STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Ashby Ambrose Grade: 4th Topic: Geometry
Brief Lesson Description:
For this lesson, students will be asked to classify quadrilaterals using descriptions and geoboards. The students will be given a brief
description of the quadrilateral and will be asked to create the shape being described on their geoboards. For example, the teacher would
say, “make a shape that has 4 straight sides and only one pair of parallel sides.” Given this description hopefully, the students would make
the shape of a trapezoid on their geoboard. The students will then draw the shape on the worksheet given to them. Lastly, the student will
be asked to label the shape and write the definition/characteristics of the shape. Once the lesson has been completed the students will be
asked to walk around the room and observe the different types of quadrilaterals within the classroom. After this, the students will create
their own classroom using different types of quadrilaterals. This lesson should take 1-2 days to complete depending on the time allotted for
math instruction.
Specific Learning Outcomes:
TSWBAT classify quadrilaterals as parallelograms, rectangles, squares, rhombi, and/or trapezoids
TSWBAT classify quadrilaterals given the description of the shape
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson plan was developed because all students should have the opportunity to learn about geometry in fun and interactive ways.

Narrative / Background Information

Prior Student Knowledge:
 Students should know how to identify and describe plane figures (K.10)
 Students should know how to identify, describe, trace, and sort plane figures (1.11)
 Students should know how to identify, describe, compare, and contrast plane and solid figures (2.13)
 Students should know what a polygon is and be able to name a polygon with 10 or fewer sides (3.12)
 Students should also know some key vocabulary terms

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

4.12 The student will classify 3.14 The student will use organic and classify two- and three-dimensional shapes
quadrilaterals as parallelograms, geometric shapes in observational drawing according to their properties and develop
rectangles, squares, rhombi, and/or definitions of classes of shapes such as
trapezoids. triangles and pyramids

Specific Problem-Solving Strategy being used:

The students will use the CRA method during this lesson.
Concrete: The students will be given an abstract definition of a quadrilateral and be asked to make that shape on their geoboards.
Representational: The students will be asked to draw the shape they made on their geoboard on their worksheet.
Abstract: The students will be asked to label the shape that was drawn and then write down the abstract definition for that shape.

Possible Preconceptions/Misconceptions:

 Students may have difficulty, specifically with the term quadrilateral, as well as other geometric vocabulary terms. This may
indicate that a student does not make the connection between the geometric term quadrilateral and the prefix “quad”
 Students may have difficulty identifying the best classification for this figure because of its orientation. This may indicate that a
student’s understanding of the shape might be referred to as a diamond and that students have only had exposure to polygons
with horizontal and vertical sides.
 Some students may be limited in their explanation of the similarities between the two figures. This will be evident if a student
states that each figure has four right angles and fails to mention that opposite sides are congruent and both figures are
quadrilaterals and rectangles.
 Students may also have difficulty naming this figure within a hierarchy, and may not realize that a square can also be classified as
a parallelogram, a rectangle, and a rhombus.
 Some students may have difficulty classifying quadrilaterals. This may indicate that a student lacks exposure and experience with
identifying the properties of quadrilaterals.
 Some students may have difficulty identifying a figure based on characteristics only using verbal descriptions. This may indicate
that a student lacks experience classifying a quadrilateral without an image
  Some students may have difficulty with using geometric markings to denote properties of quadrilaterals. This may indicate that a
student is not familiar with geometric notation and does not know how to use hatch marks for identifying parallel sides and
congruent sides of a figure.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Puzzle: ..\..\Desktop\Teaching material\2DShapeSortClassifyingPolygonsQuadrilateralsActivity3rdGradeGeometry-1.pdf
Video: https://youtu.be/Nq1WsZo5BUc?feature=shared
 For my opening activity, students will be given a puzzle activity in which they are to try and match the different types of
quadrilaterals to their correct definitions and shapes. There will also be a couple of nonquadrilateral shapes given in the puzzle
pieces as well. This activity will be done in groups since there will be a limited number of puzzles. This activity will be done first to
see what they may or may not know about the lesson topic as well as get them ready to learn about quadrilaterals in a fun way.
After all the puzzles have been sorted, we will watch a video about the different types of quadrilaterals and how they are
classified by their characteristics. During the video, the student will check their puzzles to see how they did and reorganize them
to the correct definitions and shapes if they are not already correct.

Question: How do we feel about classifying quadrilaterals? (Thumbs up/middle/down)

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Materials: Geoboards, rubber bands, worksheets, blank sheets of paper, pencils, markers, and crayons.
Safety: Go over with the students the proper use of rubber bands in this lesson to avoid any injuries due to the misuse of rubber bands.
 The first part of this lesson is to make sure all students have a geoboard and at least 3 rubber bands as well as a worksheet and
pencil.
 The first thing the students will be asked to do is listen carefully to the description of the quadrilateral given by the teacher so
that they will be able to make the shape on their whiteboard.
 The teacher will then give an abstract definition of the quadrilateral so that the students can create a shape on their geoboards.
 Once the shape has been made on their whiteboard the student will then be asked to draw that shape in the blank on their
worksheet.
 After they have drawn the shape on their worksheet the student should then classify the shape as one of the types of
quadrilaterals and then give an abstract description of the shape like the one given to them by the teacher.
 These steps will be done for each type of quadrilateral so that the students have a chance to classify all the quadrilaterals given in
standard 4. 12.
Questions:
 What quadrilateral has 4 straight sides and 4 right angles? (Square)
 What quadrilateral has 4 straight sides and 4 right angles that are similar to a square? (Rectangle)
 What quadrilateral has 4 straight sides and only one pair of parallel sides? (Trapezoid)
 What quadrilateral has 4 straight sides and opposite sides are parallel? (Parallelogram)
 What quadrilateral has 4 equal straight sides and opposite sides are parallel? (Rhombus)
Worksheet: Classifying Worksheet.pdf

