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Lesson Plan : Working with Polygons
Teacher Name: | Richard Brown |
Grade: | Grade 9-10 |
Subject: | Math |
Topic: | Polygons |
Content: | Polygon, Quadrilateral, Triangle, Square, Rectangle, Rhombus, Kite, Trapezoid, Parallelogram, Hexagon, Diamond, Pentagon, Octagon, Decagon, Geoboard, Verticies, Sides, right, acute, and obtuse angles,parallel and intersecting (including perpendicular) lines |
Goals: | The students will be able to identify and describe Polygons using the Geoboard and manipulatives to a partner. TEKS for the lesson: (4.7) Patterns, relationships, and algebraic thinking. The student uses organizational structures to analyze and describe patterns and relationships. (4.8) Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to: (A) identify and describe right, acute, and obtuse angles; (B) identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models; and (C) use essential attributes to define two- and three-dimensional geometric figures. |
Objectives: | The students will be able to correctly identify and describe different Polygons using the correct names such as Quadrilateral, Triangle, Square, Rectangle, Rhombus, Kite, Trapezoid, Parallelogram, Hexagon, Diamond, Pentagon, Octagon. The students will be able to describe the different Polygons by identifying the number of Verticies, Sides, and right, acute, and obtuse angles, parallel and intersecting (including perpendicular) lines |
Materials: | chalkboard,chalk,geoboard,cut shapes. |
Introduction: | The teacher would have a triangle, a quadrilateral, a pentagon, a hexagon, an octagon, and a decagon drawn on the board. The teacher will ask for volunteers to point out a shape. For example, the teacher would say, "Can someone go up to the board and point to the Hexagon?" "How do you know that is a hexagon?" "That's right-because it has six sides, great job!" The teacher would take this time to review that Polygons are geometric shapes and the examples on the board are types of Polygons that always have a certain number of sides. |
Development: | As a class the students take each manipulative shape and describe it. They discover how many vertices it has, how many sides it has, how many angles it has, if it is a quadrilateral or not, etc. (they also discuss at that time what all those vocab words mean!) They record their answers on a Polygon Chart that lists each shape and then has a place where they draw an example, a place where they write the number of verticies it has, a place where they write the number of sides it has, and a place where they write how many angles it has. |
Practice: | Teacher calls out a type of Polygon (for example-trapezoid)and asks for a volunteer to go up to the board and draw an example (the student would draw a trapezoid on the board). The teacher would then ask the student what makes the named shape what it is (a trapezoid has four sides and no right angles and one pair of parallel sides). The teacher would continue asking for volunteers to go up to board to draw examples of the named polygon. |
Accommodations: | If needed, the teacher can have students play "connect-the-dots" with Polygon shapes. This would be easier to use than the Geoboard. |
Checking For Understanding: | Students will get with a partner. They will take a brown paper bag filled with manipulative shapes and take turns taking a shape out of the bag (not letting their partner see it) and describing it (using the correct vocabulary-verticies, angles, sides, quadrilateral, right, acute, and obtuse angles, parallel,intersecting, perpendicular lines, etc.) to their partner. The partner has to guess what shape is being described. Once answered correctly, the roles are reversed. |
Closure: | Teacher allow class to describe shapes |
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