Unit Lesson Plans

Joelle Wight
Geometry Unit, 4th Grade

Introduction
The following unit was covered over a two week time period. The objectives which I
outlined were determined by applying the 4th grade quarter four Geometry expectations provided
by the Blue Springs School District.
While creating this unit I paid special attention to the developmental needs of the
students. I worked to provide opportunities for students to have hands on, real world experience
with these geometric principles. I know that these students arent ready for abstract application
so I provided many concrete examples and manipulatives. All of the content I shared will help
form a base for future knowledge the students will be expected to learn. While students wont be
asked to apply geometric formulas on a daily basis, they still interact with geometric principles
every day. I think that this unit is especially meaningful to students because it requires a lot of
critical thinking and problem solving. These skills can be developed throughout this unit and
applied in many areas of student life.
For the pre and post-tests, I asked the students to answer a variety of questions. I outlined
the scope of the unit before creating the test so I knew exactly what I needed to cover. I found the
pre-test very informative as I taught the unit. It provided me with a lot of relevant information
that helped me determine what the students need most. I gave the exact same test, minus three
problems that I decided not to cover in the unit, for the post-test. These assessments were not the
only formative work I looked at from the students. The first day I asked the students to play a
whats in the bag game where they had to list attributes of a shape that no one else could see.
Their responses helped me to know what information they were bringing to the unit. I also asked
students to create a math game manipulative for display in the classroom that focused on using
the perimeter and two side lengths to determine the classification of the triangle and the
measurement of the missing side length. The students also worked together to find the measure
of an unknown angle in a triangle.
My biggest goal when I created the lesson plans was to provide concrete, hands on
experiences for the students that would solidify their understanding of polygons and their
attributes. I provided multiple opportunities for the students to work in social settings because
students at this age need to practice peer interaction and also get a lot of confidence for peer
support and acceptance. Scaffolding was also essential. The students wouldnt have stuck with
the learning process had it not provided scaffolding that gave them added confidence.
Management was largely based off of pre-established expectations. The students know
where to come in and sit for learning and they know behavior expectations when they work in
groups. Students responded very well to group activities and challenging games that encouraged
them to critically apply their new knowledge. Students also really became invested in creative
tasks that showcased their understanding and workmanship. I also worked to provided varied
instructional methods in each lesson so that students would not lose focus and become
disengaged. Knowing the age of the students, I tried to provide them with opportunities to move
around the room.

Math Mini Lesson

Monday, March 16th, 2015
Time: 12:45-1:50
Grade 4, 25 students
State/National Standard Addressed:
CCSS.MATH.CONTENT.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Goals (I can statements):
-I can list some attributes of shapes
-I can identify shapes and apply their characteristics to real world contexts
Objectives:
-Students will be able to describe shapes and use the descriptions provided by others to classify
shapes.
Management Plan:
The students will spend their time doing various activities. This variety will help hold
students attention.
Materials/Resources:
-Whats In the Bag cards
-Whats In the Bag bags
-The Greedy Triangle book
-Mini Office file folders
-Mini Office cut outs
-Mini Office Samples
-glue and pencils (students)
-Anchor Chart prepared with 6 columns (shape picture, name, # of angles, sides, and
vertices, and real world examples)
Detailed Procedure
Introduction: Part 1 (15 mins, 12:45-1:00)
The students will work in Thinking Teams to identify the measurements of unknown
angles. This is a skill they learned last week and will continue to explore throughout this week.
Introduction: Part 2 (10 mins, 1:15-1:25)
The students will come to the carpet to hear the rules and expectations for the activity. I
will begin by explaining what attributes are and how they can be used to describe and identify
shapes. The students will each be given a bag with a shape in it. Each shape will be replicated so
that it is present in two bags. The students will only be able to look at their own shape and will
have to describe it accurately enough to find their shape partner.
Activity Details (15 mins, 1:25-1:40)

Modeling (10-15 mins)