EXPLAIN: Concepts Explained and Vocabulary Defined:

During this point in the lesson, students will be encouraged to ask any questions they may have about classifying quadrilaterals. We as a
whole class will go over these questions and answers. We will as a whole class also go back over the vocabulary for this standard and relate
it to our activity.

Vocabulary:
 Angles- formed when two straight lines or rays meet at a common endpoint.
 Congruent- to have the same shape and size.
 Equal- a relation between two values or expressions that indicates they are the same.
 Exactly- where you cannot estimate the value you must be precise.
 Parallel sides- sides that will never meet and are always the same distance apart.
 Opposite sides- the side or part that is furthest away from you.
 Pair- A set of two numbers or objects linked in some way.
 Parallelograms- a simple quadrilateral with two pairs of parallel sides.
 Polygon- a closed two-dimensional figure composed of straight-line segments that meet at their endpoints.
 Properties- any characteristic that applies to a given set.
 Quadrilaterals- four-sided polygon, having four edges and four corners.
 Rectangles- quadrilateral with four right angles.
 Rhombi- a quadrilateral whose four sides all have the same length.
 Right angles- an angle of exactly 90 degrees.
  Squares- a regular quadrilateral, which means that it has four sides of equal length and four equal angles.
 Trapezoid- a quadrilateral that has at least one pair of parallel sides.
Question:
 Are we confident with classifying quadrilateral?
 Are we ready to move on to the next activity?
ELABORATE: Applications and Extensions: (MIPS)

For the application and extension part of the lesson, the students will walk around the classroom and identify the different types of
quadrilaterals within our classroom. They will be asked to draw the classroom in terms of the different types of quadrilaterals they see.
They will then make their way back to their seats to design their own classroom using the different classifications of quadrilaterals. The
students must include a teacher's desk, 5 student desks/chairs, a reading area, and a rug at the front of the classroom. Each student should
include at least 3 different types of quadrilaterals within their classroom. Each quadrilateral used should be classified by name and
description as well as what purpose that quadrilateral serves in the classroom (desk, seat, chair, etc.). Their classroom will also need to be in
color, students should not be using just a pencil. The student’s classroom should look fun and inviting.
Questions: Do we need any clarification on what is expected of us?
EVALUATE:

Formative Monitoring (Questioning / Discussion):

 Write it down: The students will be assessed throughout the lesson based on their description of the different classifications of
quadrilaterals they made/drew. This will be done by the teacher who should be walking around observing each of the students
during the lesson.
 Thumbs up/middle/down: This will be done during the explain portion of the lesson to gauge how the students are feeling about
classifying quadrilaterals.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

 This will be done based on the student's posters of the classroom they created. As stated above each student will be asked to
include at least 3 different types of quadrilaterals as well as their classification, description, and their purpose within the
classroom. The students will also need to do this assignment in color. The students must also include a teacher's desk, students'
desks/chairs, a reading area, and a rug at the front of the classroom.
Areas Assessed Great! Getting there! Not quite
3 2 1
Elements in classroom All 4 elements shown Only 2 or 3 elements shown 1 or no elements shown
Quadrilaterals shown At least 3 shown 1 or 2 shown None shown
Classify/Description Name/Description on all Name/Description on some Name/Description not on
shapes shapes any shapes
Creativity Uses color Uses some color Uses no color

Plan for differentiation: (Be sure to specifically address the following learners): strategies
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
Students with high-incidence disabilities will be given a worksheet to help guide them rather than a blank worksheet. They will
also be given help by the teacher, teaching assistant, or other students.
 ELL
ELL students will be given a tablet for translation as well as a guided worksheet and help from others in the classroom to
complete this lesson.
 Gifted learners: compact in the curriculum (RTI)
Gifted learning students will follow along with the instruction until the classroom poster. Instead of using 3 types of
quadrilaterals, they will be asked to use all the quadrilateral classifications within their classroom.
Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning
and why you chose them:
Tier 1 Tier 2 Tier 3
Same as above Students in tier 2 will be given a different Students in tier will also be given the
worksheet to help guide their learning worksheet from tier 2 but they will also be
with the geoboards. given additional assistance from either the
teacher, teaching assistant, or other
students within the class throughout the
lesson.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
I will evaluate my practice based on student feedback on the lesson as well as peer feedback.
 Where might/did learners struggle in the lesson?
I think the struggle in this lesson might be during the engage section when they are trying to match the puzzle pieces based on
prior knowledge and guessing. I think they will struggle because it is new material but once they watch the video and we do the
activity/explanation part of the lesson they will understand.
 How can the lesson be strengthened for improved student learning?
I think the resources to help the tier 2 and 3 students might need to be improved.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
I think it did because math is hard to integrate culturally sustaining pedagogies in, however, between my differentiation activities
as well as my lesson I think it reflects culturally sustaining pedagogies as best as possible.