Lesson Plan Guide

Teacher Candidate: Jessica Lamb Date: April 27, 2017

Grade and Topic: Grade 6, mathematics Length of
Lesson: 45 minutes
For four days School: University of
Memphis IDT
Mentor Teacher: Johnson 3600

Unit Objective
This multi-application lesson is part of a unit covering drawing polygons in
the coordinate plane when given coordinates of the vertices; the coordinates
will also be used to find the length of the sides. Applying these techniques in
class and to real world problems is part of the Common Core standard 3.0.

Lesson Objective
Content Learning Goals and Objectives
Given an interactive activity providing the vertices of polygons and blank
graphs on a computer, the student will create a diagram/graph of the
polygons in the coordinate plane with 90 percent accuracy; they will then
screenshot a picture of their graph and place it in a table in Microsoft Word.
(Blooms taxonomy: comprehension and application)
Given a fill in the blank handout with a word bank, the student will
differentiate which characteristic belongs in each blank; the handout will be
completed with 100 percent accuracy. (Blooms taxonomy: comprehension
and application)
Given a Prezi with polygon characteristics, the student will memorize each
characteristic and apply it to following assignments with 100 percent
accuracy. (Blooms taxonomy: comprehension and application)
Given the Inspiration 9 download and previous memorization of polygon
characteristics, the student will create a graphic organizer with at least three
different polygons, their characteristics, and how they can be found in daily
life; this will be completed with 100 percent accuracy. (Blooms taxonomy:
comprehension, application, analysis, and synthesis)
Given a website to generate an instructional comic, the student will create a
comic that involves polygons and some of their characteristics with 100
percent accuracy; the student will receive bonus points for their creative
ideas (Blooms taxonomy: comprehension, application, analysis, and
synthesis)

Student Participation
The goal of this lesson is for students to demonstrate a clear understanding
of polygons and their measurements on a coordinate plane, their main
characteristics, and apply it to the real world. Students provide visual
representations and create a real life situation to fully comprehend the
lesson.

Standards
State/District, Common Core Standards
Draw polygons in the coordinate plane given coordinates for the vertices; use
coordinates to find the length of a side joining points with the same first
coordinate or the same second coordinate. Apply these techniques in the
context of solving real-world and mathematical problems.

ISTE Standard(s)
1. Creativity and Innovation: Students demonstrate creative thinking,
construct knowledge and develop innovative products and processes
using technology.
a. Applying existing knowledge to generate new ideas, products,
or processes.
3. Research and Information Fluency: Students apply digital tools to
gather, evaluate, and use information.
d. Process data and report results
 6.Technology Operations and Concepts: Students demonstrate a sound
understanding of technology concepts, systems, and operations.
a. Understand and use technology systems

Materials
Materials Used
Computer
Interactive Web Activity
Web 2.0 Application
Handout
Pencil
Calculator
Internet access to
-GeoGebra https://www.geogebra.org/apps
-Inspiration 9
-Prezi
-ToonDoo
Microsoft Word
Printer

Technology Integration
Students will use the website stated above as a tool to graph the polygons.
Word processing software will be used to type, format, and add images of the
graphs they created. Students, upon completing the activity, will print their
work and turn it in for a homework grade. Prezi and Inspiration 9 will be
utilized to aid students in learning characteristics. A handout will be given to
assess the knowledge attained. An instructional comic will be made by the
students as well to ensure creativity within the lesson plan. A sample of the
products are available on the last page of the lesson plan.
Background and Rationale
Students will demonstrate a clear understanding of each polygon, their
vertices, and line segments by placing the polygons on a coordinate plane.
They will also provide a written example of their own relating to a real world
situation.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of Common Core standard 2.0. In Common Core
standard 2.0 the students learned about the measurements of lines. Here,
the students are applying that knowledge to different types of problems
while being introduced to new concepts.
We will use these two dimensional figures to create three dimensional
figures. We will break up the three dimensional figures into two dimensional
figures to make the problems more simple. By breaking the shapes into parts
we are still using the same concepts from standard 3.0 onto standard 4.0.
I am aware that the lesson will be differentiated for students who did not
master the objectives and for those ready for enrichment. In most cases,
modifications will be provided to students who need it. I know that these
modifications will vary, and because of that some may not be able to be
accommodated due to lack of resources. We will do our best to
accommodate every student. In the case of diverse learners, the whole class
may not have access to computers at the same time due to low funding. If
this is the case, students will break up into groups. The first group will do the
lesson planned while the second and third groups will work on a similar
project on paper. The next two days the groups will switch.

