Lesson Plan Template

Teacher Candidate: Kelly Willinger

Academy
Grade level: 5th Grade

School: Promise
Room Number: 310

Planning
Need for this lesson:
This lesson appears at the beginning of the 5th grade geometry unit,
Classifying Plane Figures. This particular lesson is crucial for setting students
up for success within the larger unit by reacquainting students with familiar
polygons such as triangles, quadrilaterals, pentagons, hexagons and
octagons in addition to helping students differentiate between polygons and
other plane figures. Additionally, students will be exposed to the difference
between regular and irregular polygons.
Later in the unit students will classify triangles and quadrilaterals based on
their sides and angles. Students will also sort these polygons into a
hierarchy based on their features. Without this foundational lesson around
recognizing and sorting polygons according to their attributes, students
would struggle with more complex classification work later in the unit.
Lesson content:
Unit:
Topic 15: Classifying Plane Figures
Focus/Topic within the unit:
In this lesson, students will learn how to:

identify polygons as closed figures made up of line segments

classify polygons based on their number of sides and angles (triangles,
quadrilaterals, pentagons, hexagons, octagons)
differentiate between regular and irregular polygons

Teaching Point/Goal/Central Focus: What will students know, and be able

to do, as a result of this lesson?
Objectives:
1. Students will be able to identify polygons as closed figures made up of
line segments.

2. Students will be able to classify polygons based on their number of

sides and angles.
3. Students will be able to differentiate between regular and irregular
polygons.
Connection to Previous Learning/Prior Knowledge: Considering the
teaching point/central focus of this lesson, what prior academic learning and
requisite skills will students require?
In order to be successful in this lesson and unit, students will need to
activate their background knowledge from geometry units in 3rd and 4th
grade. Students will need to be able to:

identify plane figures

recognize triangles, quadrilaterals, pentagons, hexagons, and octagons
identify angles and line segments

This lesson will revisit and build upon skills and strategies that students have
learned in previous years and set them up for success in the rest of the unit.
Instructional Strategies and Learning Tasks to be demonstrated:
Instructional Strategies:
1. Video
2. Modeling
3. Turn-and-talk
4. Discussion
5. Computer games
6. Scavenger hunt
7. Worksheets
8. Manipulatives
9. Sorting activities
Learning Tasks:
1. Classifying plane figures as polygons or not polygons
a. Polygons are plane figures
b. Polygons are closed figures
c. Polygons are made of up of line segments
2. Counting the number of sides for given polygons and classifying them
accordingly (triangle, quadrilateral, pentagon, hexagon, octagon)
a. Triangles have three sides
b. Quadrilaterals have four sides
c. Pentagons have five sides
d. Hexagons have six sides
e. Octagons have eight sides
3. Differentiating between regular and irregular polygons
a. Regular polygons have sides of equal length
b. Regular polygons have angles of equal measure

c. Irregular polygons do not equal sides or angles

What language skill/function/grammar vocabulary do I want my
students to develop and use in this lesson?
Unit and lesson specific vocabulary will be introduced at the beginning of the
lesson with both definitions and visual aids. The class will fill out the chart
below together in our notebooks.
Term
polygon

Picture

Definition
a plane figure with at
least three straight
sides and three angles

regular polygon

irregular polygon

a polygon without sides

and angles of equal
measure

equilateral

equiangular

having all angles equal

congruent

Link To Standards: What competencies from the NYC/NYS Common Core

Standards are addressed in this lesson?
Classify two-dimensional figures into categories based on their
properties.
CCSS.MATH.CONTENT.5.G.B.3
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.
CCSS.MATH.CONTENT.5.G.B.4
Classify two-dimensional figures in a hierarchy based on properties.
Instruction
Lesson Implementation:

Describe the learning environment:

