PACT Lesson 3

Student: Marisa Louie Cooperating Teacher: Melanie SperosLesson Title: Polygon Sorting Lesson Area: Language ArtsDate Submitted: 2/8/13 School Site: Fay ElementaryDate for Implementation: 2/28/13 Grade Level: 3rd

Description of Group: 19 English Language Learners, 3 IEPsGroup Size: 23 students

Goal: Students will identify and classify polygons (CA State Math Standards,

grade 3, 2.1). Students will understand that shapes may share attributes and that

the shared attributes can define a larger category (Common Core State Standard

for Mathematics, grade 3, 3.G)

Content Objective: Given polygons that students constructed in the previous

lesson, students will identify and classify polygons according to their sides,

angles, and vertices.

Formative Assessment: While students identify and classify the polygons, I will

orally assess them by asking about the features they are using to identify the

polygons and criteria to sort the polygons.

Language Objective: Given vocabulary, sentence frames, and using their

graphic organizer from the previous lesson, students will orally describe features

of polygons using present and past tense verbs, vocabulary about polygons, and

connecting words.

Summative Assessment: Students will complete a polygon riddle, which will be

evidence of students meeting the objective of identifying and classifying

polygons.

Materials/Preparation:

1) polygons that students created from PACT lesson 2

2) class sorting chart

3) geometry words chart

The Lesson

Introduction (10 minutes):

Before beginning the lesson, I will review the academic terms on the

geometry words chart. Next, I will introduce the term “congruent.” I will show

students three quadrilaterals and ask them if they can find two quadrilaterals that

are congruent. Based on our discussion, we will define congruent as meaning the

same.

After defining the word congruent, I will instruct students to return to their

tables and remove congruent polygons from the polygons that they created from

the previous lesson. When they are finished removing the congruent polygons,

there should only be one of each polygon at their tables.

Then, I will explain to students that their task is to sort the polygons that

they created in the previous lesson based on any criteria that they develop as a

table. I will give students five minutes to sort their polygons.

Procedure (20 minutes):

1) After students have sorted their polygons, I will ask tables of students

how they sorted the polygons. What criteria did they use?

2) Students will share their ideas of how they sorted polygons from their

tables. As a class, we will develop four categories to sort our polygons,

including triangles, quadrilaterals, pentagons, and hexagons.

3) After students have shared their criteria for sorting polygons, we will

begin to sort polygons on our class sorting chart at the front of the

classroom. One student will bring a polygon from their table group to

the class sorting chart and we will discuss each polygon. I will ask the

student which category they believe their table’s polygon belongs in.

Why? Then, we will have a class discussion about the polygon and

decide which category it belongs in.

4) We will continue this discussion structure with polygons from different

tables of students.

Closure (20 minutes):

After sorting the polygons on our class sorting chart, I will ask

students to come to the carpet. As a class, we will label the different

categories of polygons on the class sorting chart. Next, I will introduce the

following sentence frame:

This is a row of __________. I know this because the polygon(s)

has/have _____ line segments, _____ angles, and ______ vertices.

On the carpet, students will use the sentence frame to describe the

rows of polygons that we have sorted in a partner talk. Then, students will

share out in a whole class discussion.

After discussing each row of polygons, students will return to their

desks to individually complete a polygon riddle assessment.

Modifications:In order to meet the diverse needs of students, I will provide scaffolding

and support with the use of a class sorting chart and a sentence, specifically for

my ELLs. For my students with speech IEPs and my ELLs, I will model how to

use the sentence frame and give students a structured opportunity to practice the

sentence frame with their partner so that they understand how to appropriately

use the sentence frames. In addition to students knowing how to appropriately

use the frame, I want students to feel confident before sharing their ideas in a

whole group discussion.

While students are sharing their ideas in a partner talk on the carpet, I will

talk one on one to my beginning English learners to ensure they are accessing

the content, as well as the academic language of the learning segment. I will use

the class sorting chart as a visual support for my beginning English learners.

When discussing the features of various polygons, we will reference the chart to

identify the features.

In order to meet the needs of my GATE students, I will provide challenges

for students in the form of questions. I will build on the previous lesson and our

conversation about the angles and sides of each polygon. I will ask students if

there are any congruent sides in the polygons that they created. How can we

describe the angles? Are they acute, obtuse, or right angles?

Instructional Materials: PACT Lesson 3geometry words chart geometry words chart (continued)

Instructional Materials: PACT Lesson 3

Class sorting chart Sentence frames