Name: Courtney Buccilli
Date: 5/11/10 Grade Level: 2nd grade Lesson Topic: Geometry: Quadrilaterals (Google Presentation)
Lesson Parts
Content Standards:
3.1 Use properties and characteristics of two- and
three-dimensional shapes and geometric theorems to
describe relationships, communicate ideas and solve
problems.
1. Identify, describe and draw polygons (triangles,
quadrilaterals including trapezoids and rhombuses,
pentagons and hexagons), solids and other familiar
two- and three-dimensional objects in the
environment.
[Connecticut State Department of Education March 2010]
Student Learning Objectives:


Students will be able to visually and orally
identify and recognize quadrilaterals (square,
rectangle, trapezoid, rhombus) as well
creating them using manipulates through an
interactive presentation.
Students will be able to identify these
quadrilaterals found in the environment.
Differentiation
Accommodations
Assessment:

Students will be asked to demonstrate their
understanding of quadrilaterals by actively
participating in a Google presentation.
Students will be asked to come up and do
various tasks including indicating equal sides
of a rectangle, indicating opposite angles in a
rhombus, counting how many squares are in
an image and measuring the sides of a
trapezoid.
 Students will be asked to participate in a class
discussion about where and how
quadrilaterals can be found in their schools,
community and at home.
 Students will be asked to form quadrilaterals
using the website:
http://www.mathsisfun.com/geometry/quadrilateralsinteractive.html
Initiation:
(5 minutes)
I will introduce the lesson by asking if anyone knows
what quadrilaterals are. “Why is learning about
geometry so important? I will explain that geometry,
especially quadrilaterals, are a big part of our lives
and are everywhere we look; at home, school and in
the community. I will tell them “Look up at the
board and be ready to get out of your seats because
you’re going to be part of this presentation.” I will

Students are encouraged to
make connections from what
they are learning to real life.
The lesson becomes culturally
relevant to each student’s life.

For English Language
Learners, the Google
presentation has clearly
labeled pictures of the
shapes on every slide so the
ELL can associate the
familiar shape to the
unfamiliar English word.

For the visually impaired,
large, black font is used.

For wheelchair-bound
students, assign a buddy to
go up to the board with
them and help them with the
task.
tell them that they will be asked to come up and help
me teach the class about quadrilaterals through
pictures, songs, watching a video and drawing. I will
then tell them they will have a chance to work on
their own computers with quadrilaterals. “The reason
you’re learning this is to know about common shapes
and be able to pick them out your everyday life.”
Lesson Development:
Materials: Computer Lab (computer for every
student), Google presentation, SMART Board



I will teach using the Direct Instruction
method. I will introduce the concept, allow
the students to come up to the board and
participate in guided practice and then the
students will be asked to work at their own
computers in independent practice.
Step 1: The students will be in the computer
lab, sitting away from their computers. The
Google presentation will be displayed on the
SMART Board in the front of the room.
Introduce the four quadrilaterals and then
begin teaching about each one and where they
can be found in the environment. Have the
students come up throughout the presentation
and use the SMART Board manipulatives to
follow the given directions. (30 minutes)
Step 2: Have the students watch and listen to a

For the visual learner, I am
using a visual presentation
where the shapes, text and
directions are clearly, visibly
displayed.

For the kinesthetic learner, they
are getting out of their seats and
going up to the board and
moving around to learn.

For auditory and musical
learners, I am sharing a song
about learning the shapes.

For interpersonal learners, the
students are having a whole
class discussion about shapes
and working off of each others’
ideas.

fun song about shapes. Encourage them to
sing along. (5 minutes)
Step 3: Have students move back to their
computers (before lesson, I will bring up the
interactive website on each computer) and
create their own quadrilaterals. I will walk
around and offer assistance if needed. (10
minutes)
Closure:
(10 minutes)
1. Review through a class discussion what a
quadrilateral is and the four kinds we
discussed.
2. Have each student go around and give an
example of where a square, rectangle,
rhombus or trapezoid is found in the
environment.

This lesson is culturally
relevant because students from
diverse cultural backgrounds
can share different perspectives
and places where shapes are
found in their culture’s
environment.