Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Date

Meghan Leuschner

Nov. 17th

Geometry: Polygons

Grade __3

I. Objectives
How does this lesson connect to the unit plan?
They have already learned about lines and angles, and how you can put them together to make different triangles. Now they will explore how to put them together,
create, and classify polygons. The polygons attributes of sides, angles and vertexes correlate with the name (example: triangle).They will go on a treasure hunt to
discover and find these shapes that are all around in our world.This will spark engagement while learning about geometry and its importance in our world, but also
reinforce the vocabulary of the geometric terms we have learned so far.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

Distinguish what a polygon is through geoboards.

Classify and categorize geoboard creations using definitions from textbook.

An

Re-write definitions and draw a sketch for word wall additions.

Discover polygons outdoors, in architecture, and on paper in shape treasure hunt.
Work in a group to take a picture of the polygon and sketch a picture of where they found it.

Ap

Ap, An

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong to any of these subcategories.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Lessons 1 & 2: knowledge of lines, angles, and triangles.

2.G.1 state standard (recognize and draw basic shapes)
2.G.2 state standard (break shapes into parts)
2.G.3 state standard (makes parts portions)
Pre-assessment (for learning):

Pre-test
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
ELL students
-Student with sensory
difficulties
-Students who struggle
with attention
-Student who only has 4
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Ask what a polygon is at the beginning of class to open.

Pictures and sketches accurately depict polygons given.
Self-work will be corrected and graded on completion.
Formative (as learning):

They will rate their understanding at the top of their self-work sheet, after completing it.
Summative (of learning):
Final test at the end of the unit.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Sketches of shapes go along with

the definitions for the word wall.

Use geoboards to create different

polygons.

Use elmo to go over pictures with

the class.

Go outside to find polygons in

nature and architecture

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Geoboards: choose any kind of
shape you would like to create
-Relevant shapes in our world

(treasure hunt)
Use camera and sketches to express
understanding of the polygon
given.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Word wall will increase

geometric vocabulary in
English.
fingers and likes to use one
hand
I will add words to word
wall and focus a lot on the
vocabulary. The lesson will
be interactive for the
students who struggle with
attention. I will give the
student with sensory
difficulties the option of his
weighted sock. The boy
with missing fingers and
weaker hand will be given
the option to use a
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Finding real world examples of

these vocabulary words will
also solidify them.
Provide options for comprehensionactivate, apply & highlight

Book highlights definitions.

Taking a picture and then
highlighting the shape will also
help it pop out.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

-Geo boards
-Camera
-Drawing
-Mix of class work, group work,
and self work

-Group working together in

treasure hunt to find their
polygons outside

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-Completion of treasure (adding

to the overarching word wall)
-self-work check for
understanding
-Review questions at the
beginning of class to bench
mark what we have been
learning

-Self assessing through their

self-work. they will write a
number 1-4 at top of sheet
declaring their self assessment
of understanding the concepts
that were brought up through
the questions.

Geoboards & geoboard paper

Cameras
Clipboards with paper
Textbooks
Copy of page 282 for self work

7 groups/tables of 3 (put dog paws on tables so that they know where to sit).

III. The Plan

Time
8:408:55

5 min

Components
Motivation
(opening/
introduction/
engagement)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Mrs. Dault will take attendance, lunch count, and
Finish self work from day before (Practice Master
ask for good news. I will be at back table to help
triangle sheet), and fill out a bucket filler. Back
those who do not understand the warm up.
table will be open

Handout geoboards & geoboard paper. Go over

geoboard rules: no shooting rubber bands, only
create shapes that follow the rules given, do not
make the same exact shape as the person next and
across from you at your table

Create shape.

2 min

Ask them to create a shape with the geoboard and

then transfer that shape on paper by drawing it.
Use definitions from textbook to categorize the
shapes that are or are not polygons. Then classify
the shapes according to how many sides they have.

10
min

Help classify shapes using page 280-281

Add words to word wall. (definition & sketch)

Give directions for treasure hunt:

5 min

Groups must find polygons on sheet in architecture

or nature. Groups must have a sketch of the object
and a picture taken with the camera. They must
stay with their groups of three. Teams must stay
within hearing distance and sight of team leader.

10
min

Listen to directions and explain to a neighbor the

rules.

Read directions on sheet and have them tell their

neighbor the expectations.
Mrs. Dault will take 3 groups and I will take 4
groups.

15
min

Development
(the largest
component or
main body of
the lesson)

5 min

10
min
to
compl
ete,
but
move
on if
time
is
runni
ng
out
8
min.

Closure
(conclusion,
culmination,
wrap-up)

Monitor treasure hunt in playground (5 min)

Monitor treasure hunt in the nature preserve (5
min)
& 5 min walking time

Go on shape treasure hunt.

When finished, the teams will move inside to work

on self work. First they must give back camera and
turn in sketch sheet. They may use the word wall
for help on self-work. If not done, try to finish
during FRED or finish it as warm up the next day.
The earlier it is finished, the quicker they will get it
back with feed back.

Move inside to work on self work. Hand in camera

and turn in sketch sheet. Use word wall to complete
self-work. Hand in if finished, or complete the rest
during warm up the next day. GIVE SELF
RATING OF UNDERSTANDING (1-3)

Ask students to show their favorite pictures that

they took with the camera. Have class look for the
shape in the picture and guess what they saw.
Ask why are

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there so many geometric

Students will show their favorite treasure find

under the ELMO.

patterns in nature?
Ask what did you learn today?
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Once again, I had to have another conversation about math not always having one right answer. This was just showing how true
math anxiety is that my professional literature article Math Anxiety in Elementary School points out. I decided to use this activity
to show that we all think differently and can come up with different answers that address the same question. I had asked the students
to create any one shape that they could think of on their geoboard. Many asked me if their was right, before being willing to add
theirs to the front of the class. I asked them if it was a shape that they created, they answered yes, and I thanked them for coming up
with their own answer that followed the directions. I addressed the class to look at all the different answers that we thought of and
how cool it was that we could come up with different answers that followed the same directions. I repeated how even if I didnt
follow the directions, I get the chance to learn from it! Students found it fun to classify all the shapes and figure out relationships as I
sorted them into two different groups at a time. Many of my students would shoot their hands to tell me the name of their shape, once
they learned the relationship of number of sides to the names of polygons.
Unfortunately, it was raining, so the students had to stay inside for the shape treasure hunt. However, they were still just as excited to
go around the school finding the shapes with a camera. Many were creative and used other school employees to form the shape they
needed. Others realized that when we zoom in on items, we can see the shapes formed. My computer had troubles with crashing and
then working for a few minutes before crashing again the whole week. So we didnt get to add them to the word wall, but that didnt
stop fun discussions of the shapes they found around the school. I am still hoping that I will be able to get most of the pictures to
show as examples online. To still cover my objective of discovering shapes in nature, I told a story about going for a run and noticing
shapes as I ran. I had them guess the shape as I described the shapes outside ( example: trunk of a tree).

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