Lesson Plan: Geometry

Background
My students are 3rd graders, and are mostly English learners with a just a few native
speakers in the class.
They have previously learned about different shapes, including parallelograms,
trapezoids, rectangles, rhombuses, and squares. They have learned simple
definitions of these shapes and their features. They have learned that these are all a
part of four-sided shapes, but have not learned the term for this (quadrilateral).
English Proficiency Level: Beginner
Grade: 3rd
Standards:
CCSS.MATH.CONTENT.3.G.A.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.

Preparation
Objectives:
Language: Students will be able to understand new vocabulary words and use them
when describing the shapes. They will also review and be able to understand words
we have gone over previously.
Content: Students will be able to identify different categories of four-sided shapes,
and recognize that they all fall under the larger category of quadrilaterals.
Vocabulary:
New:
Category Things that have shared features.
Quadrilateral A four-sided figure.
Opposite Being on the further side of something; across from something.
Review:
Square Shape with four straight, equal sides and four right angles.
Rectangle Shape with four straight sides and four right angles.
Rhombus Shape with four straight, equal sides and opposite angles equal.
Trapezoid Four-sided shape with only one pair of parallel sides.
Parallelogram Four-sided shape with opposite sides parallel.

Materials: Construction paper, scissors, pencils, ruler, poster board.

Motivation 10 minutes
Write the language and content objectives on the board in simplified language. I
would write: Understand new and old vocabulary words and use them to talk
about shapes and Know the different categories of four-sided shapes, and know
that they all are in the category of quadrilaterals. Have students record the
objectives in their journals. Ask students to read the objectives out loud to the class.
Ask them if there are any words they do not know, and have them write them below
the objectives in their journals. Three of the vocabulary words are quadrilateral,
opposite, and category. Give the definitions and write them on the board. Have
students read the definition aloud and record it in their journals. Have students
come up with some sentences using the words in them.

Presentation 10 minutes
Show a power point that reviews each of the shapes we have been learning (five in
total). Slowly read through each of the slides/definitions. Before moving to each
next slide, have the students give a thumbs up if they understand the material. If
they do not, answer any questions. The word opposite will be used throughout the
shape definitions make sure to highlight the word and ask students to give the
definition when it comes up. Fore each shape, ask students if they can come up with
an example of where they might see the shape in real life.
At the end of the power point, there will be a description of categories and
quadrilaterals (both words highlighted). Before showing the definition, ask
students to remind me what the words mean. The power point will show how the
shapes fall in different categories based on similar features. Students will learn the
different categories each shape falls into as presented on the power point. Ask them
to give a thumbs up if they understand, and see if they have any questions (and
give sufficient wait time, doing so after each question asked throughout the lesson).

Practice 35 minutes
Activity One:
On the board, write the following categories:
Quadrilateral
Trapezoid
Parallelogram
Rectangle
Rhombus
Square

Remind students the definition of category.

Next, break them into groups of five (there will be about five in each group). Tell
them that we will now be putting the shapes into different categories. Each group
will be given one of the categories listed on the board and five pieces of construction
paper that are already cut out into each of the five different shapes we have been
working with. Tell them they will make two piles as a group: one that includes all
the shapes in their given category. Give an example before beginning choose
trapezoid. Go through each of the shapes (rhombus, square, rectangle,
parallelogram, and trapezoid) with the class, asking if they think it is or is not a part
of the group. If they say yes, tape it to the board under the trapezoid category. If it
is not, set it aside. (The trapezoid should be the only on taped to the board).
Assign the groups their category and have them get started. Walk around the room
to monitor their work. Once each group is finished, have each group come up to the
board and tape the appropriate shapes under their category. Once every group has
finished, come together as a class.
Ask each group to discuss why they put the shapes they did on the board. To fuel
the conversation, ask the following questions to promote thinking:
What are some common features of all the shapes you put under your
category?
Which shapes did not work and why?
Continue until each group has discussed their category.
Activity Two
Students will be given the flow-chart worksheet titled quadrilaterals. They will
also be given the necessary materials (construction paper, scissors, pencils, and
rulers). Explain how the flow-chart works notice how the rectangle, rhombus, and
square all branch off of a parallelogram, and all of the shapes are under the title
quadrilateral. That is because, as we learned, all of the shapes belong to at least
one category. If a shape branches off of another, that means it is apart of that
category. Ask if there are any questions.
They will be asked to cut out each of the shapes listed on the paper (the five
quadrilaterals we have been learning about). They should be cut so they can fit on
the paper. Once they cut out each of the shapes, they will write the name of the
shape on each one and tape the tops of them onto the paper where each shape is
labeled, which will create flaps. Show them an example of one I have already
created, showing them about how big each shape should be and how to tape it onto
the paper. Next, students will write the definition of each shape underneath the
appropriate flap. They will also fill out the proper definitions given at the top of the

page. As students work, walk around the room and check in on them. Provide
encouragement and answer any questions that arise.
When they are finished, have them compare their answers with a partner. When
they have agreed on their work, have the partners put their thumbs together and in
the air to show they are done. Answer questions as needed.

Assessment 10 minutes
(Evaluation will be also done throughout class time by walking around and asking
students questions and observing their progress).
Review what has been learned with the class. Ask the students to use each of the
new vocabulary in a sentence related to shapes, writing it in their journal and then
sharing with a partner. Ask a few students to read their sentences out loud.
Next, ask students if they can draw a shape that is a quadrilateral, but does not fall
under any of the other categories. Give students time to each come up with a shape,
then give feedback.
Review the different categories a final time. Ask students to share examples of
which shapes fall under which categories.
Relating it to real world experience
Can you think of anything else that falls into categories? (Give an example:
there are many different foods that fall under categories of fruits, grains,
vegetables, etc.) Have students think about this when they go home and
come into the next class with examples from the world and, if they can, other
examples of shapes falling under categories.
Have students listen for vocabulary words (old and new) when out and
about, and the context in which they are used.

Define Opposite: ________________________________________________________.

Define Category: ________________________________________________________.
Define Quadrilateral: ___________________________________________________.
Parallelogram

Trapezoid

Rectangle

Rhombus

Square