I will read The Greedy Triangle to the students. In between each shape we will pause to
reflect. I will model on the first shape how I identify the elements the chart asks for and as the
students become more comfortable with the process, I will transfer that responsibility to them.
Guided Practice (10-15 mins)
The students will begin providing the answers for the anchor chart and I will provide
them prompting and guidance as they do.
Check for Understanding (10-15 mins)
I will observe students as they create their own notes based on the anchor chart to ensure
that they understand the concept of the book.
Independent Practice (10 mins, 1:40-1:50)
I will introduce the students to their mini-offices and explain that we will use them as a
tool to collect and revisit our learning. I will then give the students the opportunity to assemble
their mini-offices and let them know that they can feel free to decorate the outside with things
that they think of when they hear the word geometry. The students will adhere the days summary
in the office.
Closure (5 mins, 1:45-1:50)
Closure will occur simultaneously with the Independent Practice. The students will be
creating their mini-offices which provide an excellent summary of the days lesson.
Assessment:
The students will be assessed on their responses and their completion of their mini-office.
Safety Concerns:
N/A
Accommodations/Modifications:
For students who write and process slower, the anchor chart will remain up in hopes that
they might find more success in completing their notes.
Reflection/Teacher Notes
Overall, this lesson went well. The story book was an excellent way to engage students
and introduce them to the topics that we would be studying. The whats in the bag activity really
provided students with a chance to use their best thinking to list attributes of their shape. It will
also provide a wonderful post-assessment of sorts in that I will be able to see how the students
attributes lists have changed after the unit is complete. The students were really intrigued by the
different names of polygons based on the number of sides they have. I think this would have
been an excellent area to encourage students to independently extend their learning. The biggest
weakness of this lesson would probably have been in my timing. I really need to work on making
sure that each section ends when it should.

Triangle

Square

Pentagon

Hexagon

Octagon

Rhombus

Kite

Circle

Right Triangle

Parallelogram

Cone

Name:
Number of sides/
angles:

Name:

Name:

Number of sides/
angles:

Number of sides/
angles:

Name:

Name:

Number of sides/
angles:

Number of sides/
angles:

Name:

Name:

Number of sides/
angles:

Number of sides/
angles:

Name:

Name:

Number of sides/
angles:

Number of sides/
angles:

Name:

Name:

Number of sides/
angles:

Number of sides/
angles:

Name:

Name:

Number of sides/
angles:

Number of sides/
angles:

Name:

Name:

Number of sides/
angles:

Number of sides/
angles:

Name:

Name:

Number of sides/
angles:

Number of sides/
angles:

Name:

Name:

Number of sides/
angles:

Number of sides/
angles:

Name:
Number of sides/
angles:

Obtuse Triangle

Math Mini Lesson

Tuesday, March 17th, 2015
Time: 12:45-1:50
Grade 4, 25 students
State/National Standard Addressed:
CCSS.MATH.CONTENT.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Goals (I can statements):
-I can distinguish between a point, line segment, ray, and line.
Objectives:
-Students will be able to identify and visually represent each type of geometric element.
Management Plan:
The students will actively represent the new geometric terms we are learning by playing
Geometric Simon Says. They will then sit in their learning spots for the mini lesson. Finally, to
ensure that students individually understand the concepts we learned, they will complete a
worksheet.
Materials/Resources:
-Anchor Chart with rows for rays, lines, line segments, and points
-Copies of pg. 195
-New addition to the Mini Office
Detailed Procedure
Introduction (15 mins, 12:45-1:00)
The students will work in Families to identify the measurements of unknown angles. This
is a skill they learned last week and will continue to explore throughout this week.
Activity Details (5 mins, 1:00-1:05)
The students will help create motions for the different geometric elements we will learn
throughout the day. They will then participate in Geometric Simon Says. The following elements
are all options to call:
-right angle
-obtuse angle
-reflex angle
-estimate of (insert angle measure)
-acute angle
-straight angle
-ray
-line
-line segment
-point

Modeling (10 mins 1:05-1:15)

During the mini-lesson I will identify each of the elements and draw a picture of them.
Guided Practice (5 mins)
As I create the anchor chart I will ask for student input.
Check for Understanding (5 mins)
The students will have the opportunity to add to their mini office by gluing the new
section in place. I will observe as the do so to ensure that they understand the difference between
each.
Independent Practice (20 mins, 1:15-1:35)
The students will independently work on pg.195.
Closure (5 mins, 1:35-1:40)
We will come
review our new

back together and

motions one more time.