Procedures and Timelines

Introduction
Begin by displaying the polygons on a large screen display, overhead,
or whiteboard.
Provide a brief review about the Polygons, their vertices, and how to
graph them.
Give students a few minutes to work a problem in small groups; this
way they can help each other through the process if needed
Follow this with a brief discussion about the problem. Students can
ask questions about the problem and we will then go over it.
Explain to the students that they will be doing this same process on
the computer and we will go over it when we get in the computer lab.
 The students who receive over a 90 percent on their assignment will
earn a piece of candy from the candy bucket

Procedures
Prior to the computer (15
minutes):

Teacher Procedures Student Procedures

1. After the introduction, 1. The students need to move
distribute the polygon sheets, their desks back to prepare for
blank graph paper, and individual work
calculators. 2. The students then go to the
computer cart to get a
computer to work with at their
desks
At the computer Day 1 (45 minutes):
Teacher Procedures Student Procedures
1. Have students open both MS 1. Open both MS Word and an
Word and an internet browser internet browser.
2. Direct students to the 2. Go to Geogebra website and
Geogebra website enter the vertices given.
3. Explain to students how to 3. Once graphed, screenshot a
enter points on the graph picture of the polygon.
4. Explain to students how to 4. Create a table in MS Word.
screenshot their graphs and Insert a three-column four-row
paste them to a chart in word Table
5. Monitor and Assist as needed 5. Add the following column
names: Polygon Name; Line
Measurement; Picture of
Graph
6. Add the name of the polygons
in the table
7. Insert the screenshot of the
graph in the table. To do this
go to insert pictures
desktop and select the
screenshot you want.
8. After the table is complete,
under it write a problem of
their own. Draw a new
polygon on the graph paper.
9. Make up a real life situation
that this problem could be use

At The Computer Day 2 (45 Minutes)

Teacher Procedures Student Procedures
1. Have students open an 1. Open both an internet
internet browser browser.
2. Direct students to the Prezi 2. Go to the Prezi website and
website enter the navigate through the
3. https://prezi.com/-0pon- whole presentation
9yzykg/polygons/ 3. Once memorized, navigate to
4. Explain to students how to the Inspiration 9 Application.
 navigate through a Prezi 4. Create a free account and
5. Explain to students that they download Inspiration 9
will need to memorize the 5. Create a graphic organizer
characteristics on the Prezi, that contains at least three
but for now they can refer polygons and other criteria
back to it when they need to. specified in the directions
6. Direct students to the 6. Refer back to the Prezi when
Inspiration 9 Application needed
7. Explain to students how the 7. Save the graphic organizer to
application works and the the desktop
features it provides 8. Print the organizer when
8. Monitor and Assist as needed finished.

At The Computer Day 3 (45 Minutes)

Teacher Procedures Student Procedures
1. Have students open an 1. Open both an internet
internet browser browser.
2. Direct students to the 2. Go to the ToonDoo website
ToonDoo website 3. Create a free account
3. Explain to students how to 4. Create a comic strip that
navigate through ToonDoo, contains at least two
and that they will need to characteristics of polygons
create a free account 5. Refer back to the Prezi when
4. Explain to students that they needed
will need to create a comic 6. Save the ToonDoo
including polygon 7. Print the ToonDoo when
characteristics involving the finished.
characteristics from the Prezi.
5. Explain to students how the
website works and the
features it provides
6. Monitor and Assist as needed

*If there are not enough computers then some will start by graphing on the
computer while others start at their desks. One group will do the planned
assignment on the computer while the second and third groups complete a
similar project on paper. The next two days the groups will switch stations. If
some students finish early they will create an extra comic in the time
remaining. With the names of the polygons the students will explain where
they show up in daily life. They will complete this assignment for creative
points. Creative points add up throughout the school year and can be
redeemed for a prize at any time.*

After the computer (30 minutes):

Teacher Procedures Student procedures
1. Pass out the handout that will 1. Each student will fill out the
be used to assess what the handout that was given to
student learned them
2. Allow the student 15 minutes 2. While in a group, students
to complete the short handout review each others work and
3. Place students in groups of 3 note differences and
to 4 students similarities between the
4. Ask students to pass their problems.
polygon worksheet to the 3. Students discuss the different
person on the right. polygons.
5. Give students 5 to 10 minutes 4. Have a few students share
to discuss the situations they the real life situations they
created created

Closure:
Students volunteer to share their real life polygon situations. At the end of
class, the teacher collects reflections, checks for assignment submissions,
and polls the class for questions.

