Name of the Lesson: Geoparady

Teacher and Grade Level: 5 Strands of Proficiency:

Jeremy Bruington 1. Conceptual Understanding
Paige Denton 2. Strategic Competence
Grace Koehler 3. Productive Disposition

4th Grade Standards of Mathematical Practice:

1. Make sense of problems and persevere in solving them
2. Model with mathematics
3. Use appropriate tools strategically
4. Attend to precision

CCSSM Domain: CCSSM Standards:

Geometry CCSS.Math.Content.4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute,
Cluster Description: obtuse), and perpendicular and parallel lines. Identify these in
Draw and identify lines and two-dimensional figures.
angles, and classify shapes CCSS.Math.Content.4.G.A.2
by properties of their lines Classify two-dimensional figures based on the presence or
and angles. 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.

Purpose: Students will be able to recognize and create two dimensional geometric figures
using dry erase boards and markers.

Focus Question: How can we identify the differences between geometric shapes, lines, and
angles?

Know (concepts--nouns) Do (skills- verbs)

The student will know The student will be able to
Shape names: Closed Create shapes, angles and lines
Figure, Open Figure, Compare shapes, angles, and lines
Polygon Classify shapes, angles and lines
Angle names: Acute, Define characteristics of shapes, angles and lines.
Obtuse, Right, Straight
The prefixes: Penta,
Octa, Hexa, Quadra,
Hepta, Deca, Tri

Student Nave Pre-Assessment:

Conceptions/Error Patterns: During Stage 1, we will be asking students what the know
about geometry. Include questions pertaining to the
geometric concepts and terms to assess their prior
 Students could have knowledge of Geometry. Furthermore, this assessment will
difficulty with different help us identify which questions to use depending on the
Latin prefixes. group of students we have.
Students could have What do you think Geometry is?
trouble visualizing the What are some shapes that you can name?
correct shapes or seeing Can you name two different types of angles?
the individual pieces How can you describe your line? (Students will be
(lines and angles). describe the type of line they are in)
Students could perceive
shapes and angles
differently depending on
the perspective.
Students may think that
lines are only straight.
Students may think that
wide angles with short
sides are smaller than a
narrow angle with long
sides.

Differentiation Strategies to Meet Diverse Learner Needs:

Using results from the pre assessment, we will split our teams up into groups that help
support lower level students. (Put upper level students with lower levels students) If
needed, the PSU group members will assist the students by discussing potential answers
with students and coaching them on learning and information gathering strategies.
Students with an Orthopedic Impairment will receive assistance from team members or
PSU students.
Students will visual impairment will have the questions read to them out loud and asked
to describe answers orally to questions that require drawing.
During the Final Jeopardy round there will be three questions that group members will
choose from based upon ability levels of students.
Group members will have a translation application ready for students that speak English
as a Second Language.

Materials:
Posterboard
o Terms on poster board
o Images on poster board
o Score board on poster board
o Poster board lights
Three envelopes with note cards inside (Final Jeopardy questions)
Tablet
Speaker (to play Jeopardy theme song)
Dry Erase Boards and Markers
Stage 1: Exploration
Hook:
While using a pretend microphone, the teacher will say, Welcome to Geopardy! A trivia
game about all things geometry! We are your hosts Ms. Denton, Mr. Bruington, and Ms.
Koehler, and we are thrilled to have our new contestants here with us (point to students
with the microphone and have them say name and grade level). For todays competition
we will split you into two teams and review geometry terms and ideas thatll help with the
game!
Split contestants up into two teams. Teams will vary depending on group sizes and grade
levels. Hosts may fill in as group members if deemed necessary.
(Pre-Assessment) Before we begin, we want to hear what you all think about geometry!
o What do you think geometry is? Answers will vary
o What are some shapes that you can name? Answers will vary
o Can you tell me two different kinds of angles? Answers will vary
o Okay, everyone line up in your teams. How can you describe your line? Its curvy,
its straight, etc. Answers will vary
The host will then review/show some of the following terms (Around 4) with the students
(the terms reviewed and shared with the teams will vary depending on results of the pre-
assessment):
o Penta- Prefix for 5
o Hexa- Prefix for 6
o Hepta - Prefix for 7
o Octo- Prefix for 8
o Non- Prefix for 9
o Deca- Prefix for 10
o Obtuse- Angle that is more than 90 degrees
o Acute- Angle that is less than 90 degrees
o Right- Angle that is 90 degrees
o Straight- Angle that is 180 degrees
o Polygon- A closed 2D that has straight sides
o Closed Figure- a figure that start and ends at the same point
o Open Figure- a figure that does not start and end at the same point
o Line Segment- a part of line with two endpoints
o Line- a straight path that has no end
o Intersecting Lines- lines that meet or cross at one point
o Ray- a line with a start point but no end point
o Parallel Lines- lines that stay the same distance apart and never cross
Before beginning the next stage, the hosts will explain and show the terms on the board
so that students can refer to them as needed.