School:
K-12 urban charter school
Approximately 100 students per grade
7:30 am 4:00 pm school day
11 month school year
On-site health center, family services, and after school programming
2 staff members per classroom, plus special education teachers for
students with IEPs
135 minutes of mathematics instruction per day including:
o Math class: Introduction to new material and station work (90
minutes)
o CAAP: Intervention and enrichment (45 minutes)
Curriculum: Eureka! and enVision MATH
Classroom:
25 students
15 girls, 10 boys
4 students with IEPs
4 students with emotional needs
0 English Language Learners
Math groups are arranged by level and relations with peers
Teacher materials required:

Video Clip: Polygons (via Brainpop)

Markers and pens
PowerPoint
Clipboard checklist
Anchor chart: Polygons

Student materials required:

Math notebooks
Pencils
Laptop Computers
Geo boards
Rubber bands
Baggies for polygon sort
Scavenger hunt worksheets
Is it a polygon? worksheets
Exit tickets

What is the timeframe for this lesson?

The lesson will last approximately 45 minutes and follow the structure
outlined below.

Mini-lesson
o 10 15 minutes
Independent work time
o 20 25 minutes
Share/closure
o 5 minutes

Framing Questions: The questions that teacher and students will consider
throughout the lesson.

Is this plane figure a polygon? Why or why not?

What type of polygon is this? How do you know?
Is this polygon regular or irregular? How do you know?

Connection/Motivation: How will you engage the learners?

Students will watch a BrainPop video called Polygons. While watching the
video, students will take notes in their math notebooks in the following chart:
I learned

I wonder

Following the video, the class will engage in a conversation where they
discuss ideas that they learned from the video as well as pose questions or
state what they are left wondering about polygons.
Lesson Development: The steps you will take to teach the lesson and the
student participation you will foster.
Model/Demonstrate (I try):
Following the vocabulary introduction and BrainPop video, teacher will
perform a think aloud where three different plane figures are classified based
on their features. For each figure, the following questions will be asked and
answered in the think aloud:

Is this plane figure a polygon? Why or why not?

If so, what type of polygon is it? How do you know?

Is this polygon regular or irregular? Why?

Figure A

Figure B

Figure C

Active Involvement-Guided Practice (We try):

Students will then be presented with three more plane figures from real life.
They will turn and talk with the other students at their table to discuss the
following questions:

Is this plane figure a polygon? Why or why not?

If so, what type of polygon is it? How do you know?
Is this polygon regular or irregular? Why?

Figure A

Figure B

Figure C

Groups will share our their discussions and findings to the rest of the class
and teacher will unveil the correct answers and rationale.
Independent/partner activity/group activity/learning tasks (You try):
Students will rotate through five stations to practice todays focus skills. The
stations are as follows:
Station Number
1

Activity
Polygon Scavenger Hunt

Description
Students will complete a
classroom scavenger
hunt where they identify
triangles, quadrilaterals,
pentagons, hexagons
and octagons
throughout the room.

Regular and Irregular

Polygon Geo Board
Activity

IXL Online Geometry

Review

Polygon Sort

Is it a polygon?
Worksheet

Students will use geo

boards to create both
regular and irregular
polygons as prompted
by a task card.
Students will log in to
IXL and complete the
following 5th grade
geometry activities:
Z.3: Open and
closed shapes and
qualities of
polygons
Z.4: Regular and
irregular polygons
Z.5: Number of
sides in a polygon
Z.6: Which shape
is being
described?
Back-Up Plan:
enVision Textbook pages
372-373, problems 1
20.
Students will be given a
bag of polygon cutouts.
Students will sort them
according the following:
number of sides
and angles
whether they are
regular or
irregular
Students will complete a
worksheet where they
are given a set of plane
figures. Students will be
required to classify each
figure as a polygon or
not a polygon and
explain their rationale in
writing.

