# Lesson Plan math

```Lesson Plan
0580-325 Section 4
Overall Expectations:
 classify and construct polygons and angles (Math Curriculum Pg 92)
Specific Expectations:
 sort and classify quadrilaterals by geometric properties related to symmetry, angles, and
sides, through investigation using a variety of tools (Math Curriculum Pg 92)
 use mathematical vocabulary
Learning Goals:
By the end of this lesson, Students will be able to:
 identify, describe, compare, and classify polygons
 identify concave and convex polygons
Resources:
 Student Math Textbooks (Math Make Sense pg. 88-89) and notebooks
 Black/White Board with Chalk/Markers
 Different Shapes of Concave and Convex Polygons (See Math Resource Box Beside Desk)
 Wooden blocks shapes (See Math Resource Box Beside Desk)
Special Student Accommodations / IEP: N/A
Hook (5-7 min):
Teacher can introduce Pac Man and explain the shape of his mouth as the concave part of his
face. Similarly a picture of a stick man in a cave can be used to illustrate this teaching point. Once
understood, Pac Man can be used to contrast convex shapes. For convex polygons, the shape of
a traditions house rooftop will justify for a visual explanation.
Drawing Examples:
Created by: F. D’Costa and S. Williams
1
Lesson Plan
Time
15 Min
0580-325 Section 4
Developmental Strategies:
Stage 1: Review:
with examples from the text book have students identify:
irregular and regular shapes, acute, obtuse and reflex angles;
take up seat work from previous lesson; select here or four student
exemplars of “the Venn Diagram” and prompt a class discussion.
Notes
Text pg 86
10 min
Stage 2: Body:
Distribute various shapes to the class and re articulate the teaching
points from the hook. In small groups, ask students to
classify/categorize each shape as concave or convex
Reference the
Hook and see the
Math resource
box for shapes.
1015 min
Stage 3: Student Reflection and Discussion
Prompt questions such as: What particular shape makes it concave
or convex? What big or small do the angles have to be classified as
convex or concave?
Students should be able to explain their reasoning about their
choices with mathematical vocabulary such as reflex, greater than
180 degrees, obtuse angle, and acute angle.
Do not teach,
Text pg 87
facilitate discussion
among the
students; giving
any resource to
communicate their
findings and ideas
– i.e. the board.
15 min
Stage 4: Concluding Activity:
In elbow partners, students will prepare a concave/convex
reference/study sheet. They may trace the shapes provided or draw
new ones. The characteristics of concave and convex shapes must
be illustrated and described. Time permitting, pairs will present their
sheets to another pair.
Method of Assessment:
 Asses completion and understanding of seat work from pervious lesson to
ensure comprehension of angles
 On-going oral assessment throughout class, especially during collaborative
learning times
 Seat work from this lesson will be assessed in the review of the following lesson
and students are compounding and building upon prior knowledge
Follow-up Ideas:
 Keep example of Hook posted during seat work
 Collect all learning aids
 Continuous supervision during collaborative learning times
Created by: F. D’Costa and S. Williams
2
```