Finished Math Lesson Plan

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Name: Meagan Ridenour
Date: 11/22/2015
Lesson Title: Classifying Quadrilaterals
Grade Level: 5th Grade
Length of Lesson (Minutes): 90 Minutes
CCSS.Classify two-dimensional figures into categories based on their properties.
Understand that attributes belonging to a category of two-dimensional figures also belong to
all subcategories of that category. For example, all rectangles have four right angles and
squares are rectangles, so all squares have four right angles.
MP.1 Make sense of problems and persevere in solving them.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.6 Attend to Precision
MP.7 Look for and make use of structure.
Central Focus of Unit/Learning Segment
Classifying and sorting properties of quadrilaterals.
Many different quadrilaterals are used during the whole lesson for students to visualize the
properties of the quadrilaterals.
1. Quadrilateral Properties Card Sort
2. Classifying Quadrilateral Worksheet Graphic Organizer
3. Classifying Quadrilaterals Fill in the Blank Worksheet
4. Classifying Quadrilaterals Work Bank
Essential Understandings
Essential Questions
● The Geometric Properties for lines
● What are the properties of different
include parallel, perpendicular, and
congruent. Properties of angles include
● What are some examples of
type, measurement, and congruent. The
properties of symmetry include point
and line.
● Some names of the quadrilaterals are;
rectangle, rhombus, parallelogram,
trapezoid, quadrilateral, polygon.
Lesson Objectives
● Students will classify the properties of a given quadrilateral, and all the shapes that also
have those properties.
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● Students will use graphic organizers to show the relationships among quadrilaterals and
identify their unique properties
I can statements:
● I can classify two-dimensional figures by their attributes
● I can explain two-dimensional attributes can belong to several two-dimensional figures.
Language Demands
Language Function & Key Learning Task
Language Function: Classify
Key Learning Task:
Students will classify quadrilateral shapes and figures throughout the lesson in different ways.
They will use pictures to describe the attributes of the quadrilateral shapes.
Content/Academic Vocabulary
Side- line segment
angle- two rays with a common endpoint
equal- same measurement
congruent- same size and same shape
parallel- lines in same plane that will never intersect
perpendicular- lines that intersect to form right angles
opposite- across from
adjacent- next to
Quadrilaterals- a four-sided figure
Isosceles Trapezoids- a trapezoid that has two sides of equal length
Trapezoids-a quadrilateral with only one pair of parallel sides
Kites- a 4 sided flat shape that has two pair of sides, and each pair of sides is made of adjacent
Parallelograms-a four-sided plane rectilinear figure with opposite sides parallel
Rectangles-a plane figure with four straight sides and four right angles, especially one with
unequal adjacent sides, in contrast to a square
Rhombuses- a parallelogram with opposite equal acute angles, opposite equal obtuse angles, and
four equal sides
Squares-a plane figure with four equal straight sides and four right angles
Discourse & Syntax - Much better isolation of discourse and syntax.
● Students will respond to questions orally while reading “Sigmund Square Finds His
● Students will discuss with their partner the properties or attributes of the given
quadrilateral shapes.
● Students will explain their reasoning and question their partners reasoning during the
Card Sort Activity
● Students will discuss and question each other's reasoning during the Fill in the Blank
● Students will respond in written form while answering the Journal Prompt.
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● Students will demonstrate how they can determine the properties of different
quadrilateral shapes.
● Students will record their answers on the partner Classifying Quadrilateral Worksheet
● Students will record their answers to the Classifying Quadrilateral Fill in the Blank
● Students will respond individually to the Journal Prompt in order to Exit the room.
● Label sides of the quadrilaterals with symbols that indicate that they are equivalent.
● Label right angles with a square in the corner.
● Label sides that are parallel with one dash through the side.
● If a shape has two sets of parallel sides then the second set should be labeled with two
● Label obtuse angles with a semi-circle.
Supports Excellent!
● Teacher will be modeling the correct use of Academic/Content Vocabulary, and the
Language Function throughout the lesson while monitoring for students property use of
vocabulary in their discussions.
