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Instructional Plan Template
Mathematics Governor’s Institute 2006
(Download as Microsoft Word Documents or PowerPoint: Instructional Plan, Sample
Slide Presentation – PowerPoint, Geometric Figure Assessment,
Math Open-Ended
Assessment, Open-Ended
Assessment of Geometric Figures)
Names of group members:
Susan DeVaul
Sharon Godfrey
David Jaskelewicz
Kate Reardon
Karen Wallace
Topic/Theme:
Two Dimensional Geometric
Figures
Level:
Fourth Grade Introduce and
Fifth Grade Review
Time Element:
Two instructional periods at
about 50 minutes each
NCTM Standards Addressed:
Geometry Analyze
characteristics and properties of two and three dimensional geometric shapes
and develop mathematical arguments about geometric relationships.
PA Math Standards Addressed:
2.9.5.A Give formal definitions of geometric figures.
2.9.5.B Classify and compare triangles and
quadrilaterals according to sides or angles.
PA Math Assessment Anchors Addressed:
M4.C.1 and M5.C.1 Analyze characteristics and properties
of two and three dimensional geometric shapes and demonstrate understanding of
geometric relationships.
PA Reading Standards Addressed:
R4.B.3.3.1 Identify text organization, including sequence, question/ answer, comparison/
contrast, cause/ effect, or problem/ solution.
R4.A.2.5.1 Summarize the main ideas and important details of text.
Objectives:
Students will explore and
identify two-dimensional geometric shapes.
Students will identify
characteristics and properties of two dimensional shapes.
Instructional Strategies and Plan
1.
Read the book “The
Greedy Triangle” by Marilyn Burns to introduce the lesson.
2.
Before
introducing triangles and quadrilaterals, review the definitions for parallel
lines, perpendicular lines, acute angle, obtuse angle, and right angle.
a.
Review the
definition for parallel and perpendicular lines by having the students draw an
example of each on a small dry-erase board and check. Then, have a student provide a definition for
each.
b.
Review the
different types of angles by having the students draw a right angle on their
dry-erase board. Ask them what letter a
right angle should look like (Answer: L).
c.
Review an acute
angle. Have a student give a description
of an acute angle (ex. The two lines in the L are getting closer together. The two lines in the right angle are closing.).
d.
Review obtuse
angles. Have a student give a
description of an obtuse angle (ex. The two lines in the L are getting further
apart. The two lines in the right angle
are opening up.).
3.
When finished
reviewing all the necessary terms, put an example of each on the board for
reference later on in the lesson if necessary.
4.
An adapted power
point presentation will be shown to illustrate the different geometric
shapes.(slides created by Monica Yuskaitis)
5.
The students will
use manipulatives to explore characteristics of
different shapes. A discussion will follow clarifying the following points.
a.
Name of figures
b.
General
characteristics
c.
Relationships
between shapes
d.
Appropriate
vocabulary
6.
Give each student
a dry-erase board, marker, and eraser.
a.
Explain to the
students that, in pairs, they are going to draw a geometric figure and then
list its properties. Complete an example
as a class (use a square).
i.
Draw a square on
the board
ii.
Then choose a
child to provide one property of a square.
Repeat until you have all the correct properties (four right angles, all
sides are equal, opposite sides are parallel).
b.
Separate the
students into pairs or let them choose a partner.
c.
Give them a
geometric figure, have them draw it on their dry-erase board, and then list the
properties of that figure. Give them 2-3
minutes and then check as a class.
d.
Repeat until all
necessary geometric figures are complete.
7.
The students will
apply their knowledge of geometric figures to create a variety of shapes using
the “Paint” program in Windows.
8.
Review Game – Ten
Questions
a.
Material Needed:
a teacher made set of 3x5 cards with 1 card for each shape being studied
b.
Two teams
c.
Student from team
one selects card. Then students from
teams alternate asking “yes” or “no” questions. (“Does it have 3 sides?” “ Does it have parallel lines?”)
d.
First team to
identify the shape gets a point. Each
team is limited to ten questions.
9.
Review Game –
Guess Who I Am?
a.
Each student
chooses a specific quadrilateral or triangle and lists the properties of that
shape. The teacher selects a student to
begin reading his/her list one clue at a time. Then one student from the class has the
opportunity to guess what the figure is. Continue naming and guessing until the
shape is identified.
10. The students will take a written assessment including
free responses and open ended questions.
The open ended will be evaluated using a rubric (sample included).
Materials / Resources:
The Greedy Triangle by
Marilyn Burns
Manipulatives: pattern
blocks, geo boards, tangrams
Dry erase boards (classroom
set) and markers
Students need computers
available
Copies of assessments
Interdisciplinary Connections:
Writing response to open ended
question
Technology: Computers for Power Point presentation and
student work
Assessment Strategies:
Formative Evaluation: Checking student understanding during the
lesson: A quick assessment will be given
after students explore characteristics of pattern blocks. The students will be asked by the teacher to
draw a specific two dimensional figure on a dry erase board. Each student’s figure will then be visually
evaluated by the teacher. The teacher
will ask all students to draw each figure on demand until all figures have been
assessed.
Summative Evaluation: The written assessment will determine if
objectives were achieved.
Corrective / Remediation:
Additional practice with manipulatives and pictures will be given.
Extension / Enrichment:
a.
Give
opportunities to explore more properties of shapes on a variety of computer
programs.
i.
nctm.org
(Illuminations – “Shape Sorter” & “Shape Tool”)
ii.
nlvm.usu.edu
(grade
iii.
lexington1.net/technology/?page=instruct/powerpoint.htm
iv.
pbskids.org/cyberchase
Special Accommodations:
a.
Have actual
shapes cut out.
b.
Use a limited
number of shapes.
c.
Color code shapes
to limit choices.
d.
Give assessment
orally.
Anticipated Student Questions and Teacher Response:
Do I count sides or can I
just look at the shape to decide what to name it?
It is best to count the sides
because irregular shapes can be difficult to identify by looking exclusively at
the shape.
Geometric Figure Assessment
1. Which figures are quadrilaterals?________________________________
2. Which figures are triangles?____________________________________
3. Which figures have two sets of parallel lines?______________________
4. List two ways that figures 1 and 2 are the
same.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. List two ways that figures 4 and 8 are
different.
_______________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________
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Teacher Comments:
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Open Ended Assessment of Geometric
Figures
1. The red shapes on Mary’s Indian blanket are this shape 
A. Classify the shape of this design on the blanket.
B. Explain how
you identified the shape on the blanket.
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