Teacher Questions:
What do you think Geometry is?
What are some shapes that you can name?
Can you name two different types of angles?
How can you describe your line? (Students will be describe the type of line they are in)

Checks for Understanding:

Asses the students responses to the teacher questions/pre-assessment. Explain the
correct answers if they are consistently missing the questions. Determine whether or not
students are ready to begin the two rounds of Geopardy!
Stage 2: During/Concept Development
After the review in Stage 1, the host will say, We are ready to play! Team one you are
up first! Which would you like to select? For (amount of points) the question is (insert
questions)
Host will ask the selected team the question of their choosing and then give them 5-10
seconds of wait time, before prompting them for an answer. If the team is unable to give
the correct answer, the host will give the opposing team the same opportunity to answer.
If both teams are unable to come up with answer the hosts will give the answer and
explain to both teams why it is the correct answer.
Each team will have an opportunity to answer as many questions as time allows. The
questions will be categorized based on 2-D Shapes, Prefixes, Lines, and Angles (See
Teacher Questions)
o In order to differentiate instruction, the PSU students/hosts will be observing the
students and providing coaching to the teams with lower ability levels.
Hosts will keep tally of points accrued by teams on the scoreboard.

Teacher Questions:
Questions will be on the tablet and each question will vary depending on the card that is
drawn.
2-D Shapes:
o 100 points-Figures that start and end at the same point (closed figure)
o 200 points- Figures that do not start and end at the same point (open figure)
o 300 points- A _______ is a closed 2-D figure that has straight sides (polygon)
o 400 points- Draw a closed figure that has six sides (Drawings will vary)
o 500 points- Draw a closed figure that is not a polygon (Drawings will vary)
Prefixes:
o 100 points- How many sides does a octagon have? (Eight)
o 200 points- How many sides does a pentagon have? (Five)
o 300 points- How many sides does a hexagon have? (Six)
o 400 points- How many sides does a decagon have? (Ten)
o 500 points- How many sides does a quadrilateral have? (Four)
Lines:
o 100 points- What is a line? (A straight path that extends forever in opposite
directions)
o 200 points- Draw and explain a line segment (Drawings will vary; A line segment
is a part of a line with two endpoints)
o 300 points- Draw a ray (Drawings will vary)
o 400 points- What does it mean if two lines are intersecting? (The lines meet or
cross at one point)
o 500 points- What are parallel lines? (Lines that stay in the same distance apart
and never meet or cross)
Angles:
o 100 points- Name two of the four different kinds of angles (right, acute, obtuse,
straight)
o 200 points- How many degrees are in a right angle, and what shape does a right
angle form? (90 degrees and square)
o 300 points- How many degrees are in a straight angle? (180 degrees)
o 400 points- Draw an obtuse angle (Drawings will vary)
o 500 points- Order angles from smallest to biggest (acute, right, obtuse, straight)
Checks for Understanding:
 When students give the incorrect answer, group members will talk through with students
what the correct answer was and what thinking led them to the answer that they gave.

Stage 3: After/Expansion
If time allows we will move on to Final Geopardy where the teams will draw shapes that
match the given descriptions.
o We will have three Final Geopardy questions and choose the question that best
suits the students ability levels
Host will ask both teams the question of the hosts choosing and then give them 15-20
seconds of wait time, before prompting them for an answer. Both teams will show the
hosts their answer at the same time.
If both teams are unable to come up with answer the hosts will give the answer and
explain to both teams why it is the correct answer.
Each team will have the opportunity to answer 1-2 questions before we move on to the
expansion.
Hosts will add up the additional points on scoreboard and determine the winner.

Teacher Questions:
Questions will be on the notecards, and each question will vary depending on the card
that is chosen.

Checks for Understanding:

When students give the incorrect answer, group members will talk through with students
what the correct answer was and what thinking led them to the answer that they gave.

Closure and Evaluation:

After looking at the points of each team, the hosts will declare the winner by saying,
Congratulations to Team _____! You just won Geopardy and a brand new car! Pulls out
a toy car and places it on the table. Just kidding, we cant give you the car, but how about
some candy instead?
While the candy is passed out to both teams, the hosts will ask the following questions to
evaluate the student's knowledge of the lesson.
o What did you learn about geometry?
o Name one new term or thing you learned today?
o What did you find difficult?
o What question(s) do you still have?
o Did you have fun?

Citation for the Lesson:

Clements, D. H. (2005). MacMillan/McGraw-Hill Math Grade 4 (1st ed.). New York: MacMillan/McGraw-Hill.

2014. Kansas College Career Ready Standards for Mathematics Flip Book for Grade 4. Retrieved from

http://community.ksde.org/LinkClick.aspx?fileticket=w0zQ5ZLaYp4%3d&tabid=5646&mid=13290
Jeopardy! Quotes & Catchphrases. (n.d.). Retrieved April 03, 2017, from

http://gameshows.wikia.com/wiki/Jeopardy!/Quotes_%26_Catchphrases