Math Lesson-Polygons (Sides & Vertices)

Standard: CCSS.MATH.CONTENT.4.G.A.2, Classify two-dimensional figures based on the

presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a
specified size. Recognize right triangles as a category, and identify right triangles.

Objective: Students will be able to identify polygons (Triangles-Octagons) including the sides
and vertices of each.

Materials: string, chromebooks

Rationale: The goal for this lesson is for students to be able to identify different polygons along
with knowing how many sides and vertices are on each.

Procedure: Mini Lesson

1. I will start by having students come to the carpet with a pencil and their math notebooks they
will be recording what we talk about and what goes on the board.
2. I will ask students if they know what a Polygon is.
a. Answer: a plane figure with at least three straight sides and angles
3. I will than go through the types of polygons with the students.
4. I will than have a triangle on the board and ask the students to tell me what shape this is.
5. After they say triangle I will than ask the students if they know what I mean when I say how
many sides a triangle has. Students will turn and talk with their peers.
a. Answer: One of the lines that make a 2-dimensional shape.
6. I will then ask the students to raise their hand and tell me how many sides a triangle has
a. Answer: 3 sides
7. When the answer is stated I will ask another question. This time it is, what what is a vertex of a
polygon. Again just like sides students will turn and talk with their peers.
a. Answer: The point at which the rays of an angle meet.
8. When they say that a vertex is, I then will ask how many vertices a triangle has.
a. Answer: 3
9. We will look at the types of polygons and vertices and sides by demonstrating with string.
a. To show this, students themselves will be making the polygons with string. There the students
are will represent the vertices. The space between them and their peer represents the sides of the
polygon.

Procedure: Small Group

1. I will be doing small group with all the students with my station.
2. However, if students got the questions wrong from the informal assessment we will stay on the
carpet and go over that first.

Procedure: Independent
 1.
Students will work on stations
2.
One station will be the QR code (geoboard). Students will work on this by themselves.
a.
Students will create the shape that is asked of them on the geoboard.
b.
Then they will take a screenshot and put it on a google doc.
c.
On this google doc students will say the shape they created also with how many sides and
vertices it has.
3. If they do not finish that is okay because they will finish it at another time.
4. The other station will be with me. In this station students will get a white board and I will ask
them the possible items, draw polygons, how many sides and vertices.
a. For students that get this concept more, I will be asking them to still start off with telling me
what vertices and sides are. To go over the different types of polygons, I will be telling them an
amount of sides and vertices and they have to tell me the polygon go goes along with it.
i. If the students really understand this concept I will split the group in half and have

Informal Assignment:
1. This will be at the end of the mini lesson. In their math journals I will have them record their
answers. On the board I will put the following,
a. I will draw a picture of a hexagon and ask them to identify the shape.
b. I will ask them to draw a picture of a quadrilateral.
c. I will ask how many sides and vertices an octagon has.
2. The students that do not get these answers right will stay on the carpet with me and we will
review the answers together.
a. The students that do not get these questions right will be my small group first.
i. I will also ask them to stay on the carpet if they want to go over this concept in more detail and
with more examples. (This is even if they got all the answers right).