Name: Aubrey Estrem

Subject: Math
Grade Level: 3rd
Unit: 3rd Grade Math
Lesson Title: Introducing Geoboard Polygons
Objective: (1) Students will be able to identify rhombuses, rectangles, and squares
as quadrilaterals. (2) Students will be able to construct and draw quadrilaterals
that are rhombuses, rectangles, or squares.
Materials Geoboards, geobands, geoboard record sheet, clever touch

Anticipatory Set To “hook” students or make them engaged from the beginning, we
Or “hook” will play a game of hangman on the clever touch. The “secret” word
will be geoboards. This will introduce students to what we will be
earning about during the lesson while still engaging them and
starting the lesson in a fun and exciting way.
Input (What To start my lesson, I will engage the students immediately. I will
students already
address that we have been learning about polygons and more
know)
specifically, quadrilaterals recently. I will then ask students to talk in
their groups about what a polygon is. (A closed two-dimensional
shape with 3 or more sides. Examples: triangles, any quadrilateral,
penatgons, hexagons, octagons) I will walk around the room while
they are discussing. Next, I will ask students to share what their
group said and have a whole class discussion. After this students will
get back in their groups and talk about what makes a shape a
quadrilateral and if they can list quadrilateral shapes. (Examples:
squares, rectangles, parallelograms, trapezoids, rhombuses). We will
then have a whole group discussion about what makes a shape a
quadrilateral and examples of them.
Model (How will you To model what the students will be doing I will first address what
demonstrate skills?
geoboards are. I will explain to the students that the geoboards are
a tool to help them learn geometry. I will continue by modeling how
they work and discuss my expectations on properly and safely using
them and the geobands. I will model the first shape, squares. I will
create a square on my geoboard and ask the students “are squares
quadrilaterals?” they should respond with yes. Next I will give a
geoboard to a random student and ask them to create a square
different from mine. As a class we will discuss that everyones
squares can look different (size). I will then call on students to state
attributes of a square (4 congruent sides, 4 right angles, 2 sets of
parallel sides).
Check for After giving the first directions in guided practice I will ask students
understanding
f they understand the directions. If they understand they will stand
up, if they do not understand they will stay seated. While students
are working in small groups or individually, I will be walking around
the room and giving feedback or answering any questions. During
our class disscusions, students will have the opportunity to ask
questions and clear any confusion. No student will get left behind.
Guided practice After discussing I will tell students to get a geoboard and a pack of
geobands, (check for understanding) once everyone is back at their
seats I will give them 2 minutes to create as many squares on their
geoboards- students can share with their group what their
geoboards look like. Students will clear their geoboards and create a
rectangle. I will ask “are rectangles quadrilaterals” if they think yes
they will stand at the front of the room, if they think no they will
stand at the back of the room. I will then ask them to get in groups
of 4 and come up with attributes of a rectangle to share. After
discussing the various attributes (2 pairs of parallel sides, 4 right
angles, 4 sides, but not all congruent) I will send students back to
their seats and give them 2 minutes to create as many rectangles on
their geoboards- students can share with their group what their
 geoboards look like. Next we will talk about rhombuses. I will ask
the students to create a rhombus on their geoboard and show them
mine, which will be incorrect. I will ask them if mine is correct and
they will reply no. I will ask why it is incorrect, and we will discuss
this by including attributes of a rhombus (4 congruent sides, 2 sets
of parallel sides, a square is and example of a rhombus… but a
rhombus could also have 2 acute angles and 2 obtuse angles) before
talking about the square and rhombus in comparison I will create a
square on my geoboard and ask if it is a rhombus, we will then
discuss why it is considered a rhombus. I will give students 2
minutes to create as many rhombuses on their geoboards- students
can share with their group what their geoboards look like.
Closure To wrap the lesson up, I will make sure nobody is touching their
geoboards by telling them to put their hands in their laps. I will then
ask the following questions to see if students can show knowledge
of learning and have a discussion as a class. Questions being asked:
“What is a quadrilateral?” “Name 3 kinds of quadrilaterals that we
worked with today?” After discssuing these questions I will pick 1 of
the 3 quadrilaterals (rhombus) and have students share out
attributes of a rhombus.
ndependent practice After closing the lesson I will pass out a record sheet while I will
transition students into “exploring” on their own with the geoboards
and creating as many different squares, rectangles, and rhombuses
while recording their findings on the record sheet.
●
This lesson plan should be filled out completely and with great detail. It
should be turned in BEFORE you teach the lesson.
● Make sure that your independent practice is connected to your
objective.
● You should try to use technology somewhere in your lesson. I would
highly recommend to use it in “the hook” on in the “input”
● Try to use a strategy for the check for understanding.
 ● Use citations if needed!
● Read through the lesson plan rubric so you know exactly what my
expectations are.
This lesson plan is worth 35 points.