Assessment:
The
worksheet will serve
assessment.

independent practice
as a formative

Safety Concerns:
People getting
Says

too wild during Simon

Lin
e

Line Ray
Segm
ent

Accommodations/Modifications:
I will visit Connor early on during the independent practice to make sure he doesnt get
frustrated before I can offer him assistance.
Reflection/Teacher Notes
This lesson was a challenging one. I dont think I provided the students with enough
context before I taught them the various vocabulary. The students had no idea what was going on
in the lesson and were unable to complete their independent work independently. I didnt have
the opportunity to correct and clarify that day but I was able to do so the following day. In the
future I work to provide the students with more concrete application before throwing the content
at them.

Math Mini Lesson

Wednesday, March 18th, 2015
Time: 12:45-1:50
Grade 4, 25 students
State/National Standard Addressed:
CCSS.MATH.CONTENT.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Goals (I can statements):
-I can distinguish between parallel, perpendicular, and intersecting lines.
Objectives:
-Students will be able to distinguish between the different ways lines can interact with one
another.
-Students will be able to identify these types of lines in their surroundings.
Management Plan:
The students will have opportunities for activity throughout the lesson.
Materials/Resources:
-Anchor chart with rows for parallel, perpendicular, and intersecting lines with room for
two examples of each.
-Paper for angle hunt
-Math check-in
Detailed Procedure
Introduction (7 mins, 12:45-12:52)
The students will come in and cut the additions to their mini offices. They will then come
sit on the carpet and wait for everyone else to finish.
Activity Details (20 mins, 12:52-1:12)
The students will be making edible rays, lines, and line segments. We will introduce
parallel lines, perpendicular lines, and intersecting lines.
Modeling (3 mins, 12:52-1:12)
I will model for the students how to use the candy provided to make a ray, line, or line
segment.
Guided Practice (17 mins, 12:52-1:12)
Students will work to create their edible rays, lines, and line segments using the class for
support. After they have finished one example of each I will have them stand behind their desks
and learn the actions for parallel, perpendicular, and intersecting lines. I will then challenge them
to try and make these lines with their Twizzlers and M&Ms.

Check for Understanding (1:12-1:40)

Students will work with Mrs. King
Independent Practice (1:12-1:40)
The students will add to their mini offices.
Closure (10 mins, 1:40-1:50)
The students will independently complete a math check-in before transitioning to science.
Assessment:
The students line search answers and their math check-in will both serve as formative
assessments.
Safety Concerns:
Lots of kids moving around in a small space
Accommodations/Modifications:
I will need to pay special attention to the partnerships I create.
Reflection/Teacher Notes
I had to make a few minor modifications to this days lesson in response to the previous
days issues. I brought candy in for the students to use as a manipulative in creating lines, rays,
and line segments. I really tried to focus on showing them how I reflected on the previous days
lesson and how that helped shape my thinking on how I was teaching them for that day. I was
able to take pictures of student creations and show them to the whole class. I think this was a
very good way to encourage students to be active participants in the lesson. The timing of this
lesson was also better than previous days.

