Brief Overview: Our unit entitled, Does Poly Want a Pos of polygons within a composite figure.Using literature, aesthetics and hands-on maist among the angles and sides of two dimensional figures.
Prerequisites foNCTM Content Standard/National Science Education StandardAnalyze characteristics and properties of plane geometric polygons and develop mathematical arguments about geometric relationships.butes of plane geometric polygons and scribe the attributes Classify polygons according to their properties and develop definitions of classes of shapes such as
of the two-dimensional shape Classify polygons by learning the definition of each at make up a composite figure.
Materials and Resources (Day 1) Student math journals 1
Teacher Resource 1: Pre-Assessment for Poly Want a Polygon? Teacher Resource 2: Steps to Making a Paper Airplane Teacher Resource 3: Pattern BlocksTeacher Resource 4: Prefix Chart for BoardTeacher Resource 5: Polygon Prefix Game Teacher Resource 6: How Many Sides? Teacher Resource 7: Polly Prefix Match Student Resource 1: Pre-assessment for Poly Want a Polygon? Student Resource 3: How Many Sides? Trade Book: The Village of Round and Square Student math JournalsTeacher Resource 9: Traffic Signs Teacher Resource 10: Polygon Foldable Teacher Resource 11: Polygon Exit Ticket rds (one color) Tangrams or polygon pattern blocks
Construction paper or Crayons Teacher Resource 12: Polygon Puzzle Instructions Teacher Resource 13: Tangram Animals
Teacher Resource 14: Composite Figures in Polygons 2
ent for Poly Want a Polygon? ent for Poly Want a Polygon? Development/Procedures: Pre-assessment Distribute Student Resource 1A-B (pre-assessment) which will assist you in determining the prior knowledge that students have about polygons.
Additionally, it will help to gain information in order to make instructional decisionsassessment on Teacher Resource 1A-B.
Engagement your weekend? Holiday? etc, and pause for answers r weekend.While telling the story you will also be in the process of making a paper airplane (directions to make the paper airplane are attached as: Teacher SAY: Well for my weekend, holiday, etc I decided to meet an old friend.
Her name is Poly and Poly needed my help in finding a way home to visit her family in (choose a location.example: Georgia).So I said, LetsASK: What modes of transportation do you think Polly could take? SAY: What about a car? a train? Well what about a plane?
de sounded nice and I said, Well what about this? (showing the paper airplane).Does Poly Want a Polygon? is made up of SAY: Some of you may ask, Whaeach group making sure that the blocks see Teacher Resource 3.
SAY: Each group should have a bag full of different pattern e for you to take a few minutes 3
the differences and the similaritiemay list them:
Similar shape green
green SAY: As you can see the 2 shapes have 4 sides (the similarity) but will give you about 2 minutes to and then another 2 minutes to compare your notes as a group.After you have given students time to make their list of the various shapes, they will ask for one volunteer from each group to add to SAY: Now it is time to put the shapes back into the sandwich bag.
Explanation this has to do with math.the prefix, uni and bi mean? The students should answer uni = one and bi = two (if not guide them to the correct answers).
SAY: Thats correct!
Today I wnotch! Bam! three-sided shape).
Ask student volunteers if they canprefix tri (guide the student to answer that tri means 3).Do the same with the remaining prefixes: quad, pent, hex, oct, dec and As the students answer, have the students complete their chart either on their worksheet or in their math journals
ove the chart and transition the class into the application step.
Application Distribute the cards that are cut up from Teacher Resource 5A-B entitled, Polygon Prefix Game. ESAY: We are going to play a game to see who remembers what we learned about prefixes.
Write the directions written on the board:
Each student will be given a card with a picture or a word on the You must walk around the classrperson with the matching cards.
may ask about the number of sides.Students will walk around the room and search for their missing nts think they have found a match, the two students will approach you and make sure.If they are correct, they will take a seat back at their desks.
bute Student Resource 3 entitled, How many sides?
Answers to the worksheet can be found on Teacher Resource 6.
SAY: Now it is your turn to sRemind students that this is individual work.
After approximately 5 minutes, collect the papers and transition into the assessment The lesson will be modified to meet the needs of the special use the pattern block manipulatives (polygon shapes).
Have the special education sides, placing a mark (tick mark) on the side as it is Reteach the concept to those students who were unable to the concept.
Challenge the studethe prefixes poly, tri, quad, pent, hex, oct, dec in magazines and newspapers.Once the student has found a 5
list of words they are to define the words and tell the class Assessment The student will be complete an exit ticket (Student Resource 4
by using the skills that were Engagement Ann Grifalconi, Show the front and back cover of the book and ask the students to predict what they think the story might be about.
the square house from the front cover.Read the preface and page
the girl might be talking about?
Then read a few more pages maki
NEBMC) 07/19/10 * / # of days Topics: Content & Assessment CA Content Standards Supplemental Resources 6 Topic 1: Numeration
1 Topic 1 Opener ) NEBMC) 07/19/10 * Time/ # of days Topics: Content & Assessment CA Content Standards Supplemental Resources 9 Topic 3: Multiplication and Division Meanings and Facts
1 Topic 3 Opener1 Multiplication: MeaningsNEBMC) 07/19/10 * / # of days Topics: Content & Assessment CA Content Standards Supplemental Resources 9 Topic 4: Multiply by 1-Digit Numbers
1 Topic 4 Opener ) ) NEBMC) 07/19/10 * Time/ # of days Topics: Content & Assessment CA Content Standards SupplementalResources 12 Topic 7: Dividing by 1-Digit Divisors
1 Topic 7 OpenerNEBMC) 07/19/10 * / # of days Topics: Content & Assessment CA Content Standards Supplemental Resources 11 Topic 8: Lines, Angles, Shapes and Solids