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Lesson Plan 2

Lesson Plan 2

Lesson Title: What is a Polygon?                                             Related Lessons: Shapes, Area, Perimeter

Grade Level: Second                                                                  Unit: Types of Shapes

Content Standards: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2-G1]



-Creativity and Innovation                          - Critical thinking, problem solving, & decision making

-Communication and Collaboration

-Research and information fluency


Instructional Objectives:

Students will independently create shapes using different items found in a classroom (cotton swabs, pretzel sticks, etc.). Upon creating a shape, students will work in collaborative groups to find a shape they did not know before. Presentation of new shape to class will be graded on information that must be present: number of sides, angles, and name.

Before-Class Preparation:

-Prepare computers (log on and make sure internet connection is available)

- Make sure computers are accessible to groups of students, ensuring there is enough room for children to work

During Class

                               Time                                                        Instructional Activities                                         Materials & Resources
 10 minutes Introduce lesson to students, ask the question "What do you think a polygon is?" and allow responses and explain that they will be making one. Explain that the shapes can be made using straight lines and connecting angles.pictures of shapes, posters, markers 
 5 minutes pass out materials needed and let students choose which materials they would like to use. cotton swabs, pretzel sticks, peppermint sticks
 10 minutes Go over properties of a polygon: closed side, straight edges, angles, etc. 
 5 minutes allow students to arrange materials into a shape (assistance may be given if necessary) 
 5 minutes split children into groups to begin research on new shape, make sure there is enough room at computers for size of group ( no more than three students per group)  
 15 minutes explain that shapes can have many sides and assist students when researching new shapes (try to make sure no two groups have the same n-gon) computers, tablets
 15 minutes allow students to print, draw, or find a classroom object that has the same number of sides and presents a new shape. The new shapes should be clearly visible. printers, markers, poster board
 20 minutes allow group presentations of new shapes and have students writing down new shape names and properties. 





Ongoing Assessments: The creation of the initial shape will be a hands-on instruction period. The teacher will be actively engaged with the students, asking questions such as “What do the shapes you can make with closed, straight lines have in common?” and “What shapes can we think of immediately that are polygons?” etc. The research time will be a transition point to putting the newly learned information into practice.

Accommodations and Extensions: If a student cannot be around any items used during the creating a shape time period, the substance will be removed from the classroom (any kind of food) and replaced with something non-hazardous to the student. Rather than using a computer, a tablet or other form of technology can be used to allow mobility. For those students very comfortable in the basics of geometry, an alternate assignment could be made available. This could consist of adding more detail to the presentation of new shape, such as what a 3-D model would look like, or the differences in two dimensional versus three dimensional shapes.  

Back-up plan: If for any reason I am not able to locate any new items to create shapes, classroom objects such as pencils and rulers may be used to fulfill the assignment needs. If technology fails, I will discuss the qualities that make a polygon and have students come draw abstract shapes (Nonagon, Enneagon) and discuss how the names come from the sides that the shape possess.

Evaluate and Extend

                As a student, I did not enjoy math lessons. The seriousness of the subject made me anxious and began to shape my whole viewpoint on the subject. When teaching math, I would like to present it to students in a way that makes it fun and allows them to connect math to the world they live in.  Allowing them to create their own shapes using fun items and work together to learn something new will make this experience one that gives math a better reputation than I made it out to be in school. As a second grader, being able to research at school gives you a feeling of responsibility and being “grown-up”, something most students enjoy. This lesson plan is basic in a sense that it could be modified to many different scenarios and is something I plan to use in the future.

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