● Teacher will describe the properties of quadrilaterals while using the Academic
● During partner activities, the teacher will be asking questions to include the use of
Content/ Academic Vocabulary, and the language function; classify.
● Students who are struggling with the vocabulary will be partnered with students who
understand and can offer support and encouragement during their discussion.
● At the end of the day, the teacher will assess students during the journal prompt with
questions and explanations of the expectations.
● Students will refer to the Properties Word Bank throughout the lesson for
content/academic vocabulary.
● Card Stock, in colors
● Scissors
● Glue
● Classifying Quadrilaterals Worksheet
● Classifying Quadrilaterals Fill in Blank
● Classifying Quadrilaterals Vocabulary
Classifying Quadrilaterals Worksheet
Card Sort per group, 4 sets of cards
Classifying Quadrilaterals Fill in Blank
Classifying Quadrilaterals Vocabulary
● Ruler or protractor
● Math Journal- exit ticket
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● Math journal prompt
Math Common Core Standards-
Standards Flipbook. USD 259 Learning Services. Downloaded on 10/21/2015
5th GR Mathematical Practices; Classifying Quadrilaterals. Page 70- 74
Howard County Public School System; Grade 5 Common Core Math Standards
World Wide Journals
Vygotsky, L.S. (1978). Mind in society. The development of higher psychological processes.
Cambridge, MA: Harvard University Press
Gardner, H (1993). Multiple intelligences: The Theory in practice. New York: Basic Books.
Adaptations to Meet Individual Needs
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High-Level Learners: High-level learners can do this activity without using the word bank sheet,
and just use their knowledge of identifying the properties of quadrilaterals. High-level learners
can also identify different parts of the quadrilateral shapes (right angles, acute angles, obtuse
angles, supplementary angles). High level learners need to come up with at least 3 different
answers on the exit ticket
On-Level Learners: The lesson plan is structured for on-level learners.
Struggling Learners: Struggling learners can be partnered up with a high-level learner.
Struggling learners can also use the foam geometric shapes to have a manipulative of each
shape rather than a picture. Struggling learners can also only have a card sort that contains only
trapezoids. If they understand these then they can move on to the kites or isosceles trapezoids.
Struggling Learners can also use Sigmund Square Finds His Family to explain more about the
different quadrilaterals. Good thinking assuming you have a computer that will work with it or a
hard copy of the book! :)
English Language Learner: For English Language Learners, these students can be partnered up
with a high-level learner as well. They also can focus mainly on doing the Classifying
Quadrilateral Worksheet, and not place as much focus on the Fill in the Blank worksheet. These
students might not have the exact vocabulary intended for this activity. English Language
Learners can also focus on just a card sort with only trapezoids. If they understand this card sort
then they can move up to the kites and isosceles trapezoids. English Language Learners can also
use Sigmund Square Finds His Family to explain more about the different quadrilaterals.
Management/Safety Issues
● Students should follow already established classroom rules.
● When students are working with partners , students should stay quiet, and be reminded
and monitored for stay on task
● Anytime the teacher needs the classes attention the teacher will raise her hand and the
students should raise their hand and stop talking.
● Students will be responsible for turning in all classwork into correct bins at the end of
class, students will be reminded and monitored for walking as opposed to running when
exiting the classroom.
Rationale/Theoretical Reasoning
● Students need to experience discussing the properties of shapes and explaining their
● Students should be able to identify the properties of angles; right, obtuse, acute,
● Students should be able to identify the properties of sides; parallel, perpendicular,
congruent, or the number of sides. Standard Flipbook (2015)
“This cluster builds from Grade 3 when students described, analyzed and compared properties of
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two-dimensional shapes. They compared and classified shapes by their sides and angles, and
connected these with definitions of shapes.
In Grade 4 students built, drew and analyzed two-dimensional shapes to deepen their
understanding of the properties of two-dimensional shapes. They looked at the presence or
absence of parallel and perpendicular lines or the presence or absence of angles of a specified
size to classify two-dimensional shapes.
