18 1unitlessonplan

Katie Massa and Jackie Cuccia
ELE 301- Dr. Conte

Edgewood Elementary School
Ms. Queen, Grade 5
1. Lesson Topic & Main Concept
Students will learn about Points, Lines, and Angles on a Plane.
2.
Lesson Essential Question(s):
Will the students be able to identify a Point, Line, and Line Segment on a Plane?
Will the students be able to identify intersecting,perpendicular, and parallel Lines on a Plane?
Will the students be able to identify a Right, Acute,Obtuse, and Straight angles?
3. New Jersey & PA Core Curriculum Content Standards:
CCSS.MATH.CONTENT.5.G.A.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the
intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given
point in the plane located by using an ordered pair of numbers, called its coordinates. Understand
that the first number indicates how far to travel from the origin in the direction of one axis, and
the second number indicates how far to travel in the direction of the second axis, with the
convention that the names of the two axes and the coordinates correspond (e.g., x-axis and xcoordinate, y-axis and y-coordinate).
M5.C.1.2.1: Identify, draw and/or label points, lines, line segments and rays.
4AB)
Learning Objectives
The students will be able to
identify a point,line, and line
segment on a Plane.
The student will be able to
identify Perpendicular,Parallel,
and intersecting lines on a
Plane.
Assessments
The students will classify points (lines/streets) on
the CandyLand Map and represent it on a plane
(grid sheet).
The students will classify Perpendicular, Parallel,
and intersecting lines on the CandyLand Map and
represent the lines on a Plane.
5. Materials:
Candy Buttons, Candy Straws, CandyLand Map, CandyLand Plane, Math Book, Scholastic
Video, Pencil, Kinect
6 . Pre-lesson assignments and/or prior knowledge:

Student Analysis: Students are familiar with vocabulary: line,points, and angles in a Plane.
7. Lesson Beginning:
The lesson will begin by playing a game with the class on distinguishing different types of lines
by thinking about the world around you. The game will consist of a series of pictures in which
the students will examine and identify different types of lines.
8.
Instructional Plan:
After the game on lines we will review a vocabulary powerpoint on points,lines,
and angles. (WHAT IS A PLANE FIRST)
As we review each component of the powerpoint, we will ask the students for
their definition and then show a visual representation of the geometric object.
We will then split the class up into groups and explain to them that they are going
to choose objects on a map and then plot it on a grid.
The students will then complete the map worksheet.
Questions:
Can someone explain to me what a Plane is?Line?Line Segment?Parallel lines?Perpendicular
lines?
Can someone model question number 1?
Does anyone want to come up to the board and show a Parallel line? Perpendicular line?
Classroom Management:
We will list my expectations for the activity before I hand out the materials.
We will move around the classroom to make sure that students are answering the worksheet
properly.
If anyone is misusing the materials, I will take them away.
We will assign students numbers so that their groups are set up prior to our lesson.
We will give the students one minute to get into their groups (timer)
Transitions:
I will know it is time for the students to gather back to their seats when the timer sounds.
Differentiation:
If students do not want to draw their lines, they are able to represent it using their manipulatives.
9. Closure:
After the students have completed their group work, We will compare answers and answer any
questions the students have for us.
We will then give out grid paper for a ticket out the door response. The response will be for
them to draw something that they did not know (or they could write a response and compare the
different lines and angles).
http://tec.theeducationcenter.com/Images/editorial/newsletters/commoncoreconnections/2014/Ap
ril/042314_ccc_46_goal.pdf
Candyland Geometry- Points,Lines, and Angles
A ______________ is an exact location.

A _____________ is an endless flat surface.
A _________ is a straight path in a plane. It has no ____________ and can be named by
any ____ points on the line.
A ____________ _____________ is part of a line between two endpoints and all of the
points between them. Use both endpoints to name a line segment.
______________ lines are lines that cross at exactly one point.
Perpendicular lines are two lines that ______________ to form __________ angles.
____________ lines are lines in a plane that are always the same distance apart.
ANGLES: Acute=<90 Right angle= 90
Obtuse Angle >90 but <180
Straight angle=180
Use the figure to name an example of each geometric object.