Assessment Evidence
Polygon Rubric
Criteria 1 2 3 4
Graphs Very few or Only a few of Almost all of All of the
represent none of the graphs the graphs chosen graphs
each the chosen clearly or clearly very
polygon graphs somewhat represent clearly
represent clearly the concepts represent
and
the polygons represent the of the the concepts
vertices
and their concepts of polygons and of the
correctly vertices. the polygons their polygons and
 and their associated their
associated vertices. associated
vertices. vertices.
Rationale The rationale The rationale The rationale The rationale
for for for for for all
the very few or some of the almost all of of the chosen
measureme none of graphs the graphs graphs very
the graphs demonstrates clearly clearly
nts of the
demonstrates why the demonstrates demonstrates
line
why the measurement why why
segments measurement s of the line the the
s of the line segments measurement measurement
segments were a s of the line s of the line
were an fairly segments segments
appropriate appropriate were an were an
representation representation appropriate appropriate
of the of representation representation
concept. the concept. of the of
concept. the concept.
Accuracy in Very little or Only showed Almost all of Clearly
the use of no minimal the table was understood
MS Word understanding understanding free from how to use MS
of MS Word. of MS Word. errors; the Word. There
Student did Student student was were no errors
not make the entered the missing very in the table
correct table table correctly little. and it included
and did not but did not everything
insert the enter the from the
pictures the graph directions.
correct way. correctly.

Inspiration 9 Rubric
Criteria 1 2 3 4
Graphic Very few or Only a few of Almost all of All of the
Organizer none of the shapes the shapes chosen shapes
contains 3 the chosen somewhat clearly very
different shapes clearly represents clearly
polygons represent represent the the concepts represents
polygons. concepts of of the the concepts
polygons. polygons. of the
polygons.

Rationale The rationale The rationale The rationale The rationale

for for for for for all
real world very few or some of the almost real of the chosen
application none of real world world real world
the real world applications applications applications
applications demonstrates clearly very
demonstrates why the demonstrates clearly
why the applications why demonstrates
polygons were were a the why
an fairly applications the
appropriate appropriate were an applications
representation representation appropriate segments
of the of representation were an
concept. the concept. of the appropriate
concept. representation
of
the concept.
Accuracy in Very little or Only showed Almost all of Clearly
the use of no minimal the understood
characterist understanding understanding characteristics how to use the
ics of of were free from characteristics
characteristics characteristics errors; the . There were
. Student did . The students student was no errors in
not use the used very few missing very the use of
correct characteristics little. characteristics
characteristics in the correct .
for any of the way.
polygons.

ToonDoo Rubric
Criteria 1 2 3 4
Comic Very few or Only a few of Almost all of All of the
contains 2 none of the shapes the shapes chosen shapes
different the chosen somewhat clearly very
polygon shapes clearly represents clearly
represent represent the the concepts represents
characterist
polygon concepts of of the the concepts
ics
characteristics polygons polygons of the
. characteristics characteristics polygons
. . characteristics
 .
Accuracy in Very little or Only showed Almost all of Clearly
the use of no minimal the understood
characterist understanding understanding characteristics how to use the
ics of of were free from characteristics
characteristics characteristics errors; the . There were
. Student did . The students student was no errors in
not use the used very few missing very the use of
correct characteristics little. characteristics
characteristics in the correct
for any of the way.
polygons.

Modifications
I am aware that modifications will be made for students who did not
master the objectives and for those ready for enrichment. However,
modifications are not covered in this course and are not part of this
particular lesson.
Student Sample

Picture the Polygon

Rectangle AB=8 cm
BC=6 cm
CD=8 cm
AD=6 cm

Triangle QP=4 cm
PR=5 cm
RQ=square root of 41
cm

Inspiration 9 Student Sample

ToonDoo Student Sample

This sample uses the following characteristics:

1. Acute triangles
2. Right triangles
3. Hypotenuse
4. a^2 + b^2= c^2
Handout Student Sample

Name: Sally Student Date: 4/28/17

Right Perpendicular Triangle Hexagon
Acute Hypotenuse Eight Decagon
Obtuse Trapezoid Four Pentagon

1. A square has four right angles.

2. A Triangless longest side is called the hypotenuse.

3. A triangle can have these three angles: acute, obtuse, or right.

4. A trapezoid has ONLY two parallel lines.

5. A hexagon has six sides.

6. A pentagon can be found on soccer balls and can be the shapes

of the sides of houses.

7. An octagon has eight sides.

8. A decagon has ten sides.

9. A rectangle has two set of perpendicular lines.

10. A triangle can be in the form of equilateral, scalene,

isosceles, and more.