Download geometry lesson and worksheets

Mathematics Lesson Plan Format, fall 2008
Teacher’s name: Lizzy Clawson
Date: _November 19, 2008
Subject: __Mathematics_____ Grade Level: ___6___ Topic: _Geometry_________
Essential Questions/Big Ideas:
 What are polygons?
 What are the properties of polygons (triangles and quadrilaterals specifically)?
 How can we classify polygons (specifically triangles and quadrilaterals)?
Learning Objectives:
By the end of this lesson, students will know:
 Polygons, triangle, quadrilateral
 Acute, right, obtuse, scalene, isosceles, and equilateral triangle
 Square, rhombus, rectangle, parallelogram
Students will understand that:
 Some quadrilateral definitions can overlap
 Triangles can be categorized by both angles and side lengths
 Regular polygons have equal side lengths and angles
Students will be able to:
 Classify and categorize triangles and quadrilaterals
 Draw a polygon based on the definition
Established Goals:
VA SOL:
6.14- The student will identify, classify, and describe the characteristics of plane figures,
describing their similarities, differences, and defining properties.
NCTM:
- Analyze characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationships
Student and Teacher Activities with Estimated Time Blocks:
Teacher
Student
Hook (5 minutes): When the students
come into the classroom, the teacher will
divide them into groups of 3 and 4 people
and given a long string. The teacher will
give the instructions
Students will be put into groups of 3 or 4
and, with the string each group has, will be
told create as many different looking
shapes as they can using every person to
hold the string (acting as a corner). After a
unique shape is made, a student will draw it
on a piece of paper.
Hook (cont.) (5 minutes): Teacher will use
the document camera to model each
group’s drawings.
One student from each group will explain
the different kinds of shapes they came up
with during the activity. Students will
make the generalization that the groups of
3 formed triangles and groups of 4 formed
quadrilaterals.
Stating Objectives (5 minutes): Teacher
will explain to the students that this lesson
is an introductory lesson to polygons,
focusing on triangles and quadrilaterals.
Students will take out their notebooks to
prepare for the lecture portion of the class.
Preview to Algebra (5 minutes): The
teacher will show the students a slide that
has many polygons on it ranging from
triangles to decagons. Teacher will explain
to the students that the letter “x” is called a
“variable” and means some unknown
number. For these shapes, “x” represents
the number of sides.
Students will find the value of “x” for each
polygon on the board. After finding the
values of x for the polygons, students will
work with a partner to generalize and write
a small paragraph in their notebooks about
the relationship between the number of
sides and the number of angles in a
polygon.
The students will take notes in their graphic
organizer (provided) about the types of
Lecture (7 minutes): The teacher will
classifications of triangles. They will have
remind the students of the different types of two sections in these notes: the first
triangles that they created during the first
section will contain information about
activity. This part of the lecture will teach triangles according to their side lengths
the students the different classifications of
(equilateral, isosceles and scalene), and the
triangles. They will learn that either the
second section will have information about
length of the sides or the size of the angles triangles according to their angle measures
can classify triangles. The teacher will
(acute, right and obtuse). The students will
give both definitions/characteristics of
copy down the examples the teacher
these triangles and draw examples.
presents on the board, while also drawing
their own examples to reinforce the ideas.
Activity (7 min): The teacher will put a
slide up on the Smart Board that has all
different types of triangles on it and the 6
categories the students just learned. Once
all the triangles are categorized by the
students, the teacher will facilitate a discuss
about if the placement of all the triangles is
The students will come up to the board and
drag each triangle into the category that it
fits in appropriately. After each triangle is
put in a category, the class will discuss
about the flexibility of the placement of the
triangles.
correct (i.e. can the triangle in the acute
category also fit in the isosceles category?)
Lecture (6 minutes): The teacher will
display a slide shows four different types of
quadrilaterals: rectangles, squares,
parallelograms, and rhombuses. The
teacher will go over the characteristics of
each type of quadrilateral, as well as the
properties of quadrilaterals in general.
The students will take notes on the graphic
organizer on each type of quadrilateral, as
well as the properties of quadrilaterals as
polygons, in general.
Worksheet (7 minutes): The teacher will
pass out a worksheet (attached) that asks
the students deeper level thinking questions
about the quadrilaterals and triangles they
were just exposed to in the last part of
lecture. The teacher will float around the
room to help the students if they do not
understand, as well as to get a sense of how
the students are doing.
The students will follow the directions on
the worksheet, and answer the questions
both using words for explanations and
pictures to support their answers.
Closure/Exit Pass (3 minutes): The teacher
will ask the students to hold on to their
worksheets until tomorrow when they will
discuss the answers at the beginning of
The students will write the answers to the
class. (Also, this gives students who may
exit pass on an index card and turn them in
not have had the chance to finish more time
as they leave the class.
to work on the handout). On the board, the
teacher will have the questions for the exit
pass for the day. This serves as a final
assessment for the day’s lesson.
Materials Needed for the Lesson:
For this lesson, the teacher will supply the students with string needed for the first
activity. Also, the students will get two graphic organizers, as well as a worksheet. It is
assumed that this classroom has a Smart Board.
Lesson Resources:
When teaching this lesson on triangles and quadrilaterals, one might consider
using the sixth grade textbook “Mathematics: Applications and Concepts,” the Virginia
Edition from Glencoe, as this book contains many great activities and further exercises
for the students, as well as specifically addressing the SOL for this lesson. Also, the
teacher may also want to use the book “Geometry Teacher’s Activity Kit” by Judith and
Gary Muschla because it contains many great lessons for this topic in geometry that are
appropriate for middle school students. Finally, an interesting way to possibly start this
lesson or unit on polygons is to read the class the children’s book “The Greedy Triangle”
by Burns and Silveria. It tells the story of a triangle that wishes to keep adding angles to
his shape, and becomes numerous types of polygons. It’s a cute way to start off a unit
and to get the students to visualize the topic.
Graphic Organizer: Triangles
Type
Equilateral
Isosceles
Scalene
Acute
Right
Obtuse
Sides or
Angles?
Definition
Examples
Extra
Graphic Organizer: Quadrilaterals
Rectangle
Square
Quadrilaterals
Parallelogram
Rhombus
Triangle and Quadrilateral Worksheet
Directions: Read each of the following questions. For each one, write your
answer in complete sentences. If the question asks for a yes or no, be sure to
explain why. Also, draw an example for each one to support your answer.
1. Can a triangle be both right and scalene? Why or why not?
2. Can a square be a rhombus? Why or why not?
3. Can an obtuse triangle be an isosceles? Why or why not?
4. Can a rhombus be a rectangle? Why or why not?
5. What is the difference between a parallelogram and a rhombus?
6. What is the difference between an acute triangle and an equilateral triangle?
7. How are right triangles and squares related?