In Grade 5, students classify two-dimensional shapes in a hierarchy based on properties. Details
learned in earlier grades need to be used in the descriptions of the attributes of shapes. The more
ways that students can classify and discriminate shapes, the better they can understand them.
The shapes are not limited to quadrilaterals.
Students can use graphic organizers such as flow charts or T-charts to compare and contrast the
attributes of geometric figures. Have students create a T-chart with a shape on each side. Have
them list attributes of the shapes, such as number of side, number of angles, types of lines, etc.
they need to determine what’s alike or different about the two shapes to get a larger
classification for the shapes and be able to explain these properties.
Pose questions such as, “Why is a square always a rectangle?” and “Why is a rectangle not
always a square?” Expect students to use precision in justifying and explaining their
reasoning.”(Flipbook 2015)
● Gardner’s Theory of Multiple Intelligences Bodily-Kinesthetic: Students actively move their paper card sort manipulative with their hands.
Interpersonal: Students will be working with other students in pairs with their task.
Intrapersonal: Students will complete a journal entry and assessment on their own.
Visual-Spatial: Students will use a graphic organizer throughout the lesson. Students will also
write or draw in their journal.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New
York: Basic Books.
● The purpose of teaching through a concrete-to-representational-to-abstract sequence of
instruction is to ensure students truly have a thorough understanding of the math
concepts/skills they are learning. When students who have math learning problems are
allowed to first develop a concrete understanding of the math concept/skill, then they are
much more likely to perform the math skill and truly understand math concepts at the
abstract level. During my activity students will be able to sort cards out with pictures on
them to understand the different properties of quadrilaterals and work with their peers to
understand the properties.
● Students are provided an opportunity to socially construct knowledge while working with
their peers. They also have the opportunity to work in their zone of proximal
development. (Vygotsky 1978)
Common Misconceptions or Difficulties:
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● Students think that when describing geometric shapes and placing them in subcategories,
the last category is the only classification that can be used. Standard Flipbook (2015)
● The student is unable to classify the shapes as quadrilaterals and cannot sort them on the
graphic organizer. (CPalms 2015)
● Students do not see the correlation between rhombuses and squares. We assume that the
problem is related to an inconsistent theoretical definitions of these terms in various
Slovak textbooks. Squares and rhombuses are sometimes defined as disjoint classes and
according to some definitions squares are viewed as a special case of rhombuses.
● Comparing the success rate and interconnections among responses to questions without
pictures and questions with pictures we can conclude that it was easier for students to
answer questions with pictures than without pictures, in which they had to create figural
imagination by themselves. (World Wide Journals)
Very good additions!
Assessment/Evaluation Criteria
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Formative Assessment
Assessment Tools:
1. Math Journal Prompt Don’t include here since it is summative.
2. Classifying Quadrilaterals Worksheet Graphic Organizer
3. Anecdotal Notes
4. Classifying Quadrilaterals Fill in the Blank (not sure if you describe this below???)
5. Probing Questions
I will be using the Classifying Quadrilateral Worksheet as my formative assessment. Using the
pictures and words to determine the properties of the quadrilaterals. I will walk around the
classroom and ask probing questions as needed for explanation, and to keep students on task
with the content. objective two. At the end of the lesson I will use the Math Journal Prompt as
my last assessment. Throughout the lesson, I will take anecdotal notes for my future reference on
a clipboard as I walk around. These notes will later be transferred to a notebook that helps me
track each students progress over time. Classifying Quadrilateral Graphic Organizer
The Graphic Organizer will be turned in once completed. This will help me see which students
understand the relationships between the different types of quadrilaterals.
Probing Questions: Students can answer these questions orally so that I can see which students
understand the properties. This will also help me see which students have mastered the standard.
1. What properties does a square have?
2. How could we check the angles?
3. Which property do you think was the easiest to determine?
4. What properties do you think was the hardest to determine?
Summative Assessment
1. Math Journal Prompt
At the end of the lesson each student will be required to fill out a Journal Prompt on what they
learned about Quadrilaterals and their properties. Students will also be required to end the
Journal Prompt with one question about something they are still confused about. These questions
will be addressed the next day as the warm-up. The Journal Prompt will help me understand
what properties and skills each student has mastered, and what each student is still confused
What is your evaluation criteria for this journal prompt and how do you determine mastery?
