameskillsintheir
classroom.
Wright,M.D.,&Foster,P.N.(1996).Constructive
activityforteachingelementaryschoolmathand
communications.
TechnologyTeacher,56(2),
20.

CollegeMentorsforKidsLessonPlan