UMF Unit-Wide Lesson Plan Template

Name: Program: Elementary Course: EDU 450

Melissa Eelman Education
Lesson Topic / Title: Classifying Quadrilaterals

Lesson Date: 2/6/18 Lesson Length: 50 min Grade/Age: 5th

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences and
performance tasks that support learners in reaching rigorous curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
Students will be able to identify and classify
quadrilaterals.
This is the learning target that is in the book.
Learning Target: We are learning to identify and Students need to be able to classify quadrilaterals
classify quadrilaterals. before they can explain why the quadrilateral fits
into a specific classification.
Success Criteria
- Identify a quadrilateral
- Analyze the properties of the quadrilateral
- Classify the quadrilateral
- Explain why the quadrilateral fits in the
classification

Content Standard(s) Instructional Decisions / Reasoning

CCSS.MATH.CONTENT.5.G.B.3 This is the standard for this topic in the Envisions

Understand that attributes belonging to a category curriculum.
of two-dimensional figures also belong to all
subcategories of that category. For example, all
rectangles have four right angles and squares are
rectangles, so all squares have four right angles

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and determines
best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Formative Assessment:
I will ask each student individually to identify a The first formative assessment allows me to check in
quadrilateral that I point to and tell me one attribute with each student and see how well they can classify
of the quadrilateral. For example, if I show them a a quadrilateral. It also allows the student a chance to
parallelogram, they would tell me it has 2 sets of receive any clarification necessary and will
parallel sides. They will not be allowed to look at demonstrate misconceptions. If students struggle
their chart at this point because I want to see what with this formative assessment or do not have a solid
they remember on their own. understanding of classifications, I will work with
them the next day using a re-teaching activity. It is
. important that students have a solid understanding
before the next 3 sections in the unit.

The traffic light is a good way for students to think

Self-assessment: Students will self- assess with a about where they are at and also gives me another
sticky note on the traffic light after the guided opportunity to see which students need more
practice. I will check in with students who self- support with the topic. Students can determine
assess as red or yellow first. If necessary, I will make which worksheet they should take based on their
a small group for re-teaching and do more guided self-assessment. Re-teaching is for students who do
practice problems not feel comfortable with the topic and practice is for
students who feel that they have at least some
understanding of the topic. The choice of worksheet
is at the students’ discretion but I will strongly
suggest that students who self-assess as red, take the
re-teaching worksheet.
I anticipate that B.D, B. Q, and C.M. might self -assess
as red because they tend to struggle in math. I will
make a small group for students who self -assess as
red and we will work on one of the independent
practice problems together at the back table to help
them get started.

The worksheets are leveled so that students can

work at their level. I will work with students in a
Formative assessment- Independent Practice: small group who struggle on the independent
Students will complete a worksheet of their choice, practice the next day using the re-teaching activity in
re-teaching or practice depending on how the back of the book.
comfortable they feel with the concept.
It is important to check that students are retaining
Quick check:( the next day) Students will complete the information learned. Giving the quick check the
the quick check so that I can check for retained next day shows what the students actually learned
information. rather than just memorized or copied.

No assessment modifications or accommodations are

necessary per IEP requirements.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in reviewing
instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning

Popsicle sticks for the opening problem

Apple TV to show the Envisions video and the

quadrilateral video

Computer to show the videos

Math books for students to work with the practice

problems and follow along with the video.

Anchor chart to go over the learning target and work

on the opening problem.

Shape sort activity worksheets for students to

complete during the formative assessment

Paper for students to draw their shapes on for the

opening problem (they can use their notebook)

Paper with pictures of quadrilaterals for the first

formative assessment.

Envisions teaching tool chart for students to fill out

during the opening problem.

Sticky notes and traffic light for the self -assessment

Re-teaching and practice worksheets for

independent practice

Enrichment worksheet for students who finish early.

Teacher edition of topic 15 to reference

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a
variety of instructional approaches, strategies, and technologies that make learning accessible to all learners and
support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Introduction: (3 minutes) Students will read and It is important to involve students in the learning
discuss the learning target for the day target so that they know what they are working
towards
Opening Problem (10 min): Students will work
with a partner to create 5 different quadrilaterals
with different properties. They will use popsicle
sticks to create their shapes and then draw the The popsicle sticks are a good way for students to
shapes that they created. Groups will share out and get some hands-on practice. This idea came from the
we will discuss the properties of the polygons. At the book but I think it works well for my students. This
same time, I will have the 5 polygons on the board activity also involves building off of their prior
ready to label as we talk about them. (Parallelogram, knowledge of quadrilaterals. Students expressed in
trapezoid, rectangle, rhombus and square) Students the strength and needs analysis that they enjoy
will complete a chart describing the properties as we hands on activities.
go over them. I will ask students to divide one of
their shapes in half from corner to corner and will
demonstrate on the board. I will ask students what Instructional dialogue: “All of your shapes have 4
shapes we created and how many degrees are in sides. Choose 1 of your shapes and divide it in half
each. Then I will ask students to think about how from corner to corner.” “What shapes does this
many degrees are in a quadrilateral. create “(2 triangles) How many degrees are in a
triangle? (180). “So, if you have 2 triangles in every
Quadrilateral Video (3 min) quadrilateral then how many degrees are in a
I will show students a version of the song quadrilateral?” “What is 18 times 2? (36) So, what is
Radioactive that talks about quadrilateral properties. 180 times 2? (360) “There are 360 degrees in every
This catchy song will help students to remember the quadrilateral.”
properties.