Math Mini Lesson

Thursday, March 19th, 2015
Time: 12:45-1:50
Grade 4, 25 students
State/National Standard Addressed:
CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or
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.
Goals (I can statements):
-I can classify triangles based on their angle measures.
-I can find the unknown angle measure in a triangle.
Objectives:
-The students will understand that triangles can be classified in a number of ways, including by
their angle measures.
-Students will be able to find the unknown angle in a triangle based on the knowledge that all of
the interior angles add up to 180.
Management Plan:
The students will share their lesson time between listening and actively participating.
Materials/Resources:
-Anchor chart with boxes for right, obtuse, and acute angles
-Power Point of a mixture of types of triangles
-Signs for the different types of triangles
-Unknown angles for each of the 7 families
-Answer sheet
Detailed Procedure
Introduction (15 mins, 12:45-1:00)
The students will work independently to identify the measurements of unknown angles.
This is a skill they learned last week and will continue to explore throughout this week.
Modeling (5 mins, 1:00-1:05)
I will model for the students as I create the chart. This chart will show the different types
of triangles based on angle measure.
Guided Practice (7 mins, 1:05-1:12)
The students will guess which wall holds the correct answer. I will then show the triangle
and students who guessed correctly will remain in the game.
Modeling (8 mins, 1:12-1:20)
I will model for the students as I create the chart. This addition to the chart will help
students understand that all of the interior angles add up to equal 180.

Activity Details (20 mins, 1:20-1:40)

The students will work with their families to find the unknown interior angle in each
triangle. They will have approximately 2 minutes to solve each and will rotate after the allotted
time has elapsed.
Check for Understanding (5 mins, 1:40-1:45)
We will regroup and discuss the answers.
Independent Practice (5 mins, 1:45-1:50)
The students will complete a math check-in independently.
Closure (5 mins, 1:45-1:50)
The math check-in will also serve as closure.
Assessment:
The students work as families and their math check-in will serve as formative
assessments.
Safety Concerns:
Students moving around the room
Accommodations/Modifications:
I will emphasize in my instructions that it is alright if families dont discover each of the
unknown angle measures. I will also emphasize the importance of working together as a family.
Reflection/Teacher Notes
This lesson was probably the smoothest of the whole week. The students really seemed
actively engaged and were able to move around the room as the learned the angle classifications
of triangles. The lesson had to be shorter than originally outlined in order to provide more time
for the science lesson and so the students were unable to move around in their families. I think
this provided less time for the students to practice teamwork and collaboration but they did really
well with the angle measures they were assigned. In the future I would like to emphasize the
importance of working together to problem solve. I also didnt have in my original lesson plan
for the students to classify their triangle once they were done determining its unknown angle but
this ended up being a very important piece for tying the two concepts together.

Right
Triangl
e

Acute Obtuse
Triangl Triangl
e
e

Math Mini Lesson

Friday, March 20th, 2015
Time: 12:45-1:50
Grade 4, 25 students
State/National Standard Addressed:
CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or
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.
Goals (I can statements):
-I can classify triangles based on their side lengths.
-I can find the unknown side length in a triangle when given the perimeter and other two side
lengths.
Objectives:
-The students will understand that triangles can be classified in a number of ways, including by
their side lengths.
-Students will be able to find the unknown side in a triangle based on the knowledge that all of
the side lengths add up to equal the perimeter.
Management Plan:
The students will share their lesson time between listening and actively participating.
Materials/Resources:
-Anchor chart with boxes for scalene, isosceles, and equilateral triangles
-Power Point examples of types of triangles for students to figure out
-Signs for the different types of triangles
-Rulers
-Blank Paper
-Sticky notes
Detailed Procedure
Introduction (10 mins, 12:45-12:55)
The students will help create motions for the different geometric elements we will learn
throughout the day. They will then participate in Geometric Simon Says. The following elements
are all options to call:
-right angle
-obtuse angle
-reflex angle
-estimate of (insert angle measure)
-acute angle
-straight angle
-ray
-line
-line segment