1. point
____________
2. line segment
______________
3. parallel lines
_______________
4. perpendicular lines
5. intersecting lines
6. perpendicular lines
________________
________________
___________________
7. acute angle
8. right angle
____________
______________
10. Ray
9. obtuse angle
_______________
____________

ELE 301- Dr. Conte
Ms. Queen, Grade 5
1.
Lesson Topic & Main Concept
Students will learn about Measuring and drawing Angles using a protractor.
3.
Lesson Essential Question(s):
Will the students be able to use a protractor to find the measurement of Angles?
3. New Jersey and PA Core Curriculum Content Standards:
CCSS.MATH.CONTENT.5.G.A.2
Represent real world and mathematical problems by graphing points in the first quadrant of the
coordinate plane, and interpret coordinate values of points in the context of the situation.
4AB)
Learning Objectives
The students will be able to
measure angles using
Benchmarks on the protractor
The student will be able to
utilize a protractor to find exact
degrees of angles.
Assessments
The students will measure different angles using a
protractor to state what kind of angle is shown for
each question on the card.
The students will use the task cards in order to find
exact degrees of angles listed.
5. Materials:
Geometry measuring cards, construction angles, worksheets for each student, math book, pencil
6 . Pre-lesson assignments and/or prior knowledge:

Student Analysis: Students are familiar with angles and what a protractor is.
7.
Lesson Beginning:
The lesson will begin by showing the students how to use a protractor on the DocCam using
Benchmarks (45,90,120,180 etc.). I will then show them using a construction angle (that is
moveable) how to use benchmarks to estimate angle measures. I will then show them that they
can do different degrees with their own body (so they would have to get up and moving).
8.
Instructional Plan:
After the students are done showing the Benchmarks on the Protractor, I will then
split the students up in their assigned groups.
The students will then get a pack of task cards which has them do different things
such as measure angles, draw angles, and predict what the angles are. The students will
be given 20 minutes to complete every card and record their findings
Once the students are done with the game, I will have them go back to their seats
and have each group member assigned to write their answer on the board.
We will go over the answers and I will take any questions that they have.
Once we are done with questions, I will then let them work on 18.2 in the book
(Page 203)
Questions:
Have any of you ever used a protractor before?
Can someone tell me what would be a Benchmark on a protractor?
How can we distinguish what kind of angle it is using the degrees?
I will list my expectations for the activity before I hand out the materials.
I will move around the classroom to make sure that students are answering their record sheet
properly.
If anyone is misusing the materials, I will take them away.
The students will get in their assigned groups to do this activity.
Transitions:
I will know it is time for the students to gather back to their seats when the timer is up and
sounds.
Differentiation:
The students that are having a hard time using a protractor and finding degrees, they will just use
Benchmarks on their sheets.
9. Closure:
To close my lesson, I will choose a few students to come back to the board and do an angle with
the big arrows. I will then see if the students are able to make guesses and self correct
themselves.
ELE 301- Dr. Conte

Ms. Queen, Grade 5
1.
Lesson Topic and Main Concept:
Identifying circles and their main components (diameter, radius and chords)
2.
Lesson Essential Question:

Will students be able to classify circles?
Will students be able to classify the diameter, radius, and chords on a circle?
3.
Standards:
New Jersey & PA Common Core Standards
Anchor Descriptor - M5.C.1.1: Define and/or use basic properties of quadrilaterals
(parallelograms, squares, rectangles, trapezoids, rhombi), triangles, circles, pyramids, cubes,
and/or prisms.
CCSS.MATH.CONTENT.5.G.B.3
Understand that attributes belonging to a category 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.
Classify two-dimensional figures in a hierarchy based on properties.
4.
Learning Objectives and Assessments
Learning Objectives
Assessments
Will students be able to identify and

name a circle correctly?
Students will identify circles by the

name of their midpoint.
Students will draw their own circles
using a compass and classify them by
their midpoints.
Will students be able to identify the

Students will identify the radius and
diameter and radius of a circle?
diameter of a circle. Students will
Will students be able to determine the
precisely draw and create the diameter
measurement of the diameter and radius and radius on their own circles using
of a circle?
string and a hula hoop.