Teacher will circulate the room to confer with individuals and groups, using a
clipboard checklist to record notes about:

ability to classify plane figures as polygons or not polygons

ability to name polygons based on their sides and angles

ability to differentiate between regular and irregular polygons

ability to articulate rationale for various classifications
student behaviors and math group norms

Share/Closure:
Interrupt students to have them stop their math groups for today. Direct
students to:

finish their current problem or question

neatly stack their materials in the middle of the table
proceed to the exit slip

For the culminating activity today, students will be required to:

complete an exit slip from Envision MATH in which they

o classify plane figures as polygons or not polygons
o name polygons according to their sides and angles
o classify polygons as regular or irregular
o explain their rationale for the above classifications

Exit slips will be collected and reviewed to assess mastery of todays focus
area. If time permits, find an exemplar student exit slip to display under the
document camera and have the student explain their work to their peers.
Plan for Differentiated Instruction/Activity: What modifications will you
make to meet the needs of all students?
What special needs of students in the class should be addressed in
this lesson?
The various learning styles of different students need to be leveraged. This
includes:

visual learners
auditory learners
those who learn best with manipulatives
kinesthetic learners
those who learn best through reading and writing

Specifically, how will you address those needs? Content, Process,

Product, Assessment
Differentiation and modification will be addressed in several different ways
throughout the lesson.

1. For visual learners I will use the video during the connection of the
lesson as well as the pictures during the vocabulary introduction. The
polygon anchor chart will serve as a reference point for these learners
as well.
2. For auditory learners, the video at the connection of the lesson will
be key in addition to having the opportunity to work and discuss with
their peers during station time.
3. For students who benefit from the use of manipulatives, there is the
geo board activity for creating regular and irregular polygons as well as
the polygon sorting activity which allow kids to explore the focus skill
in a hands-on way.
4. For kinesthetic learners, there will be the opportunity to get up and
move around the classroom for the polygon scavenger hunt activity.
5. Traditional worksheets and online practice activities through IXL are
available for students who learn best through traditional reading,
writing and practice methods.
Assessment
Formative/Summative
Students will be assessed both informally and formally during this lesson
using the following methods:

During the minilesson and guided practice, discussion and turn and
talks will be used to assess student readiness for independent practice.
An additional form of informal assessment will occur during the
independent practice when the teacher circulates the room to confer
with individuals and groups.
At the end of the lesson, students will complete a written exit ticket
where they apply the skills and strategies learned in the minilesson
and practiced in their stations to a worksheet aligned to the focus skills
of the lesson.

Exit Ticket
Assessment of Objectives: How do you plan to assess what the students
have learned in this lesson? In this unit?
The framing questions will be used to assess students throughout this lesson.
This will be in the form of discussion, turn and talks, and ultimately on their
exit slip.

Is this plane figure a polygon? Why or why not?

What type of polygon is this? How do you know?
Is this polygon regular or irregular? How do you know?

Note: Within the unit, students are assessed via a formal pre-assessment and
post-assessment.
How will independent work be assessed? What artifacts/evidence
will be examined?

Student station work will be collected and examined to plan for next
steps.
Student exit slips will be reviewed for mastery and future planning.
Conferences during station time will be coached into and next steps
will be recorded on my clipboard checklist.

How will your assessment of this lesson inform your plan for reengagement?
Observations from station work, exit slips and conferences will help plan for
small group instruction during coming days. Any students who have not
shown mastery will be pulled to revisit the skills of the lesson during
intervention, homework hour, or after school.

Homework/Lesson Extension:
Students will complete three worksheets in which they:

Classify plane figures as a polygon or not a polygon (worksheet A)

Count the number of sides for given polygons and name each polygon
(worksheet B)

Differentiate between regular and irregular polygons (worksheet C)

Worksheet A

Worksheet B
Worksheet C

References
Foresman, S. & Wesley, A. (2010). EnVision math: Common core edition
(textbook). Upper Saddle River, NJ: Pearson.
Foresman, S. & Wesley, A. (2012). EnVision math: Common core reteaching
and practice (workbook). Upper Saddle River, NJ: Pearson.
IXL Geometry Games. (2016) [Games]. file://localhost/Retrieved from
https/::www.ixl.com:math:grade-5
Polygons. (2016) [Video file]. Retrieved from
https://www.brainpop.com/math/geometryandmeasurement/polygons/
Polygons Worksheets. (2016) [PDF files]. Retrieved from
http://www.mathworksheets4kids.com/polygon.php