Geometry Lesson Plan

1. Polygons in 3rd Grade

2. Lesson Guiding Question(s):
a.) What is a polygon?
b.) How can you tell if a shape is a polygon?
3. Content Standards:
a.) Reason with shapes and their attributes.
CCSS.MATH.CONTENT.3.G.A.1

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a
larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to
any of these subcategories.

Standards for Mathematical Practice:

1. Make sense of problems and persevere in solving them
4. Model with mathematics
7. Look for and make use of structure
4. A. Learning Goals (Behavioral Objectives) and Assessments:
B. Assessments:
Learning Objectives
SWBAT explain what a polygon is.

SWBAT to identify polygon shapes.

SWBAT recognize and identify

what are polygons and what are
not.

Assessments
Students will be able to explain
what a polygon is through the
use of a PowerPoint presentation
and reading materials.
Students will read the book If You
Were a Polygon with the teacher
and identify the polygons
throughout the book.
Students will complete a Polygon
sort worksheet.

5. Materials:
a.) If You Were a Polygon by: Marcie Aboff
b.) Polygon Sort worksheets and shape cards
https://www.teacherspayteachers.com/Product/Polygon-Sort-236921
c.) Polygon PowerPoint presentation
d.) Pencil
e.) Post it

6. Pre-lesson assignments and/or prior knowledge:

Prior to completing this lesson, the students will be familiar with two-dimensional
shapes such as circles, triangles, squares, rectangles, rhombuses and trapezoids.
I will draw a few shapes on the board with straight lines and edges (square,
rectangle, triangle, diamond) and one circle. I will ask the students what shape is
different and does not belong. After the students pick out the correct shape
(circle), I will explain to the class that the other shapes are called polygons. I will
tell them the definition of a polygon and that today we will be learning what
makes a polygon.
7. Lesson Beginning:
At the beginning of the lesson, I will read the book If You Were a Polygon. The
students will be able to see all of the different polygon shapes. The book points
out examples such as dog houses, kites, tables and other every day shapes
students may recognize. The book explains to the students what a polygon is and
gives them examples of polygons. At the end of the story, there is an activity
page which lists six shapes and based on what they learned by reading the book,
they will be able to identify which of the six shapes are polygons. This quick
activity will serve as an informative assessment early on in the lesson. I will be
able to see if the students are grasping the concept and following along or if they
are struggling.
8. Instructional Plan:
1.) I will start my lesson by drawing several shapes on the board (square,
rectangle, triangle, diamond, and circle). I will then ask the students which shape
does not belong. Following this I will explain to the students that all of the shapes
with the exception of the circle are polygons. I will provide the students with the
definition of a polygon. Polygon-> a flat, closed figure with three or more straight
sides.
2.) I will read the book, If You Were a Polygon. As the teacher reads the book, the
students will be told to pay attention to all of the different polygons in the story.
At the end of the story there is an activity page which features six shapes. It asks,
which one is not a polygon. I will see if the students are able to come to a joint
decision and this can serve as a quick, informative assessment of how the lesson
is going.
3.) Once the book is done, I will show my students a Polygon PowerPoint. It will
illustrate polygons and none polygons. The PowerPoint will have a section where
students can guess if the shape is a polygon or not. It will provide students with
practice and reinforcement. I will also be able to assess how well they understand
the lesson to that point or if they need additional review.
4.) At the end of the PowerPoint there are examples of polygons we use every
day. The teacher will ask the students based on their knowledge of a polygon, if
they can name any other examples of polygons around the classroom or in their
daily life.
5.) The students will complete a Polygon sort worksheet, individually, at their
desks. They will receive cards A-R and a worksheet. The students will have to
make a checkmark in the box if the card is a polygon or not and then explain why.
At the bottom of the worksheet, the students will have to put in their own words,

what a polygon is.

6.) Students will hand in the worksheet at the end of class to the teacher to
check. The worksheet will serve as an assessment and I will be able to see if my
objectives were met and if students understood what a polygon was.
o Differentiation:
We work as a class while reading the book and identifying the
polygons. The book and PowerPoint will provide visuals for students.
The PowerPoint also enables the students to participate actively as a
class in deciding if the shapes are polygons or not. The students will
be allowed to keep the sort cards used at the end of the lesson, for
review. The cards also provide additional visuals for the students.
Students who are having trouble will receive my assistance and only
have to complete half of the worksheet.
o Questions:
1.) What is a polygon?
2.) What are the characteristics of a polygon?
3.) What shape is different from the rest and does not belong?
4.) Can you name any other examples or polygons around the
classroom or in their daily life?
o Instructional Management:
We will work as a group while reading the book and going through the
PowerPoint. While students are at their desks, they will be working
individually on the worksheet.
o Transitions:
We will introduce the lesson with drawing shapes on the board. It will
serve as an introduction to polygons. Following that, the teacher will
lead into the book, If You Were a Polygon. Next the teacher will show a
PowerPoint presentation on polygons. Finally, students will complete a
worksheet at their desk practicing what we just learned. It will serve
as an assessment for me to see if they understood.
9. Closure:
I will bring my lesson to a close by having the students complete an exit ticket.
The students will be given a post it and have to draw one example of a polygon
as well as an example of something that is not a polygon. They will have to write
why one is a polygon and why the other is not.