Teresa Cruz

Title: Making and Sorting Polygons

Subject/Grade Level/Date: Math, 4th grade, February 9, 2016
Time Requirements: Approximately 35-45 min.
Materials List:
Power polygons
Making More Polygons Sheet
Easel
Notepad
Marker
Type of Lesson: Whole group, inquiry, inferences, cooperative
Connection to Standards:
Common Core/Arizona College & Career Readiness Standards

4.G.A.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.

Instructional Objective(s):
Students will be able to classify polygons by attributes through the number of sides,
length of sides, etc.
Students will be able to construct new polygons using two or more polygons combined
together.
Active Instructional Plan:
Anticipatory Set:

Questions:

Teacher Behaviors
As a class, we will discuss the
homework sheet they
completed from the night
prior. The hw sheet, Names
for Polygons, served to get
students to find words with the
same prefix as a polygon
name (e.g. quadrilateral
quadriceps, octagon
octopus, etc.). I will write
down examples on the big
notepad of what they gathered.
What are some words
you found with the
same or similar prefix
as the polygons?

Student Behaviors
Students will be seated at
tables sharing and discussing
with the class on the words
they found that related to
polygon names.

Students will answer and ask

questions throughout the
lesson to gage their
involvement and

Teresa Cruz

How is the meaning of

that word related to the
name of the polygon?
Is this a polygon or not
a polygon?
What attributes tell
you this is a polygon
or not a polygon?
What is another word
(mathematical term)
we can use to describe
that?
I will reinforce to students
how shapes can be considered
to be a polygon or not by
showing them examples of
both on the overhead
projector. We will also discuss
how attributes help distinguish
between polygons and nonpolygons. This should also
engage their prior knowledge
from past lessons on polygons.
I will emphasize to students
how sides that touch make a
vertex, which ends up
contributing to the making of
a polygon. And in contrast, a
vertex touching a side will not
make a polygon because no
two sides have met. (We will
discuss how attributes come
into play with this.)
I will be walking around
working with various table
groups, assisting and
scaffolding where necessary. I
will also pay particular
attention to the students who I
know are in the lower level
math group.
After a bit of time working on
the Making More Polygons
sheet, I will gather the
students on the carpet for a
discussion on what the big

Modeling:

Guided Practice:

Independent Practice:

Closure:

understanding of the concept.

Students will contribute their

thoughts on attributes of
polygons and non-polygons.
**4 corners sheet and sticks-o-fate
will be used throughout the lesson

Students will contribute to

discussion of why sides and
vertices matter when making a
polygon. **4 corners sheet and
sticks-o-fate will be used
throughout the lesson

Students will work

independently and in table
groups on the Making More
Polygons sheet.

Students will share their

thoughts on what they felt was
the importance of the lesson,
as well as what they actually
learned. My hope is they will

Teresa Cruz

idea was on their learning.

feel more comfortable with

polygons. **buddy buzz and
sticks-o-fate will be used

Assessment/Evaluation:
Modifications/Differentiation:

I will be continually assessing students throughout the lesson

based on their questions, responses to questions, and what they
share with their classmates.
Students with IEPs and those who need extensions or struggle
with math will be assisted first as students begin their
independent practice and I walk around the room. As
aforementioned, I will utilize the 4 corners sheet, sticks-o-fate,
and buddy buzz (think-pair-share) to ensure all students have a
chance for their thoughts to be heard, and for any clarifications
needing to be fixed.