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Lesson Plan 0580-325 Section 4 Grade 6 Mathematics: Classifying Polygons 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 them full access to 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