Lesson Design Template – Adapted from Madeline Hunter

Topic: ​Geometric and Spatial Reasoning

Grade:​ 2 ​Subject:​ math ​ Time:​ 1 hour

Resilience Factors:
Caring Relationships, High Expectations, Opportunities for Meaningful Participation

Emotional Intelligence Skills:

Self-perception, Self-expression, Interpersonal, Decision-making, Stress-management

OBJECTIVES

Curricular Expectations:

E1.1 sort and identify two-dimensional shapes by comparing number of sides, side lengths, angles,
and number of lines of symmetry.

E1.3 compose and decompose two-dimensional shapes, and show that the area of a shape remains
constant regardless of how its parts are rearranged.

Lesson Goals:
● By the end of the lesson, students should have a strong understanding of the different
properties of 3-8 sided polygons.
● Students should be able to identify the following: number of sides, side lengths, number of
vertices, number of angles. Identifying parallel sides and right angles are a bonus but not
required.

Social Objectives:
● Active participation.
● Mutual respect.
● Practice social distancing and masks on when speaking.

MENTAL SET:​ ​Estimated time:​ 10 mins

When students arrive for math, 3 polygons will be drawn on the chart paper: a triangle, a
quadrilateral, and a hexagon. Once students are settled, I will give them some clues (ie. this shape
has six angles or this shape has one set of parallel sides) and I will ask them to guess which of the 3
shapes I am talking about.
As a class, we will answer the 4 questions written below the shapes on the chart paper: how many
sides does each shape have? What do you notice about the side lengths? How many vertices? How
many angles.

Check for understanding:​ ask students whether anyone has any questions.

STATED OBJECTIVES AND PURPOSE:​ ​Estimated time: ​2 mins

In today’s class, we will be doing the geoboard gems activity from last week again. This activity
helps us learn about the properties of different polygons and helps us to sort them into different
categories.

Success criteria:​ (projected onto the board)

1. Create a shape that has 3-8 sides on your geoboard.
2. Answer each of the 4 questions.
3. Record your answers on the sticky note.

INPUT/ MODELLING/ DEMONSTRATION:​ ​Estimated Time:​ 10 mins

Model
● In order to model the geoboard gems game to the students, I will create my own 3-8 sided
polygon on a geoboard.
● With student help, I will answer the 4 questions and record my answers on the chart paper.
The questions include:
○ How many sides does this shape have?
○ What do you notice about the side lengths?
○ How many vertices does this shape have?
○ How many angles does this shape have?

Instruction:
● I will ask students to create a new 3-8 sided shape on their geoboards.
● On the sticky note provided, students will record their answers to the 4 questions.
PRACTICE: Estimated time: ​25 mins Materials:

Students will be given time to create their shape and record their answers -Geoboards
on the sticky notes. Anyone finished early will be encouraged to wait until
the rest of the class is ready. -Elastic bands

Once most students have finished, I will collect 3 volunteers’ geoboards and -Sticky notes
sticky notes. I will show the students the 3 geoboards while reading one of
the sticky notes. Students will be asked to guess which geoboard the sticky Tactics:
note belongs to.
Use of a math
manipulative.
Check for understanding:​ prompt students by asking them to justify their
predictions. Make the explanation explicit to the class.

CHECKS FOR UNDERSTANDING (Throughout):

I will be walking around the class while students are creating their shapes and recording their
answers. This will allow me to address any issues a student may be having.

CLOSURE:​ 15 mins

​ s a class, we will fill in the Polygon Chart, which will then be posted up on the math bulletin
A
board for students to reference. The chart outlines how many sides, vertices, and angles all of the
polygons from 3-10 sides have.

Students will be asked to identify any pattern they see in the chart.

*Extension: if students finish early, they will choose a math center to explore until recess.

CONSIDERATIONS
Multiple Intelligences: Accommodations: Assessment:

-Verbal linguistic For any student having I will collect each student’s
trouble answering each of the sticky note at the end of the
-Logical/mathematical 4 questions, I will prompt each class as a way to evaluate
question one-by one. I hope student understanding.
-Visual/spatial that by breaking the task
down step-by-step it will feel
-Interpersonal more manageable.
-Intrapersonal If a student is really struggling,
ask them to create a simpler
shape (ie. triangle or
quadrilateral).