Students will determine measurements
of the radius and diameter of circles by
measuring or by solving problems using
mathematical operations.
Will students be able to identify chords Students will identify chords in a circle.
in a circle?
Students will draw and create their own
chords on their circles using string and a
hula hoop.
5.
Materials:
circle presentation powerpoint ,Candy Land Hula Hoop cannon (where all the circular candy
grows) worksheets, hula hoops, string , tape , round post-its ,rulers
6.
Pre- lesson assignment and / or prior knowledge:

Students will have prior knowledge of a line, line segment and points. Students will have
prior experience with identifying and drawing line segments and points. Students will
have prior experience using operations such as addition, subtraction, multiplication and
division.
7.
Lesson Beginning:
Students will begin the lesson by viewing a slideshow consisting of real life circular
objects. The students will then have a discussion about the similarities between the
objects. Students will then discuss why they think certain objects are circular.
Students will then watch a video about the different components of circles.
https://www.youtube.com/watch?v=cC0fZ_lkFpQ Stop at 2:48
(diameter, radius, and chord)
8.
Instructional Plan:
a.
Differentiation:
Students will work in groups assigned by the teacher. Each group will consist of students
who achieve different levels of mathematics.
b.
Lesson Steps:
The teacher will then discuss the different components of a circle
(diameter, radius, and chord)
The teacher will discuss where and how you can find and name the
components on a circle and practice some problems with the class.
c.
d.
9.
The teacher will then present the students with hula hoops.
The students will be broken up into groups of 5.
Each group will receive a hula hoop, string (lines), tape and round
post-its (points)
Using the string, tape and post-its the students will construct their
own diameter, center point, radius, chords and points on their hula hoop.
As the students construct the components of their circle they will
record their components by drawing them on their Candy Land Hula Hoop
cannon worksheets.
Students will use rulers to measure the diameter of their circle.
Students will place a center point in the center of the diameter line.
Then they will use a mathematical operation to find the radius.
Students will measure the radius on their hula hoop to check their
answer.
Students will construct, name and draw at least two chords.
Students will name the points in the circle in order to identify the
diameter, radius and chords.
Questions
What line is the diameter?
What line is the radius?
Can you find a chord on the circle?
How long is your diameter?
How can you find the length of the radius using the length of your diameter?
What and where is the diameter?
What did you name your center point/ circle?
Where are your chords and what did you name them?
Students will remain in their seats until instructed to move. When working in groups
students will be timed to motivate them to stay on task.
Closure
At the end of the lesson, each group will present their hula hoop. Students will review the
circle components they created on their hula hoops.

ELE 301- Dr. Conte
Ms. Queen, Grade 5
https://www.youtube.com/watch?v=69lfTURDles
1.

Identifying Polygons and Irregular Polygons
2.

Will students be able to classify Polygons? Irregular Polygons ?
Will students be able to draw a polygon? Irregular Polygon?
3. Standards:
4.
Learning Objectives
Assessments

name a Polygon correctly?
name an Irregular Polygon correctly?
Students will identify polygons by the

number of sides and angles the figure
has.
Students will then decide if the polygon
is regular or Irregular.
Will students be able to draw a

polygon/Irregular polygon using
toothpicks and gumdrops?
Students will draw their own

Polygon/Non-Polygons using toothpicks
and gumdrops.
Will students be able to identify the

number of sides/angles in certain
Polygons/Irregular Polygons?
Students will answer a worksheet that

asks them to name the polygon/Irregular
polygon and they will have to be able to
know the difference between the two.
5.
Materials:
Youtube video, toothpicks, gumdrops, worksheet on polygons/irregular polygons,
computer and DocCam
6.
Students will have prior knowledge of common shapes such as a square and triangle. The
students will also have prior knowledge of Irregular shapes and why they are irregular.
7.
Lesson Beginning:
I will begin the lesson by asking the students some questions to get their minds thinking
of Polygons and what makes an irregular Polygon. I will then show the students a 4
minute clip on Polygons and what they are made up of. The students will then complete
their worksheet, and we will go over it.
8.
Instructional Plan:
a. Differentiation:
Students that seem to be having trouble with Irregular polygons will get regular polygons
to start out with. The students that do not want to use gumdrops and toothpicks can then
just draw them out rather than using the hands on model.
b. Lesson Steps:
The students will work in partners assigned to them and get handed
a few toothpicks and gumdrops
I will then pass out an index card that tells the student to make a
certain polygon using the toothpick and gumdrops that were given to them.
When the students are done making their regular polygons they can
then flip over to the side, which will have an irregular polygon, which is a
challenge if they get done.
The students then can work on completing their irregular polygons.
I will give the students 10 minutes to complete this activity and
once they are done I will put the different polygons and irregular polygons around
the room for the students to look at.
Once the students have went around the room I will ask them what
they noticed about Polygons and Irregular Polygons
I will then sit them down to go over the activity and how they liked
it
9. Closure
At the end of the lesson, each student will be given out an index card and be asked to
draw a regular polygon on one side (labeling angles and sides), and on the other side
drawing an Irregular Polygon (labeling angles and sides).
c. Questions
Does anyone know what a Polygon is? Irregular Polygon?

How many of you have seen Polygons in everyday life? Irregular Polygons?
How many sides does a triangle have?Quadrilateral? Pentagon?Hexagon?
Octagon?Decagon?
How many sides does an Irregular Triangle have? Quadrilateral?Pentagon?
Hexagon?Octagon?Decagon?
What is a congruent shape?
Does anyone want to share their polygons? Irregular Polygons?
d. Classroom Management:
Students will remain in their seats until instructed to move. When working in groups
students will be timed to motivate them to stay on task. If the students are not using the
materials correctly, I will take them away.

ELE 301- Dr. Conte
Ms. Queen, Grade 5
1.
Identifying Quadrilaterals (Parallelogram,Rhombus,Trapezoid, Quadrilateral,Rectangle, and
squares).
2. Lesson Essential Question:
Will students be able to classify Quadrilaterals?
Will students be able to determine the different Quadrilaterals?
Will students be able to determine the amount of Parallel sides in each Quadrilateral?
3. Standards:
4.
Learning Objectives
Assessments

name a Quadrilateral correctly?
Students will identify Quadrilaterals by

the parallel sides and the number of
angles the figure has.
Will the students be able to tell the

difference between different
Quadrilaterals?
Students will play a game in which they

will have to classify and sort different
Quadrilaterals.
5.
Materials:
Youtube video, Quadrilateral Quest Worksheet and game, Spinner, White board and eraser/pens,
Worksheet for ending
6.

Students will have prior knowledge of common shapes such as polygons. The students
will also have prior knowledge of angles and lines.
7.
Lesson Beginning:
I will begin the lesson by showing the students 5 minutes of a clip that tells the difference
between Polygons and Quadrilaterals. The students will then have complete their
worksheet/drawing the shapes in order to get ready for their Quadrilateral Quest game.
8.
Instructional Plan
a. Differentiation:
I will color code the game so that their are easy,medium, and hard questions for the
students. This way the students will be able to pick a question that they feel they can
answer without being pressured.
b. Lesson Steps:
The students will be split up in two teams where they will have to
make a team name using Geometry shapes pertaining to Quadrilaterals
The students will then take turns going to the board and spinning
the spinner.
The students will then be asked multiple questions about
Quadrilaterals that they will have to answer.
The students will take turns so each person gets a chance to go.
The game will go on for about 15 minutes and the team with the
most points wins.
9. Closure
At the end of the lesson, the students will complete a worksheet based off of the questions that
they had to answer for the game. I will then collect the worksheets and see if there's anything I
need to go over with the class.
c. Questions
Does anyone know what a Quadrilateral is?
Have you seen Quadrilaterals in your everyday life?
How many of you know that Quadrilaterals have parallel sides?
Students will remain in their seats until instructed to move. When working in teams, the
students will be grouped together so that they are not distracting one another
(predetermining the teams). If the students are not using the materials correctly, I will
take them away.

ELE 301- Dr. Conte
Ms. Queen, Grade 5
1.
Classifying triangles 19.1
2.
Will students be able to classify triangles by the length of their sides and angles?
3. Standards:
Anchor Descriptor - M5.C.1.1: Define and/or use basic properties of quadrilaterals
(parallelograms, squares, rectangles, trapezoids, rhombi), triangles, circles, pyramids, cubes,
and/or prisms.
4.
Learning Objectives
Assessments
Students will be able to classify

triangles by their angles.
Students will identify and draw isosceles, scalene, and

equilateral triangles.
Students will represent isosceles, scalene, and equilateral
triangles on geoboards.
Students will be able to classify

triangles by the length of their sides.
Students will identify and draw acute, right, and obtuse

triangles.
Students will represent acute, right, and obtuse triangles
on geoboards.
Students will be able to find the

missing angle in a triangle.
Students will solve problems to find the missing angle in a

triangle.
5.
Materials:
Classifying triangles song, Classifying triangles PowerPoint, Classifying triangles chart,
Classifying triangles charts, Discover the triangles worksheets, Geoboards, Rubber bands
6.
Students will have prior knowledge of polygons and sides and angles in a triangle.
Students will have prior knowledge of total degrees in a triangle.
7.
Lesson Beginning:
The lesson will open with the classifying triangles song.

http://studyjams.scholastic.com/studyjams/jams/math/geometry/classify-triangles.htm
8.
Instructional Plan:
a. Differentiation:
Students will be able to draw their triangles as well as represent their triangles using geoboards.
Students will work in groups assigned by the teacher. Each group member will achieve a
different level of mathematics.
b. Lesson Steps:
Students will have a discussion about the video and different triangles they saw
in the video
The teacher will lead the students in a discussion about different classifications of
triangles.
The teacher will discuss the angles in triangles and the total degrees in a triangle.
Students will fill out the Classifying Triangles chart as classifications of triangles
are reviewed.
Students will then use their chart to complete the Discover Triangles worksheets.
Students will pretend they are detectives and use clues to classify the triangle
being described.
As students complete the worksheets they will represent the different

classifications of triangles on their geoboards.
Students will then complete problems in which they find the missing angle in a
triangle.
c. Questions
What is a right triangle? Obtuse?
What information is needed to classify triangles by their sides? Angles?
How do you represent a scalene, right triangle?
How do you represent an obtuse, scalene triangle?
What is the missing angle in the triangle?
Students will remain in their seats until instructed to move. If students are not working with the
materials properly, the materials will be taken away. Students will raise their hand to answer and
ask questions.
9. Closure
Students will write their own triangle clues and give their clues to a partner to classify their
triangles.

ELE 301- Dr. Conte
Ms. Queen, Grade 5
1. Lesson Topic and Main Concept:
Interview-Introduction and the origin of geometry
Will students be able to actively participate in a discussion and ask and answer questions about
geometry?
3. New Jersey & PA Common Core Standards
M5.C.1.2.1: Identify, draw and/or label points, lines, line segments and rays.
1.6.5.A: Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information, or opinions.
1.6.5.B: Demonstrate awareness of audience using appropriate volume and clarity in formal
speaking presentations.
CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others.
4.
Learning Objectives
Assessments
Students will be able to gain knowledge Students will listen to a guest speaker
about the origin of geometry.
that will present the historical
background of geometry.
Students will be able to define a point,
line, angle and plan.
Students will listen and ask questions to

a speaker that will review introductory
geometry concepts with students,
including points, lines, angles and plan.
Students will be able to participate in a

geometry activity and examine
geometric tools.
The presenter will lead the students in a

geometry activity and provide them the
geometric tools they can examine.
5.
Materials:
Geometric tools, String, Markers
6.
Students will have knowledge of shapes such as quadrilaterals and polygons.
7.
Lesson Beginning:
The lesson will begin with the teacher introducing the presenter.
8.
Instructional Plan:
a.
Lesson Steps:
The presenter will briefly discuss the origin of geometry
The presenter will discuss the importance of geometry and how it is used and applied in
the world.
The presenter will discuss introductory concepts to geometry.
The presenter will conduct an activity with the students.
The students will participate in the activity.

b.
Questions
What do you know about geometry?
How do we use geometry in everyday life?
Do you think geometry is all around us?
How do you think geometry has affected our world?
c.
The students will remain in their seats while the presenter is giving his presentation. The students
will not speak out of turn and raise their hand to answer or ask a question.
9.
Closure
The presenter will answer the students questions and ask for comments about the information
they learned.
ELE 301- Dr. Conte
Ms. Queen, Grade 5
1.
Problem Solving- Properties of Two-Dimensional Figures symmetry

Will students be able to solve word problems with two dimensional shapes and state why they
are congruent?
3. New Jersey and PA Common Core Standards:
4.
Learning Objectives
Assessments
Students will be able to interpret

congruence of a shape from a word
problem.
Students will solve word problems and find if sides and

angles are congruent
Students will be able to determine

how many sides are in a shape from
the amount of angles.
Students will determine the amount of sides in the

shape according to the amount of angles
Students will be able to interpret if

sides in a shape are congruent
Students will be able to fold their shape to see if it is

equal on both sides (Congruent)
5.
Materials:
Math workbook, Paper, Properties of 2D shape I HAVE cards, different 2D shapes to fold
6. Pre- lesson assignment and / or prior knowledge:
Students will have prior knowledge of 2D shapes such as hexagons and octagons.
Students will have prior knowledge of number of angles and degrees.
The lesson will begin by doing a paper fold with the class to tell if an octagon is congruent or
not. At the end of the paper fold, they will see that all of the sides match up, which means that
they are congruent.
8. Instructional Plan:
a. Differentiation:
Students will be able to draw the shapes out also, if they do not want to paper fold certain shapes.
The students that do not paper fold, will write the amount of angles and degrees the shape has.
b. Lesson Steps:
After the students are done paper folding, the students will move to the book and
complete page 213-214.
This allows the students to get practice with how to read word problems and use
context clues to see if they understand what they need to find and what is important in the
passage/word problem.
The students will get about 10 minutes to work in their workbooks on the
problems and then we will work on it as a class
I will then play a game with the students called I have.Who Has? The
students will each get a card that has a meaning on it and it goes along with another card
and then we will have to go around and see who has who.
The idea of this is for the students to try and use context clues and word problems
about 2D shapes, and find their match.
c. Questions
What is a 2D shape being mentioned in the word problem?
How many angles and sides does this 2D shape have?
If the sides match does that mean that the shape is congruent?
Students will raise their hands in order to answer the questions.
Students that are calling out during the game will get their cards taken away for the remainder of
the lesson.
I will walk around the classroom to make sure that the students are answering the worksheet
properly, and I will answer any questions that they have.
9. Closure
I will finish the lesson by going over the worksheet in the workbook with them and seeing if they
have any questions with word problems and 2D shapes.

ELE 301- Dr. Conte
Ms. Queen, Grade 5
Identifying Solid Figures and their properties
Will students be able to identify different solid figures?
Will students be able to determine the amount of vertices, bases, edges and faces in multiple
solid figures?
M5.C.1.1.1: Identify, and/or classify cubes, rectangular prisms or pyramids using faces, vertices
and edges.
- M5.C.1: Analyze characteristics and properties of two- and three- dimensional geometric
shapes and demonstrate understanding of geometric relationships.
Understand that attributes belonging to a category of two-dimensional and three- 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
4.
Learning Objectives
Assessments
Students will be able to identify solid

figures.
Students will identify polyhedrons

(prisms, pyramid, and sphere) by the
shape of their bases and faces.
Students will be able to determine the

amount of faces and bases in various
solid figures.
Students will identify all faces and

bases in different solid figures.
Students will be able to identify 3D

shapes that are not polyhedrons.
Students will identify cylinders, cones,

and spheres.

amount of vertices and edges in various
solid figures.
Students will identify all vertices and

edges in different solid figures.
5. Materials:
Candy,Colored paper,Hanger,Shape foldable,Solid figure worksheet
6. Pre- lesson assignment and / or prior knowledge:
Students will have knowledge of two dimensional figures.
The lesson will begin with the students examining different 3D shapes of candy.
The students will discuss different shapes and their characteristics.
8. Instructional Plan:
a. Differentiation:
If students are having a difficult time creating the 3D shapes out of paper, they can draw their 3D
shape. Students will work in groups that are assigned by the teacher. Each group will consist of
students who achieve different levels of mathematics. If students finish constructing their shape
early they can construct another shape for the mobile.
b. Lesson Steps:
The teacher will review the definition of a polyhedron.
The teacher will discuss the definitions of the vertex, edge, face and base of a polyhedron.
The teacher will discuss and give examples of prisms.
The teacher will discuss and give examples of pyramids.
The teacher will discuss and give examples of solid figures that are not polyhedrons.
The students will complete a solid figures worksheet
The students will identify the number of bases, faces, edges and vertices for different
polyhedrons and figures that are not polyhedrons.
Students will pick a solid figure to make out of colored paper.
Students will write properties of their solid figure on their solid figure before assembly.
Students will assemble their solid figure.

c. Questions
What is a solid figure?
What kind of solid figures is this piece of candy?
Can you think of any other solid figures in real life?
How many sides does a cube have?
How many sides does a triangular prism have?
Does a pyramid have more than one base?
Do solid figures that are not polyhedrons have sides?
Students will stay seated until instructed to join their groups. Students will raise their hands to
answer or ask questions.
9. Closure
Students will present their solid figure and present its properties to the class.
The class will assemble the solid figure mobile.

ELE 301- Dr. Conte
Ms. Queen, Grade 5
Reviewing geometric concepts
Will students recall geometric concepts learned throughout the geometry unit?
M5.C.1.1.1: Identify, and/or classify cubes, rectangular prisms or pyramids using faces, vertices
and edges.
- M5.C.1: Analyze characteristics and properties of two- and three- dimensional geometric
shapes and demonstrate understanding of geometric relationships.
Understand that attributes belonging to a category of two-dimensional and three- 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
4.
Learning Objectives
Assessments
Students will be able to identify solid

figures.
Students will identify polyhedrons

(prisms, pyramid, and sphere) by the
shape of their bases and faces.
Students will be able to identify and

classify polygons, quadrilaterals and
triangles.
Students will identify and classify

different polygons, quadrilaterals and
triangles based upon their sides, angles
and lines
Students will define and identify

points, lines and angles (and draw
angles using a protractor)
Students will identify points lines and

angles. students will find measurements
of angles using a protractor.

radius, diameter and chords of a circle.
Students will be able to find the missing
angle inside a circle.
Students will identify the radius,

diameter and chords of a circle and
determine their lengths. Students will
determine the missing degree of an
angle in a circle.
5.
Materials:
candy land board , question cards, timer, protractor, game pieces
6.

Students will have knowledge of geometric concepts.
7.
Lesson Beginning:
The lesson will begin with the presentation of the candyland game board.
8.
Instructional Plan:
a. