Grace Goduti

EDU 215
Dual Licensure
02/08/16
1. Objective: The student will identify and classify polygons.The student will be able to reason
abstractly and quantitatively, construct viable arguments and critique the reasoning of others,
model with mathematics and use appropriate tools strategically, and look for and make use of
structure.
2. Content Standard (s) Common Core if applicable: Ohio, 3rd grade, Mathematics (geometry)
Common Core 3. G. 1: Understand that shapes in different categories may share attributes, and
that the shared attributes can define a larger category. Recognize rhombuses, rectangles and
squares as examples of quadrilaterals, and draw examples quadrilaterals that do not belong to any
of these subcategories.
3. Motivation: Prior to this lesson, students should be able to understand the main idea of geometric
features. Two and three-dimensional objects with or without curved surfaces can be described,
classified, and analyzed by their attributes. An objects location in space can be described
quantitatively. Students should know that lines and line segments are sets of points in space that can
be used to describe parts of other geometric lines, shapes, and slides. An angle is formed by two rays
with a common endpoint and can be classified by their size. Lastly, plane shapes have many
properties that can make them different from one another. I will connect previous background
knowledge to the new skill being taught by providing a review worksheet at the beginning of the
lesson. I will also continue to connect previous background knowledge by asking questions that relate
to the prior lesson, for example: Do you remember how we learned that plane shapes have many
properties that can make them different from one another? This question then connects to the current
lesson, explaining how polygons are a different type of plane shape. Examples of young childrens
characteristics that would help in this lesson plan include their ability to ask questions, and to make
guesses. As well as, to become intensely absorbed, persist at work, concentrates on a task for a long
time and constructive play. As a teacher, I believe there is no such thing as a dumb question. Students
should ask questions and be able to explore a topic to show they are actively involved in the lesson

and aware of what is going on. Students should also be intensely absorbed in the lesson and the board
game, and should be able to concentrate throughout the board game. When children manipulate their
environment to create things, they are engaged in constructive play. Constructive play is all about
experimenting. As children grow older and older, they should be able to experiment with their work.
Students can use this board game as a way to work on these characteristics. Throughout the lesson
and board game I hope to see that my students learn how to use most of the stages in the creative
process. Students should prepare and brainstorm. This will help them apply knowledge, skill, and
understanding to materials, objects, or problems. Incubation is a critical stage in the creative thought
process, it is important for students to be able to work on a problem mentally. While working on the
independent practice as well as the board game, students should be able to work on the problem
without outside help. Verification and communication also plays a large role in the lesson plan.
Cooperative learning is a crucial aspect in the board game and guided practice, so students must be
able to test products and communicate with others. Steinbergs Triarchic Theory of Intelligence and
his theory of practical thought demonstrates knowledge of the multiple influences on development
and learning in this lesson plan. Students must be able to use, apply, and implement the knowledge
taught in the lesson prior to the board game, as well as the guided and independent practice.
4. Instructional materials: For this lesson, I will provide all students with a review lesson sheet to
connect previous background knowledge and use the classroom smart board to review the lesson.
Students will be provided with a guided practice and an independent practice worksheet throughout
the lesson. Two groups of students will rotate between the Polygon Park board game and
independent practice.
5. Procedures:
Review sheet
Guided practice on smart board
Board game / Independent practice
Begin on start
Pick up an instruction card-move amount of spaces
Answer question on instruction card and move amount of spaces told
First to make it to Polygon Park (finish line) wins
Divided among two groups: half work on board game, half independent practice

6. Classroom Discussion: What is a polygon? A polygon is a closed shape made up of line

at each vertex. What are some examples of commonly used polygons? Why is a circle not a
polygon? Discuss difference between convex and concave polygons.
7. Academic vocabulary: Polygon, side, vertex, diagonal, triangle, quadrilateral, pentagon,
hexagon, octagon, decagon.
8. Assessment and Evaluation: I will conclude the lesson with an independent practice to assure
they understand all material covered. I am looking for students to be able to define and name
examples of polygons when provided with pictures, explain why a shape is or is not a polygon,
trace polygons and draw its diagonals, and describe shapes as convex or concave.
Value Added:
1. "The Wisdom of Play." The Cambro-Briton 3.30 (1822): 465-67. Web. 7 Feb. 2016. <http://
elf2.library.ca.gov/pdf/WisdomOfPlay.pdf>.
This article supports my teaching strategy of disguising work as play. In playing board games like
Checkers or Monopoly, a child learns not only strategy, but also to read the body language and vocal
intonations of other children. And, in seeing how other children respond to him or her during the game,
the child learns about self.
Cooperative Learning." SpringerReference (n.d.): n. pag. Web. 7 Feb. 2016. <http://
www.ied.edu.hk/aclass/Theories/cooperativelearningcoursewriting_LBH%2024June.pdf>.
This article provides support to the concept of cooperative learning which is what will be taking place in
my lesson plan. Students will be working with each other throughout the board game. This article shows
that cooperative learning has proven higher achievement and greater productivity, more caring,
supportive, and committed relationships, and greater psychological health, social competence, and selfesteem in students.

1. Diverse Learners
a. English Language Learners: For English language learners, I will provide students
with vocab sheets in advanced of what they need to know. Providing background
knowledge of the lesson allows students to focus more fully on the instructional
goals, rather than being overwhelmed with too much new information at once. I will
also provide authentic visuals and manipulative to enhance student comprehension of
complex content concepts.

b. Autistic Students: Autistic students must be provided with visuals and visual cues. I
will make sure the student is as interacted in the activity as much as possible. Autistic
children may display little interest in subjects outside their special interests. In order
to get them to pay attention and learn, the lesson must be especially interactive and
fun. I will give the student instructions one at a time. Autistic children struggle with
remembering steps, so narrating the steps one at a time as the child completes them
allows them to be even more successful.
c. Gifted Students: Gifted students can be provided with a more difficult independent
practice to challenge the student and assure every student finishes around the same
time. Gifted students need to have set individual goals. This will help guide students
in creating their own goals and set goals that are specific, measurable, aggressive,
realistic, and within a reasonable time frame