Academic Feedback
I will be looking closely and take notes throughout the lesson including individual and partner
work. I will be listening to discussion and questions carefully. This information will help me
determine what question to ask certain students during the lesson to assess and advance their
learning. I will encourage students to be on task and be successful with the lesson, and to help
other students be successful. I will talk to students about their language use, and their written
work. I will walk around the room and observe each students work, and write directly on the
student’s work if they have proved understanding, or if they need to revise some work. I will
also give my students feedback the next morning when we go over their exit ticket. I will answer
the questions about something they were confused about.
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Set/Hook/Motivator (Before) Time:10 Minutes
1. Tell students that they are going to play a game
that requires them to analyze the properties of
quadrilaterals. Ask students to define a
quadrilateral (a polygon that has four sides).
2. Break students up into groups of 3 or 4.
3. Hand out the sets of cards and scissors to student
pairs. Have them cut the cards apart.
4. Inform students that you will give them some
time to look over the cards and discuss the
properties of the quadrilaterals on them. To help
them, you are going to give them a page of
definitions of properties. Distribute the half page
WORD BLANK to the pairs of students.
Instructional Procedures (During)
Property Sort Activity Time: 20 minutes
1. Explain that you will call out a specific property
and they are to find all shapes that have that
a. Here are some suggestions for properties.
● No Parallel Sides (E, I, N, P)
● Only one pair of parallel sides (A,
D, F, G)
● Two Pairs of Parallel Sides
● Has at least one right angle (C,
● Four Congruent sides (C,K,L,O)
● All sides equal (C,H,M,O)
● Equal non-parallel sides
● No Equal Sides (D,F,N,P)
● Adjacent sides equal (
2. Write on the board that each correct card is worth
one point. For any incorrect response, they will need to
subtract a point. For example, in a sort of shapes that
Higher-Order Thinking Questions
What does Parallel mean?
What is a right angle?
What does Congruent mean?
What is adjacent?
What does Parallel mean?
What is a right angle?
What does Congruent mean?
What is adjacent?
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have no parallel sides, there are four correct answers. If a
student includes a card that doesn’t belong but has all of
the correct ones, that student scores three points. 4 points
for the correct answers and minus 1 for the incorrect
3. Go through as many property sorts as needed for
students to become familiar with the different properties.
Encourage students to explain their reasoning for their
selections and critique the reasoning of others. (MP.3)
Shape Graphic Organizer - Time: 30 minutes
4. Invite students to look at Card C. Have them name
some of its properties. ( four right angles, all sides
congruent, two set of parallel sides) Ask them to name
the shape (Square). Ask them for another name of the
shape. (Rectangle, rhombus, parallelogram, trapezoid,
quadrilateral, polygon.) Tell them that shapes have
names, but to be precise in our communication, it is best
to use the most specific name possible- in this case it's a
5. Distribute the two page graphic organizer. Inform
students that they will take their cards through the
flowchart to find the most precise names for the shapes.
6. Give students time to cut and glue the two pages
together. Invite them to shape A and go through it with
you so they understand how to proceed. (MP.1) Once the
cards are all sorted, students will need to write the letters
of the cards in the appropriate bubbles.
Classifying Quadrilaterals Worksheet - Time: 15
7. Finally, distribute the last page and have students
record all the names of each shape, circling the name that
is more precise.
Closure (After) 5 minutes (15 minutes)
Ask the students these questions at the end of the lesson.
(5 min.)
Exit Ticket - time 10 min
Last, have the students write about the prompt in their
Journal Prompt: Explain how squares, rectangles, and
parallelograms are alike and how they are different.
● What properties does a
_______(name a shape) have?
● How could we check the angles?
(measure with a corner of paper
or a protractor)
● Which property do you think was
easiest to determine? Why?
● How are square and rectangles
alike? Different? (Both have two
pairs of parallel sides. Both have
four right angles. Squares must
have four congruent sides.)
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