Sherri McGerty – Geometry Resource Review
Polygon Matching Game
Which standard? (from PSSM)
Rationale:

Analyze characteristics

Specify locations

Apply Transformations

Use Visualization
What mathematical content is being learned (or
intended to be learned)?



Polygons
Quadrilaterals and relationships
Squares, Rectangles, Rhombi,
Parallelograms, and Trapezoids
Is the focus on instrumental or relational
understanding?

instrumental understanding (carrying out
procedures)

relational understanding (understanding
the meaning of mathematical words and
symbols; connections among ideas)
This technology has students match polygons to the
pictures that represent their characteristics that are
marked symbolically. This is a memory game, so
students ability to visualize the relationships and
meanings are assessed.
Rationale:
Students will be applying their knowledge of
quadrilaterals and other polygons in their ability to
match the words to their corresponding picture in
the matching game. Students must be familiar with
the number of sides a polygon has as well as
analyze the angle and side measures.
Rationale:
How are these polygons related and classified? The
relationship between number of sides, side lengths,
and angle measures are key in understanding the
relationships between quadrilaterals and other
polygons.
Response:
What role does technology play?
Technology offers the ability to constantly and
visually identify the vocabulary and definitions of
the quadrilaterals and other important polygons.
Technology offers the ability to have students focus
on the vocabulary words that they struggle with.
The technology will continue to reorder the flash
cards and can also time the students. Will they
show improvement? Can they reach a certain time
goal?
What instructional function(s) does the resource
serve?

practice (i.e., practicing skills or knowledge
already learned)

direct instruction/explanation (i.e.,
explaining or presenting content to
students)

learning through exploration (i.e., provides
context in which students can see new
relationships; come to new
understandings)
Rationale:
This is practice of basic vocabulary and
relationships amongst polygons according to their
angles, side lengths, and number of sides.
What kinds of representations of the mathematics
are used?

symbolic (i.e., numerals, symbols)

graphical (i.e., standard graphical notation The technology represents the vocabulary as
such as Cartesian (X-Y) coordinate system, pictures instead of definitions in words, so it is
bar graph, pie chart)
visual in nature. Within the figures, congruence and
angle measures are marked with their
visual/spatial (e.g., circles or squares with
corresponding and appropriate symbols, and not
lines to show fractions)
numbers. The figures represent the definitions and
concrete or real-world objects (e.g., images are representative of graphs and could be on the
coordinate plane too.
of base-10 blocks, puppies, or jars)


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dynamic (mathematical ideas represented
through motion or sound)
Rationale: