Pre-Reading
I. Motivation: “Today, in math class we are going
to identify polygons and their characteristics. First of all I want someone
to draw a shape out of this paper sack. I want you to choose the shape
without looking at it and describe it by just feel. As the student is
reaching in the bag ask: How can you tell the difference between shapes
by using only your sense of touch? (Some shapes have more sides and corners
than others; you can tell the difference by counting them)
II. Prior Knowledge: “Where have we seen shapes
in the real world? (stop sign, yield sign, buildings, paintings). What
shapes can we see in the classroom? (square, circle, rectangle). Why isn't
there any shapes with only two lines? (Two lines cannot form a polygon.)
Do most objects have a shape? (Yes) Why? (The lines intersect and create
a closed shape) What are these closed plane figures that are made up of
three or more line segments? (Polygons)
III. Purpose: Today, we are going to learn the special
properties of polygons. We will be able to identify several different
polygons. We will also identify a special property of polygons which is
called a vertex.
IV. Explicit Strategy Instruction: Concept Definition Map
“Today we are going to learn about a reading strategy
called the concept definition map linked with the special properties of
polygons. The concept maps will visually show us the definition
of a polygon. Has anybody ever used a concept definition map? Why would
we use a concept definition map? (The main purpose of using a concept
map is represent the definition in a visual manner so some of us can better
understand it. Hand out the concept definition map to the students.
I will model the first step and we will do some together as a class. Lets start out by filling in the key term in the center of the paper with the word polygon. As you can see the center term is branched off into three categories.
The first step one of the branches on the top of the paper explains, What is it? What is the basic definition of a polygon? We will answer these next branches after we read the text. The second step is another branch off the key term is: What is it like? Which could include what are the polygons properties? The third step and final branch is: what are some examples? This is where we are going to list examples of the polygon. For our purpose today, when will fill out the concept definition map as we read the chapter in the text.
During Reading
Citation for text:
Fennell, F., Ferrini-Mundy, J., Ginsburg, H., Greenes, C., Murphy, S.,
& William, T. (1998). Silver Burdett: Mathematics: Grade 4 - Volume
2. New Jersey: Silver Burdett Ginn.
Readability: 4.4 grade level using the Flesh-Kincaid; The text implicates exactly what should be included in a fourth grade text. The readability level uses context clues to define the meaning of new math concepts. There are also graphics that aid the reader with the key new math concepts.
Completeing Concept Defintion Map
"I need a volunteer to read the first two paragraphs
on page 430. Now we can fill in some examples of polygons. We can also
use our prior knowledge to complete the what is it like boxes. (octagon-stop
sign) Now we can fill in part of the concept defintion map. Can someone
tell me what they would fill in that box what is a polygon? (A polygon
is a closed plane figure made up of three or more line segments that are
straight and connected. Great, can someone read the next three pararaphs.
V. Text Structure
A. Expository
VI. Vocabulary
"The following vocabulary words are very important. I want
you to include those vocabualry words with their defintion in your journal."
A polygon is a closed plane figure that is bounded by
line segments.
(n)Polygon: closed figure made up of three or more line segments that
are straight and connected.
The four angles in a quadrilateral add up to 360 degrees.
(n)Quadrilateral: is a name for a polygon with four sides
A point where two sides of a polygon meet is called a vertex.
(n)Diameter: point where two line segments meet in a polygon.
VII. Content
Remember to keep the standard and Benchmark in tact to meet the curriculum needs of the students.
Mathematics
Benchmark #2: Calculate perimeter and area
4 3 02 01 Determine perimeter of simple polygons
After Reading
VIII. Questioning
What is a polygon? (A polygon is a closed plane figure that is made up
of three or more line segments.)
What kind of polygon is a rectangle? (a quadrilateral)
Name two polygons that are quadrilaterals and explain why they are classified as quadrilaterals? (A rectangle and a square are quadrilaterals; they both have four sides.)
Does an octagon have to look like a stop sign? (No; any polygon made up of eight sides is an octagon.)
IX. Writing to Learn Activity
In your journal I want you to think critically and answer the question to the best of your ability. A rectangle has four sides. A square has four equal sides. Is every rectangle a square? Is every square a rectangle? Explain in detail your answer to the best of your ability. For example my model would include three-four complete sentences. I want you to write as much as you need to in ten minutes. Remember to use complete sentences.(Brief answer: every square is a rectangle because every square has four sides. But every rectangle is not a square because every rectangle does not have four equal sides.)
X. Closure
"I hope everyone enjoyed the lesson today on polygons. What did we learn about polygons in today's lesson. (a polygon is a closed figure made up of three or more line segments that are straight and connected. The purpose of this lesson today was to get informed about polygons with the definition concept map. Can someone tell me why we used the concept definition map? (the strategy allowed us to visualize the definition of the word polygon). Great job today and keep up the great work!