Teacher: Mrs.

Matson
Date: March 12th, 2019
School: Bennett Elementary
Grade Level: 2nd Grade
Content Area: Mathematics
Title: 15.2 Polygons and Angles

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
Standard: 4. Shape, Dimension, and Geometric Relationships
1. Shapes can be described by their attributes and used to represent part/whole relationships
a. Recognize and draw shapes having specified attributes, such as a given
number of angles or a given number of equal faces. (CCSS: 2.G.1)
b. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
(CCSS: 2.G.1)
1. MP.2 Reason abstractly and quantitatively
1. Students use attributes of 2-and 3-dimensional shapes to critique the
reasoning of others.
2. MP.6 Attend to precision.
1. Students attend to precision by clearly using definition in their reasoning.
3. MP.7 Look for and make use of structure.
1. Students look for patterns to divide array into differently shaped equal
shares.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. How can we describe geometric figures?
Concepts and skills students master: (Understandings, Big Ideas, Unit
objectives)
Objective: Describe plane shapes by how they look
Essential Understanding: Polygons can be described by their number of sides and
angles.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
I can… describe plane shapes by how they look.
Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives
(general explanation, you will go into more detail at the end of the lesson plan)

Anecdotal notes will be observed, as well as formative assessments at the end of the
unit.

Planned Lesson Activities

Activity Name 15.2 Polygons and Angles

Approx. Time 45 minutes

9:00 - 9:45
Anticipatory Set  The strategy I intend to use: First begin the activity by going
over the objective:
 “I can… describe plane shapes by how they look.”
Solve and Share
 Introducing the solve and share:
 “In this lesson, students will compare and contrast two
quadrilaterals, one that appears to be a square and another,
which has sides of different lengths.”
 Have a student read the question and we will highlight
important details.
o “How many sides does each shape have?” (4)
o “How are the sides of the shape on the left different
from the sides of the shape on the right?” (The shape
on the left has sides of all the same length; the shape
on the right has sides of two different lengths.)
 After reading the solve and share questions together,
students will have a few minutes to independently complete
it.
Extension for early finishers: “Draw another way a shape can have
four sides but look different from both of the shapes you see on this
page. Explain how your shape is similar to and different from the
others.”

Share and Discuss Solutions

 Have a student bring their book to the projector and teach the
class how they solved this problem.
Visual Learning
 Transition: “You compared plane shapes based on how they
look. Now we will learn more ways to describe how plane
shapes can be alike and different.”
 Questions during the video:
Polygon
o “Is a rectangle a polygon? (Why?” Yes, a rectangle is
a closed plane shape with four sides.)
o “Name each polygon shown.” (Triangle, square,
pentagon, and hexagon.)
Not a Polygon
o “Why is the shape on the left NOT a polygon?”
(Because it is not a closed shape.)
o “Why is the shape on the right NOT a polygon?”
o (Because one of the sides is curved.)
Angle
o “How many angles does a triangle have?” (3)
o “How many angles does a square have?” (4)
Right Angle
o “How many right angles does a square have?” (4)
o “What polygon has 4 angles?” (Rectangle)
Guided Questions
 Model 1 and 2
  Model 12 “There are two plane shapes sewn together on the
soccer ball…. What are they?”
 Go over “Shape Up!” Activity
Independent Assignment
 pg. 867-868
Shape Up! Activity
If completed early, they may begin “Shape Up!” Activity where
students will use X and Y coordinates to make a triangle,
quadrilateral, pentagon, hexagon, and an octagon. I will model the
Triangle X and Y coordinates before students began.
Closure: Any Questions? Check to see if students understand and
are meeting the goal of today’s objective.

Teaching/  Modeling: Once the material has been presented, the

Presentation: teacher uses it to show students examples of what is
expected as an end product of their work. The critical aspect
(Select the most is explained through labeling, categorizing, comparing,
appropriate teaching summarizing, etc.
model.)  Checking for Understanding: Determination of whether
-direct instruction students have “understand” before moving on. To do this, I
-presentation model will check their work or see who is ready to move on when
-concept teaching teaching. It is essential that the students practice doing it
-cooperative right so the teacher must know that the students understood
learning before proceeding to practice. If there is any doubt that the
-inquiry class has not understood, the concept or skill should be
retaught before practice begins.

Teaching Strategy: Model the guided practice and move around the room to see how the
Guided Practice students are doing and how they find a solution for the problem.
& Those who need extra guidance in differentiated the problems, I will
Differentiation prompt, praise, and leave when needed.

Teaching Strategy: Once students understand the objective they may begin individual
(Independent work in class. Those who complete their independent practice may
Practice) begin on their enrichment worksheet page.
 Closure Any Questions? Check to see if students understand the lesson and
are meeting the goal of today’s objective.
“Describe plane shapes by how they look.”

Materials Mathematics workbook

Shape Up! Activity

Accommodations To modify: Small group assistance over the independent workbook

& pages.
Modifications To extend: Once completed the workbook pages and have had it
checked, students may begin the Shape Up! activity.
What accommodations will need to be implemented and for what
students?
 Small group assistance will be beneficial for those who need
extra accommodation on this lesson in a small group or one-
on-one environment.