Formative Assessment: (10min)

I will ask each student individually to identify a Students expressed on the CFA strength and needs
quadrilateral that I point to and tell me one attribute survey that they like videos.
of the quadrilateral. For example, if I show them a
parallelogram, they would tell me it has 2 sets of
parallel sides. They will not be allowed to look at
their chart at this point because I want to see what
they remember on their own. While I am working Students need more practice with regular and
individually with students the rest of the students irregular polygons and I want to check in with each
will complete a shape sort. The shape sort reinforces student individually.
the concepts of 15-1 and gives students practice with
identifying quadrilaterals.

Learning Bridge (5 min) Students will watch the This video provides a visual way to reinforce the
learning bridge video required by envisions to concept.
reinforce the concept.
Guided practice- it is important that students have
Guided Practice (5-10 min) We will do guided practice doing the problems with assistance but then
practice problems 2,4 and 5 from the book. they need to be moving from working with me to
working independently.
Traffic Light Self-assessment(1min) Students will
self- assess with sticky notes on the traffic light The traffic light is a good way for students to think
where they feel that they are with their about where they are at and also gives me another
understanding of the concept. opportunity to see which students need more
support with the topic. Students can determine
which worksheet they should take based on their
self-assessment.

The independent practice worksheets are leveled so

Independent Practice (10 min) Students will work that students can work at their level. Giving students
on a worksheet of their choice. They can choose re- choice keeps them engaged and allows them to feel
teaching or practice. confident in themselves. I will work with students in
a small group who struggle on the independent
practice the next day using the re-teaching activity in
the back of the book.

Closure (2 minutes) Students will go back to the

learning target and assess if they feel that they met
the target or not. They will share with a partner 1
example of a quadrilateral and describe one
attribute. I will walk around as they are discussing
this. .

Students will continue independent practice until

dismissal and what they do not finish will be
homework.

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations)
Differentiating worksheets allows all students to feel
Differentiation: comfortable with their ability Giving students choice
Students can choose the level of the worksheet. keeps them engaged and allows them to feel
confident in themselves.
I am assessing in multiple ways students are
demonstrating their knowledge orally, visually and I want to give students multiple opportunities to
through writing throughout the lesson. demonstrate understanding. Some students do
better writing about their knowledge and other
students are better with orally sharing their
Students are working with partners, alone, and in a knowledge.
whole group setting throughout the lesson
In the CFA strengths and needs analysis, the majority
of students said that they liked to work with a
partner but some students prefer to work alone. I
want to give students a chance to work in multiple
ways so that everyone has the chance to work in a
way that helps them to be successful
Extension:
Students who finish their worksheet early can work I do not want students to just sit quietly if they finish
on the next level. M.P and R.C, and C.M might get to early. This gives them more practice and an extra
the enrichment worksheet. challenge to keep them engaged
.
No modifications or accommodations are necessary
for this lesson per IEP requirements. Misconceptions: Students may think that a
trapezoid is a special type of parallelogram. I will
explain to students that a trapezoid only has one set
 of parallel lines so it cannot be a parallelogram.

Field Course Only – Post lesson

Reflection

This lesson did not go exactly the way that I planned.

The chart at the beginning of the lesson ultimately confused students. I should have had the chart filled out
ahead of time myself so that I did not make a mistake in the middle of the lesson on the chart. Next time I
would show students the chart under the document camera so that they could see it better.

I got through part of the lesson and decided to let students finish the shape sort. I did not have time to start
the video, so I just pushed that and the rest of the lesson to the next day. The shape sort took a lot longer
than I expected. I think part of the reason for this was that students had to carefully cut out each shape. My
students take a very long time to cut things out. Next time I would just have them cut around the shapes in
circles. This would save time and would eliminate the problem of cutting sides wrong.

Most students struggled with the shape sort so I did not count it as a grade at all. I did not think that it was
fair to penalize them for something that I did not explain well. Students did not understand the chart. I
should have shown them a concrete example. I also could not help them with questions because I was
working at the back table. If I were to teach this lesson again I would do a couple as an example under the
document camera before releasing students to complete the activity on their own.

The 1 on 1 formative assessment was informative but I did not ask enough questions. I was trying to save
time but I think that I could have used a little more time and given students a chance to ask questions or try a
more difficult example. I also did not realize at the time that many students were off task while I was
working with students at the back table. Next time I would set up very specific behavioral expectations
beforehand.

Tomorrow I will be finishing the part of the lesson that I did not get to,

Teaching Standards and Rationale

http://www.mathinenglish.com/PWkS/grade4/polygons(II).pdf
http://mathszone.co.uk/shape/2d-shape/polygons-shape-sorter-crick/( Idea for shape sort)