Geometry Review Grade 4 Lesson Plan

Lesson Plan – Version 1.0 Name of student: Danielle Di Tullio Title: Geometry Review Grade: 5 Subject/Course: Mathematics Strand: Geometry Time: 50-60 minutes Lesson Description (key goal(s) and “crux” of the lesson

Students will review geometry concepts from the fourth grade in order to prepare themselves for the upcoming unit. Stage 1: Desired Results Ontario Ministry Curriculum Expectation(s) Overall: - identify quadrilaterals and three-dimensional figures and classify them by their geometric properties, and compare various angles to benchmarks. Specific: – identify and describe prisms and pyramids, and classify them by their geometric properties (i.e., shape of faces, number of edges, number of vertices), using concrete materials. - identify and compare different types of quadrilaterals (i.e., rectangle, square, trape- zoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles); - identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool (e.g., paper and fasteners, pattern blocks, straws), and compare other angles to these benchmarks (e.g.,“The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”) (Sample problem: Use paper folding to create benchmarks for a straight angle, a right angle, and half a right angle, and use these benchmarks to describe angles found in pattern blocks.);

Stage 2: Evidence of learning and assessment procedure Student performance

The students will be able to recall geometry vocabulary from last year; preparation for the upcoming unit.

Purpose of assessment Formative Assessment This assignment will be used to gather data on the children, deciphering what level of reading they are at. Observation will be used by the teacher, who will watch the students working through the activity.

Stage 3a: Planning learning experience and instruction Instructional strategies

Student grouping

Direct Instruction: we will play our Jeopardy review game.

Students will be split into two teams.

Demonstration: The teacher will explain how the game works and give an example.

Resources (e.g., equipment, PowerPoint sides, manipulatives, hand-outs, games, assessment tool):

• • •

Hand out with vocab words Powerpoint game Pencils

Considerations (e.g., contingency plans re: technology failure or student absences and groupings, or guest speaker cancellations): Should students be absent: The review will be done with a teacher another day if needed. Accommodation Strategies: Student pairing: We will consider the importance of teamwork and participation throughout the game. We do not want one student responding to every question.

Stage 3b: Learning experience and instructional process Motivational Hook: • The teacher begins the lesson by introducing the geometry video and handing out the vocabulary

sheets. Students will have the opportunity to fill the worksheet out during the video and use it as a cheat sheet for the next activity.

Timing: 15 minutes Open: •

Adequate time will be provided for the teacher to outline the anticipated activity, and goal for the conclusion.

Timing: 5 minutes Body: • • • •

Announce teams for the activity. Explanation of the jeopardy game Reiterate the expectation for the activity and encourage APPROPRIATE group work Play the game.

Timing: 40 minutes Consolidation: • Finish playing Jeapordy. Timing: 10 minutes

Extension Activity: This is a whole group activity - there should be no early finishers.