Design Topic: Math Subject(s): Geometry Grade(s): 4 Designer(s): Sarah Zajac

Understanding by Design

Unit Cover Page

Unit Title: _____Geometry_________________ Grade Levels: ______Fourth_______

Topic/Subject Areas: ____Lines, Angles, and polygons_____________________

Key Words: __Lines, Line Segments, Rays, Right Angle, Acute Angle, Obtuse Angle,
Polygons_____

Designed By: _____Sarah Zajac_______ Time Frame: __One Month_____

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

During this unit, Students will learn to understand Lines, Line Segments, and Rays
and how to name them in geometric terms. Upon mastering, they will then move
on to types of angles. Students will learn not only how to recall them on sight but
also observe different examples in the real world. Students will also learn the
different polygons with up to ten sides. They will learn the difference between
regular and irregular polygons and will work on a project that will help them
learn them.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Design Topic: Math Subject(s): Geometry Grade(s): 4 Designer(s): Sarah Zajac

STAGE 1 – DESIRED RESULTS

Unit Title: Geometry

Established Goals:

The student will:

a) Identify and describe representations of points, lines, line segments, rays, and angles
including endpoints and vertices; (4.10)
b) Identify representation of lines that illustrate intersections, parallelism, and perpendicularity
(4.10)
c) Define poiygon; (4.12)
d) Identify polygons with 10 or fewer sides (4.12)

Understandings: Students will understand that… Essential Questions:

 I want the students to understand  Where can you find polygons on
that polygons and examples of you way to school?
parallelism and intersections are
found in the outside world both in  Where in the classroom can you
nature and mad-made. find an example of a line? An
 I want students to understand how angle? A polygon?
lines and intersections impact  What are the differences
human line (ex. Roads)
between polygons?
 I want the students to understand
that points and lines can make  What can be considered a
geometric figures point? Is a point always where
 I want the students to understand something starts or can it be in
that objects are not just the whole the middle of a line or ray?
object, but that can be broken down
into individual parts
 I want students to understand the
difference between intersecting lines
and perpendicular lines
Students will know: Students will be able to:
 What a polygon is.  Identify points lines, line seg., rays
 That types of polygons are based on  Label vocab words (nouns) from an
the number of sides it has. example
 Define what a polygon is
 That points, line segments and rays
 Identify different polygons with up to
can be found along the same line.
ten sides
 The differences between
 Identify examples using objects outside
intersections and perpendicularity is the classroom.
based in the angle of intersection  Identify names of geometric elements
 The difference between acute, obtuse from an example.
and right angle  Identify examples of parallelism and be
 How to name different geometric able to identify the difference between
elements using letters and lines that are perpendicular and lines
that intersect
symbols
Design Topic: Math Subject(s): Geometry Grade(s): 4 Designer(s): Sarah Zajac

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

 GRASPS- Students are creating a song or  Vocab matching (line, line seg. rays,
poem using three different polygons angles, perpendicular, etc.). Student
will learn to name on site and how to
 Scavenger hunt- In pairs, students will go name them using letters.
around the classroom looking for different
elements of geometry (polygons, angles,  Vocab quiz
lines, etc.) When a student finds an
example from the sheet they are given,  Polygons- practice drawing
they must check with the teacher before
continuing  Homework-Polygons. Students will
learn the different types of polygons.
 Draw It Out- students will use individual
white boards to draw and write answers to  Homework-Angles. Students will learn
questions posed by the teacher. This will types of angles. And how to name
allow the teacher to gauge where each them.
student is at by their ability to recall
geometric concepts from descriptions.  Quiz- writing using language of
geometry
 White Board Run- Team game. Teacher  Think, Pair, Share with Manipulatives
will pose a question, definition or
characteristic and one person from each
team will run to the white board to drawn
their answer. Students will be in groups of
mixed readiness. This will not only be a
teamwork exercise but allows students to
learn from each other
Student Self-Assessment and Reflection

 Students will begin the unit with a KWL to reflect what they currently know about the unit
and what they want to know. They will revisit the chart at the end of the unit to reflect on
what they learned (final exit ticket) (p. 113).

 At the beginning of the unit (after the KWLs) the teacher and students will make a word
splash on the wall of unit topics. Through out the unit, they will revisit the word splash and
make adjustments that correctly reflect how the class understands each topic (p. 18).

 Students will use Exit tickets daily that answers a question given by the teacher.

 Students will use signal cards through out the lesson too not only reflect their
understandings but to also allow the teacher to observe any students who are lost (p. 154).

 On Thursday of each week, students will write a journal entry or a Letter to the Ms. Zajac.
Here they can ask for extra help, ask questions, or write any thing that excited them. They
will be reviewed for Friday, where any problems can be addressed.
Design Topic: Math Subject(s): Geometry Grade(s): 4 Designer(s): Sarah Zajac

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same
information)

1. KWLS: Preassessment. Allows teacher to know what each student knows already
and what they want to know (113).
2. Geometry Word Splash: the kids with the teacher will compose a word splash
using words they already know. This will show the whole class what the most
common thoughts about geometry are. It will be on the way the duration of unit.
3. Math Geometry learns: short video explaining basic principles of geometry.
https://www.youtube.com/watch?v=7U2Tk2_7F1Q
4. Guided practice of lines, points, segments and rays: the teacher will explain each,
draw them on the board, and draw then in the air with the students
5. Independent practice of lines, points, segments and rays: the teacher will walk
around the class while students are practicing.
Worksheets to be used:
Which is Which (L, LS, R): http://www.mathworksheets4kids.com/line-ray-
segment/mcq-large.png
Name and Identify (L, LS, R) (2): http://www.mathworksheets4kids.com/line-ray-
segment/name1.pdf
http://www.mathworksheets4kids.com/line-ray-segment/name2.pdf

6. Guided practice of intersecting lines, parallel lines and perpendicular lines: the
teacher will explain each, draw them on the board, and draw then in the air with
the students.
7. Independent practice of intersecting lines, parallel lines and perpendicular lines:
the teacher will walk around the class while students are practicing.
Identify IL, PL and PPL: http://www.mathworksheets4kids.com/lines/write-
large.png
Identify IL, PL, and PPL within shapes:
http://www.mathworksheets4kids.com/lines/shapes-large.png

8. Naming lines: the teacher will teach the students how to name the lines using
geometric language (Ex. Segments AB)
9. Simple Line Word problems: the first two will be done by the teacher with the
students, the students will then go on to continue with partners:
http://www.mathworksheets4kids.com/line-ray-segment.php

10. Letter to Ms. Zajac: Every Thursday, the students will write a letter to the
teacher about any questions they have about what they have learned already.
These problems will be addressed on Friday.

11. Think Pair Share: students will work in pairs to review lines for the quiz.
Design Topic: Math Subject(s): Geometry Grade(s): 4 Designer(s): Sarah Zajac

12. Line Quiz: covering points, lines, line segments, rays, intersecting lines, parallel
lines and perpendicular lines.

13. Angle music video: YouTube video describing the different angles

https://www.youtube.com/watch?v=yptZt9hwrzU

14. Guided Practice angles: the teacher will draw out the different angles (acute,
right, obtuse, straight, reflexive), naming and measuring

15. Think Pair Share: students will work together in pair of their choice to draw the
different angles

16. Classroom examples: students will work with the student next to them to find
different examples of the angles in the classroom. They will share with the class.

17. *Students will work on their own drawing, naming and measuring. During this
time, the teacher can work one on one with struggling students. This can be
diversified for students with different readiness. Worksheet can be for the
different learning levels.

18. *Group stations: students will work in groups of 3-4 to work at different stations
around the room. Stations can include drawing angles, thinking of examples, and
worksheets. This can be diversified for students with different readiness. Some
stations can have charts for struggling students and if groups have a mixed
readiness, advanced students can help the struggling. The teacher can also pull
students aside and help them.

19. Draw It Out: students will each have their own white board. The teacher will give
descriptions to the students and they have to draw it. It will include both lines
and angles. This will help the teacher gauge where students are at as well as act
as a review.

20. Angle Quiz: testing the students on the different types of angles.

21. Letter to Ms. Zajac: what did you have the most fun doing during angles?

22. Polygon song: Student will watch a short song about polygons. It helps set a base
foundation for polygons. https://www.youtube.com/watch?v=a-y_6ZleC9Y
Design Topic: Math Subject(s): Geometry Grade(s): 4 Designer(s): Sarah Zajac

23. Frayer Model: polygons with sides 3-5: students and teacher will do frayer
models for triangles, quadrilaterals and pentagons.

24. Exit ticket: what is one think you didn’t know about polygons? (5 mins)

25. Nonagon Song: Another video that will reinforce student learning.
https://www.youtube.com/watch?v=-MgPVKE_BpI

26. Practice worksheets for simple polygons.

Identifying polygons: http://www.mathworksheets4kids.com/polygon/identify-

polygon2.pdf

27. GRASP introduction: students will work on a grasp project. They will be making
a poem or song that talks about 3 polygons.
28. Frayer Model: polygons with sides 6-8: students and teacher will do Frayer
models for hexagons, heptagons and octagons.
29. Exit ticket: what is your favorite shape so far?
30. Think Pair Share: Examples of polygons with up to 8 sides.
31. Color Cards: The teacher will pass out different colored cards that will each
mean something. The teacher will do a quick assessment to make sure that no
one is falling behind.
32. Frayer Model: polygons with sides 9 and 10: students and teacher will do Frayer
models for nonagons and decagons.
33. Letter to Ms. Zajac: What are any questions that you have or what are you
excited about?
34. *Building Animals: Students will have to build an animal using polygons. This
can be diversified for students with different readiness. Struggling students can
use shapes with 3 or 4 sides, on track students can use 5-7 sides and advance
students can use 8 or above.
35. Polygon Quiz: an assessment to gauge polygons knowledge.
36. Irregular Polygons: The teacher will now explain the difference between regular
and irregular polygons. Students will then practice with a partner on different
worksheets.
37. Exit Ticket: What are the differences between a regular and irregular polygon?
38. *Group Stations: Manipulatives. Students will go around the room to different
stations to work with different manipulatives. There will be building blocks,
geoboards, Popsicle sticks and color pencils that they can work with. The teacher
can walk around observing and work with struggling students.
Design Topic: Math Subject(s): Geometry Grade(s): 4 Designer(s): Sarah Zajac

39. Scavenger Hunt: Students will go on a scavenger hunt around the room. They
will have a paper showing what they need to find. When students have found
each of the objects, they will have to check with the teacher to make sure
everything is correct. Students will be working in pairs.
40. Exit Ticket: What are any last minuet questions?
41. White Board Run: Students will participate in a geometry review game. There
will be two teams. The teacher will pose a question or description and the one
student from each team will run up to the board and draw the answer.
42. Geometry Word Splash revisit: The teacher and students will revisit the word
splash to see and there can be any changes to it now that we have finished the
unit.
43. Letter to Ms. Zajac: What did you like most, or thought was interesting in this
unit?
44. GRASP Presentations: students will present their poem or song to the class
45. KWL Chart revisit: Students will take the last few minuets to fill in the “Learned”
part of their KWL.

* activities with an asterisk (*) are activities that can be diversified for students with
different readiness.
Design Topic: Math Subject(s): Geometry Grade(s): 4 Designer(s): Sarah Zajac
Sarah Zajac
Multiple choice quiz
UED 400

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
Intro Lines Lines Line Lines Review
Math Geometry learns
KWLs (for whole unit) (10 video (5 min) Guided practice: Naming lines (15 mins) Think, Pair Share: Subject
mins) intersecting lines parallel flash cards (10 mins)
Guided practice on board: lines and perpendicular Word problems with line
Geometry Word Splash points, lines, line lines (15 mins) (10 mins) Line quiz (15 mins)
(15 mins) segments, rays (15 mins)
Independent practice (15 Letter to Ms. Zajac (5
Independent practice (10 mins) mins)
mins)

6. 7. 8. 9. 10.
Angles Angles Angles Angel Review Polygon

Angle Music video (5 mins) Class room examples of *Group stations (20 mins) Draw it out (Lines and Polygon Song (5 mins)
angels (10 mins) angles) (10 mins)
The different types of Color cards (5 mins) Frayer model: polygons
angle (15 mins) *Individual practice (work Angle quiz (15 mins) sides 3-5 (20 mins)
sheets) (10 mins)
Think Pair Share: drawing Letter to Ms. Zajac (5 Exit ticket: what is one
angles worksheet (10 GRASP INTRODUCTION mins) think you didn’t know about
mins) (10 mins) polygons? (5 mins)
Sarah Zajac
Multiple choice quiz
UED 400

11. 12. 13. 14. 15.

Polygon Polygon Polygon Polygon Polygon

Nonagon song (5 mins) Frayer model: polygons Think Pair Share: example Frayer model: polygons *Building Animals (20
sides 6-8 (20 mins) of polygons 3-8. (15 mins) sides 9 and 10 (15 mins) mins)
Practice worksheets (20
mins) Exit ticket: what is your Color cards: (5 mins) Letter to Ms. Zajac (5 Polygon quiz (10 mins)
favorite shape so far? (5 mins)
mins)
16. 17. 18. 19. 20.
Polygon Polygon LINE, ANGLE, POLYGON
REVIEW White Board Run (20 GRASP Presentation (25)
Irregular and regular *Group Stations: mins) mins)
polyogns (20 mins) manipulative (25 mins) Scavenger hunt (25 mins)
Geometry word splash KWL chart revisit (5 mins)
Exit ticket: what are the Exit ticket (5 mins)- what revisit (5 mins)
differences between a are any last minuet
regular and irregular questions? Letter to Ms. Zajac (5
polygon? (5 mins) mins)
Sarah Zajac
Multiple choice quiz
UED 400

G.R.A.S.P.
GOAL:
The goal is to write a song or poem about polygons.

ROLE:
You are a member of a creative team in the Children’s Music Department at a record
company.

AUDIENCE:
Your client is the head of the department and the Board of Directors.

SITUATION:
Your creative team has been asked to create a song about polygons for a new children’s
album called We Got It Now. We Got it Now is going to be a collection of songs for kids
who are elementary age.

PRODUCT, PERFORMANCE AND PURPOSE:

 Create a song using the polygons we learned in class.
 It should be the length of Twinkle Twinkle Little Star.
 Use three polygons in your song.
 Tell us what tune your song is set to. It can be set to a preexisting song like Twinkle
Twinkle Little Star or you can make up your own tune.
 To present your song, make a small creative poster with the title and lyrics.
 Lyrics must have some educational facts about the polygons used. Ex: number of
sides, number of points and examples of that polygon you see in the real world.
 Be creative
 Actually preforming your song is optional

STANDARDS FOR SUCCESS:

You will be graded on:
 Number of polygons used
 Information given about polygons used
 Creativity and length
 Poster neatness
Sarah Zajac
Multiple choice quiz
UED 400

Students Name:_________________________
Date: ________________________

We Got It Now Rubric

Directions: Your creative team has been asked to create a song about polygons for a new
children’s album called We Got It Now. Here is what you will be graded on.

4 3 2 1
Excellent Great Good Needs some
work
Student used Student used Students only Student only used
Number of Three different only two used one polygon one polygon
polygons different
Polygons
polygons
Used

Student used Students only Students only Students only had

Polygon number of sides, used some used some examples but no
number of points information and information but no information
Information
and had great a one examples examples
examples.
Student was very Student was Student was Student was
creative in both creative in both creative on their creative one their
their song and their song and song or poster song or poster
Creativity
poster. poster.
and length
Song was proper Song was not of Song was of Song was not of
length (Twinkle length. length length
Twinkle)
Lyrics were Lyrics were Lyrics were not Lyrics are
Poster printed. written neatly written neatly. illegible.
Neatness Any poster Any poster Poster decorations No poster
decorations were decorations were messy
also neat. were neat

Comments:
Sarah Zajac
Multiple choice quiz
UED 400

Name: ____________
Date: _____________
Geometry Quiz
Pick the best answer to the question.
1) What is the degree of a right angle?

a) 90 c) 100
b) 95 d) 87

2) Which is an example of Parallel lines?

a)

b)

c)

d)
Sarah Zajac
Multiple choice quiz
UED 400

3) What is the name of this polygon?

a) Triangle c) Nonagon
b) Hexagon d) pentagon

4) If you cut a pie into three equal slices, what kind of angles would be at the center?

a) Obtuse
b) Right
c) Acute
d) Straight

5) All are examples of polygons with right angles EXCEPT:

a)
c)

b)
d)

6) Which is an example of a ray?

a)

c)

b)
d)
Sarah Zajac
Multiple choice quiz
UED 400

7) Which is an example of perpendicular lines?

c)
a)

b)
d)

8) What is the name of this polygon?

a) Hexagon c) Octagon
b) Pentagon d) Heptagon

9) This is an example of a what?

a) Ray c) Intersecting lines

b) Line d) Line segment

10) What is the letter C an example of?

a) Line
b) Point
c) Line segment
d) Ray
Sarah Zajac
Multiple choice quiz
UED 400

ANSWER KEY:
1) A.
2) B.
3) D.
4) A.
5) C.
6) A.
7) A.
8) C.
9) D.
10) B.