
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
 Students will identify and describe polygons by their sides and angles
 Student is able to accurately identify attributes of each polygon including number of sides, number of vertices, angles (right, acute, and obtuse), equal sides, and parallel sides.
 Students will be able to classify polygons based on their sides and angles.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to identify right, obtuse, and acute angles using benchmark angles.
Students are able to compare angles to a right angle in order to identify obtuse and acute angles.
Students are able to identify polygons by the number of sides and vertices.

Guiding Questions: What are the guiding questions for this lesson?
What is an acute angle, obtuse angle and a right angle?
How can you use a benchmark angle to determine the measure of the angle?
How can you classify a polygon by its properties?

Teaching Phase: How will the teacher present the concept or skill to students?
Before starting this lesson, the teacher will administer the Formative Assessment to determine student readiness.
Discuss prior knowledge and share ideas on how to use a benchmark angle (right angle) to determine if an angle is acute or obtuse.
Ask students:
Can you think of a polygon with only right angles? (square and rectangle) .
Can you think of a polygon with only acute angles? (equilateral triangle)
Can you make a polygon with only obtuse angles? (hexagon)
 If students have a problem identifying acute and obtuse angles, draw a clock with the hand in the 3:00 position and ask students if they can describe the angle formed by the hands. (right angle, 90 degree angle, corner of a square) What time would make an angle smaller than this angle? What time would make an angle larger than this?
 Ask students if they can give examples of objects on their desk or in the room that have a right angles, acute angles, and obtuse angles.
 Use the corner or a piece of 8x11 paper to compare to an acute and obtuse angle. Ask students to identify the approximate measure of the angle. Ask students if they can name an angle smaller than a right angle and/or larger than a right angle.
 Display different polygons and ask students to identify them. Ask  How do you know? What if I move the polygon (rotate polygon), does it change its properties?

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Divide the class into small groups of students and give each group of students a set of precut polygons (See "Special Materials Needed" below).
Instruct each group to create groupings of shapes from the set based on their attributes, and challenge each group of students to describe how the polygons in each group are the same and how they are different. For example  the square and the rectangle are alike because they both have four right angles. They are different because the rectangle has two pairs of equal sides and the square has four equal sides.
During this time, the teacher should monitor student understanding and should provide feedback to students to focus their thinking of sides, angles, and parallel sides. Provide about 10 for students to identify, describe, and classify the polygons in their sets.
Once this activity is finished, have each group put their precut polygons back into the baggie.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Distribute Polygon_Express_Sample.docxto students.
Pose the following challenge problem:
During Explore time today, you will be working independently to construct a train using a variety of polygons. You should use a total of 10 shapes to build your train. You need to use at least one square, one rectangle, one triangle and one other polygon. Polygons must be connected by their sides, not the vertices.
As you create your train design, number each polygon 1 to 10. You may show them the image from this sample document if desired.
Once your train design is completed, complete "The Polygon Express" worksheet, which requires you to identify each polygon and to describe many of its attributes including the number of sides, number of vertices, angles (right, acute, and obtuse), equal sides, and parallel sides. You will also be required to answer the Thinking Questions at the bottom of the sheet about classifying the shapes in your design based on their attributes.
Pass out a set of precut polygons and a glue stick to each student along with a large piece of paper on which students can paste their design.
Students will work on designing an engine for a train using polygons. Students should design the pieces on white paper and glue when to the sheet when they are finished with their design. After the design is glued to their sheet they should complete the "Polygon Express" worksheet.
 The teacher will observe and question students on what strategies they are using to determine the direction and size of the angle of rotation.
 Are students able to classify polygons by the number of sides and the types of angles?

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After students have completed the Polygon Express worksheet, lead a class discussion to debrief students on what they learned.
Students will share their strategies about what properties they used to classify their polygons, while the teacher records their findings on a piece of chart paper that can be posted in the classroom after the lesson ends.
Students will use accountable talk to discuss ideas.
The teacher may also choose to display student engines along with the accompanying worksheets.

Summative Assessment
For a summative assessment, students will complete "ThePolygonExpressWorksheetRevised.docx" during the Independent Practice portion of the lesson. Here is a sample Answer Key  student answers will vary.
Rubric for student worksheet reflecting the lesson's Learning Objectives:
 Student is able to accurately identify the polygons used in the design.
 Student is able to accurately identify attributes of each polygon used in the design.
 Student is able to classify the polygons by their angles.

Formative Assessment
Before starting this lesson, the teacher will assess students' prior knowledge by having them complete the Formative Assessment worksheet on polygons. Students will match up polygons to descriptions to see if students have the ability to identify basic polygons and types of angles. Teacher may also assess whether students understand which polygons have parallel line segments. If students have specific difficulty with some of these figures, the teacher may want to conduct some remedial activities before proceeding with this lesson.
The teacher may also check for student understanding of the lesson content during the Guided Practice activity, providing feedback as necessary.

Feedback to Students
During the lesson opening and the work period the teacher will pose the following questions to refocus student thinking:
 How would you use the angles to classify this polygon?
 How many quadrilaterals have you used in your design?
 How can you tell if an angle is acute or obtuse?