-point
-perpendicular lines
-parallel lines
-intersecting lines
-scalene triangle
-isosceles triangle
-equilateral triangle
Modeling (15 mins, 12:50-1:05)
Before charting I will present the students with slides that have certain triangles included
inside a circle and others not. I will have them discuss with those around them to see if they can
figure out why. I will model for the students as I create the chart. This chart will show the
different types of triangles based on side length.
Guided Practice (7 mins, 1:05-1:12)
The students will guess which wall holds the correct answer. I will then show the triangle
and students who guessed correctly will remain in the game.
Modeling (8 mins, 1:12-1:20)
I will model for the students as I create the chart. This addition to the chart will help
students understand that each side length adds up to equal the perimeter and that if we know the
perimeter and two sides we will be able to determine the third side.
Activity Details (20 mins, 1:20-1:40)
The students will work with a partner to create their own triangle with an unknown side.
They will have approximately 10 minutes to create their triangle before trading and trying to
solve another groups triangle.
Check for Understanding (5 mins, 1:40-1:45)
We will regroup and discuss the process.
Independent Practice (5 mins, 1:45-1:50)
The students will complete a math check-in independently.
Closure (5 mins, 1:45-1:50)
The math check-in will also serve as closure.
Assessment:
The students work with partners and their math check-in will serve as formative
assessments.
Safety Concerns:
Students moving around the room
Accommodations/Modifications:
None
Reflection/Teacher Notes

Many students were absent during this lesson and we were nearing the time of the school
carnival. Even so, I think that the lesson went very well. Students had the opportunity to see if
they could figure out how triangle could be classified by their sides and they were mostly able to
do so. I think their discussion and observations before really helped solidify the concept in their
brains. I loved the activity that the students completed. My cooperating teacher and I put the final
touches on it during plan that morning and I think it turned out great. The students created with a
partner a triangle with an unknown side length and they did so in a way that allows others to try
and solve it before looking at the answer. I really think the students liked creating these tools and
I think that the information will stick as a result. Furthermore, they worked so hard on them and
they look so good that they can be displayed and reflect the students throughout the classroom. It
was also a relaxed way of assessing their learning for the day. In the future I would have had
more of the supplies for that project ready before hand. I didnt think certain parts would take so
long or be so hard to explain.

Math Mini Lesson

Monday, March 23rd, 2015
Time: 12:45-1:50
Grade 4, 25 students
State/National Standard Addressed:
CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based
on the presence or 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.

Equilat
eral
Triangl
e

Isoscel Scalene
es
Triangl
Triangl
e
e

Goals (I can statements):

I can create the different types of
quadrilaterals based on their attributes
Objectives:
-Students will be able to make
various quadrilaterals on geoboards
-Students will be able to articulate
various attributes and create shapes
based on them

Management Plan:
Students will spend a minimal time
at the carpet. Most of the lesson will be spent at their desks working with the geoboards.
Materials/Resources:
-Geoboards
-Mini Office Insert
Detailed Procedure
Introduction (15 mins, 12:45-1:00)
The students will begin by completing a problem solving pattern practice with their
Thinking Teams.
Activity Details (35 mins, 1:00-1:35)
The students will use geoboards to practice creating shapes based on their attributes.
Modeling (5 mins, 1:00-1:05)
I will show the students how to use the geoboards before I pass them out.
Guided Practice (30 mins, 1:05-1:35)
I will distribute the geoboards and ask the students to make for me a six sided shape with
six angles and six vertices. I will draw some of the shapes I see on Easiteach and project them on

the board. I will help students come to the understanding that all of them created a hexagon even
if it looked different from someone elses. I will then tell them this is also true with quadrilaterals
and explain that quadrilaterals have different names based on their attributes. We will then
practice making each type of quadrilateral in the following order:
-Trapazoid (four sides, vertices, and angles; ONLY 1 set of parallel lines, no right angles)
-Parallelogram (four sides, vertices, and angles; 2 sets of parallel lines)
-Rectangle (four sides, vertices, and angles, 2 sets of parallel lines, 4 sets of perpendicular
lines)
- Square (four sides, vertices, and angles; all sides are equal, 2 sets of parallel lines, 4 sets
of perpendicular lines).
-Rhombus (four sides, vertices, and angles; all sides are equal, 2 sets of parallel lines,
opposite angles are equal.)
Check for Understanding (5 mins, 1:35-1:45)
The students will complete an independent geoboard drawing practice.
Independent Practice (5 mins, 1:45-1:50)
The students will complete an independent geoboard drawing practice.
Closure (5 mins, 1:45-1:50)
The students will complete an independent geoboard drawing practice.
Assessment:
The students independent practice will serve as a formative assessment.
Safety Concerns:
Rubber bands
Accommodations/Modifications:
None
Reflection/Teacher Notes
This lesson was a great way for students to be actively engaged in the learning process. In
the future I think I would have them sitting somewhere other than their desks. I also think I
would use the computer camera to show student examples rather than trying to hold them up and
walk around the room with them. The assessment showed that students were able to create
shapes given certain attributes but a lot of them were using the most basic name of quadrilateral
to name the shape. I think I should have emphasized that we want to be as descriptive as possibly
by really narrowing down the possible polygons we could be describing. I also felt like the
lesson was dragging on a bit. I think I would pick up the pace of it in the future.