Assessment By checking students progress in their math book and taking

anecdotal notes throughout the lesson to help know what the
student’s strengths are and where there is room for growth.
End of the unit assessment.
Teacher: Mrs. Matson
Date: March 14th, 2019
School: Bennett Elementary
Grade Level: 2nd Grade
Content Area: Mathematics
Title: Cubes

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
Standard: 4. Shape, Dimension, and Geometric Relationships
1. Shapes can be described by their attributes and used to represent part/whole relationships
a. Recognize and draw shapes having specified attributes, such as a given number of
angles or a given number of equal faces. (CCSS: 2.G.1)
b. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (CCSS: 2.G.1)
 MP.2 Reason abstractly and quantitatively

Students use attributes of 2-and 3-dimensional shapes to critique the reasoning of others.

 MP.6 Attend to precision.

Students attend to precision by clearly using definition in their reasoning.

 MP.7 Look for and make use of structure.

Students look for patterns to divide array into differently shaped equal shares.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)

1. How can we describe geometric figures?

2. How can we describe a cube by talking about its faces, edges, and vertices?
Concepts and skills students master: (Understandings, Big Ideas, Unit
objectives)
Objective: Draw a cube and describe how they look.
Essential Understanding: You can describe a cube by talking about its faces, edges, and
vertices. Knowing these attributes helps you draw a
cube.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
I can… draw cubes and describe how they look.
Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives
(general explanation, you will go into more detail at the end of the lesson plan)

Anecdotal notes will be observed, as well as formative assessments at the end of the
unit.

Planned Lesson Activities

Activity Name 15.4 Cubes
Approx. Time 45 minutes 9:00
Anticipatory Set  The strategy I intend to use: First begin the activity by going
over the objective:
 “I can… draw cubes and describe how they look.”

Solve and Share

 Introducing the solve and share:
 “In this lesson, students will be describing a three-
dimensional shape (a cube) in three or more ways. I will
provide you all with counting cubes or other solid cubes, so
they can turn the cube to see all of the faces and understand
that a solid figure has three dimensions.”
 Have a student read the question and we will highlight
important details.
o “What are you asked to do?” (Describe the shape in 3
or more ways.) What are some ways to describe a
shape? (Sample: You can describe a shape by the
number of its edges, sides, or faces, and by the
shape of its faces.)
 After reading the solve and share questions together,
students will have a few minutes to independently complete
it.

Extension for early finishers: “Have you ever see this shape used in
everyday life? Name some objects that come in this shape. Write
them down on paper, or find examples of them around the room.”

Share and Discuss Solutions

 Have a student bring their book to the projector and teach
the class how they solved this problem.
 ***Draw a cube and model how I did it.
o “I drew my 3D cube; does anyone know what the D in
3D stands for?”
o “How many sides or faces does this shape have? (6)
o “Are all of the faces the same shape?” (Yes)

Visual Learning
 Transition: “You describe a shape in 3 or more different
ways. Now we will learn about different properties of this
shape and how to draw it”
 Questions during the video
o “How is a solid figure different from a plane shape?”
(Sample: It has many faces, it is three-dimensional,
not flat.)
o “What do all cubes have in common?” (All cubes
have 6 faces, 12 edges, and 8 vertices.)
o “What so the faces of a cube have in common? (Thy
are squares that are all the same size.)
 o “Why is the green shape not a cube? (The faces are
not all the same size.)
o “Why is the yellow shape not a cube?” (It is not a
solid figure or a three-dimensional shape; it is a
shape or two-dimensional shape.)

Guided Questions
 Model 1 and 2. “The cubes have 6 equal square faces.”
 ***Remember to look back at the top of page 878 to help
you.”
 “Here is a quick review, a cube is a solid figure with 6 equal
faces, 12 equal edges, and 8 vertices.”
 Guide 9
o “3; You cannot see through the cube. The other 3
faces are hidden by the faces you see.”

Independent Assignment
 pg. 879-880

Cube Activity
If completed early, they may begin working on an activity where
students get to build their own cubes. They will cut out a cube with
questions on each face. Once cut, folded, and glued they may find a
partner and began the cube activity and rolling their cubes and
answering questions on them.
Closure: Any Questions? Check to see if students understand and
are meeting the goal of today’s objective.
 Teaching/  Modeling: Once the material has been presented, the
Presentation: teacher uses it to show students examples of what is
(Select the most expected as an end product of their work. The critical aspect
appropriate teaching is explained through labeling, categorizing, comparing,
model.) summarizing, etc.
-direct instruction
-presentation model
-concept teaching
-cooperative learning
-inquiry

Teaching Strategy: Model the guided practice and move around the room to see how
Guided Practice the students are doing and how they find a solution for the problem.
& Those who need extra guidance in differentiated the problems, I will
Differentiation prompt, praise, and leave when needed.

Teaching Strategy: Once students understand the objective they may begin individual
(Independent Practice) work in class. Those who complete their independent practice may
begin on their cube worksheet page.

Closure Any Questions? Check to see if students understand the lesson and
are meeting the goal of today’s objective.
“Draw cubes and describe how they look”

Materials Mathematics workbook

Cube Activity

Accommodations To modify: Small group assistance over the independent workbook

& pages.
Modifications To extend: Once completed the workbook pages and have had it
checked, students may begin the Shape Up! activity.
What accommodations will need to be implemented and for what
students?
 Small group assistance will be beneficial for those who need
extra accommodation on this lesson in a small group or one-
on-one environment.
Assessment By checking students progress in their math book and taking
anecdotal notes throughout the lesson to help know what the
student’s strengths are and where there is room for growth.
End of the unit assessment.