*Opposite sides are parallel

*Opposite angles are equal

Math Mini Lesson

Tuesday, March 24th, 2015
Time: 12:45-1:50
Grade 4, 25 students
State/National Standard Addressed:
CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or
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.
Goals (I can statements):
I can sort shapes based on their attributes
Objectives:
Students will be able to use a Venn diagram as a tool to sort shapes based on their
attributes.
Management Plan:
Students will spend a majority of the time moving around to be actively engaged.
Materials/Resources:
-String
-Mini Office Venn Diagram pieces
-Venn Diagram labels
Detailed Procedure
Introduction (25 mins, 12:45-1:10)
The students will work in their families to complete a problem solving question. When
they finish this they will work on cutting out the shapes for their mini-office Venn Diagram.
Guided Practice (20 mins, 1:10-1:30)
The students will come up in groups and receive shapes. They were responsible for
putting their shape where it belongs in the giant diagram.
Check for Understanding (10 mins, 1:30-1:40)
The students will use the Venn diagram website to screen shot and submit their work.
Closure (5 mins, 1:45-1:50)
We will have a class quiz where students try and guess what shape we are describing with
the attributes we give them.
Assessment:
The class quiz will serve as an informal formative assessment.
Safety Concerns:
None
Accommodations/Modifications:

None

*Four sides*Four sides

*Opposite sides are *One
PARALLELPARALLEL lin

Reflection/Teacher Notes
The days schedule was different and provided its own unique challenges for math. The
students werent focused from the start. I think I should have played geometry Simon says or
something like that before hand to really get them in the mind set. The students seemed to enjoy
the giant Venn diagram and were fairly successful in sorting the shapes correctly. We had to stop
right in the middle of the lesson to go to special class and we only had 15 minutes before recess
when they returned. Even with the craziness and the lack of focus, I still believe students
understand how to use a Venn diagram to classify shapes based on their attributes.

*Four EQUAL sides

*Four RIGHT angles
*2 sets of PARALLEL
lines

*Fo
*Fo
*2
lin

At least one set of parallel lines

At least one right angle

Math Mini Lesson

Wednesday, March 25th, 2015
Time: 12:45-1:50
Grade 4, 25 students
State/National Standard Addressed:
CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or
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.
Goals (I can statements):
I can create a shape after learning its attributes.
Objectives:
-The students will be able to make the shapes with their families to accurately portray the
attributes given to describe their shapes.
Management Plan:
. The students will be moving to multiple locations in an effort to keep them engaged the
whole lesson
Materials/Resources:
-glowsticks
-independent check in
-sheets
Detailed Procedure
Introduction (15 mins, 12:45-1:00)
The students will work in Jungle Partners to complete the problem solving problem.
Guided Practice (15 mins, 1:00-1:15)
We will play shape password with the students.
Modeling (5 mins, 1:00-1:05)
I will show the students how to use glow sticks to create various shapes based on
attributes
Activity Details (30 mins, 1:05-1:35)
The students will rotate with their families to different stations. Each station will have
glowsticks and a list of attributes to describe the shape. They will use the glow sticks to create
the shapes.
Check for Understanding (30 mins, 1:05-1:35)
I will travel around the room and make sure the students create a shape that accurately
reflects the attribute lists.

Independent Practice (10 mins, 1:35-1:45)

The students will complete an independent check-in where they identify the shape.
Closure (5 mins, 1:45-1:50)
The students check-in will serve as closure.
Assessment:
The students independent check-in will serve as a formal formative assessment.
Safety Concerns:
Its dark and students will be under desks
Accommodations/Modifications:
Groups will be made with specific needs in mind
Reflection/Teacher Notes
Todays lesson went really well. The students were actively engaged from the beginning.
The enjoyed shape password and LOVED the glowsticks. When it was time for them to do their
independent check in they became focused and completed the work with lots of success. The
biggest area of struggle on the check in was the Venn diagram section. The particular categories I
gave were some that required a lot of critical thinking and problem solving. Although not all of
them were successful, they all applied a lot of their learning to each problem. If I were to do this
activity again I think that I would tell the students in advance that rave dancing wasnt allowed
after they solved their problems. From the activities we have done the past few days, I have
learned how important repetition is. The students were developing the exact same skills in a
variety of contexts. I really feel that the students are gaining confidence and comfort in
identifying various attributes.

Attribute List: Shape 1

1. This shape must have 2 sets of perpendicular lines.
2. This shape must have 1 set of parallel lines.
3. This shape must have 5 angles.
4. This shape must have 3 obtuse angles.

Attribute List: Shape 2

1. This shape must have 1 set of perpendicular lines.
2. This shape must have 0 sets of parallel lines.
3. This shape must have 3 vertices.
4. This shape must have 2 acute angles.

Attribute List: Shape 3

1. This shape must have 2 sets of perpendicular lines.
2. This shape must have 2 sets of parallel lines.
3. This shape must have 4 sides.
4. This shape must have 2 acute angles.

Attribute List: Shape 4

1. This shape must have 0 sets of perpendicular lines.
2. This shape must have 1 set of parallel lines.
3. This shape must have 4 vertices.
4. This shape must have 2 obtuse angles.
5. This shape must have 2 acute angles.

Attribute List: Shape 5

1. This shape must have 0 sets of perpendicular lines.
2. This shape must have 2 set of parallel lines.
3. This shape must have 4 angles.
4. This shape must have 2 obtuse angles.
5. This shape must have 2 acute angles.
Attribute List: Shape 6
1. This shape must have 2 sets of perpendicular lines.
2. This shape must have 2 sets of parallel lines.
3. This shape must have 6 angles.
4. This shape must have 4 intersecting lines.

Attribute List: Shape 7

1. This shape must have 0 sets of perpendicular lines.
2. This shape must have 4 sets of parallel lines.
3. This shape must have 8 vertices.
4. This shape must have 8 obtuse angles.

Math Mini Lesson

Thursday, March 26th, 2015
Time: 12:45-1:50
Grade 4, 25 students
State/National Standard Addressed:
CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or
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.
Goals (I can statements):
I can describe my shape with enough attribute descriptions to enable others to identify my
shape.
I can confidently complete the post assessment.
Objectives:
-Students will confidently complete a post assessment to showcase their learning.
Management Plan:
The students will be moving throughout the room for the first part of the lesson. After
that they will be spread throughout the room to independently complete their assessment. .
Materials/Resources:
-Post assessment
-Bags and shapes
Detailed Procedure
Introduction (15 mins, 12:45-1:00)
The students will begin by playing either shape password or geometric Simon Says.
Activity Details (10 mins, 1:05-1:15)
The students will play whats in the bag again. This time they will be equipped with more
attributes to use to describe their shapes.
Closure (30 mins, 1:15-1:45)
The students will take their post assessment
Assessment:
The students will take their post assessment
Safety Concerns:
None
Accommodations/Modifications:
None
Reflection/Teacher Notes

This day was a very much focused on review and confidence building. The students got
to do a number of activities to help them prepare for the post examination. I think the timing of
everything went really well and the students were able to review and feel confident before they
were assessed. They werent overly successful in redoing Whats in the Bag but the attributes
they used to describe their shapes were much improved. I think this was a very good way and
time to finish the unit.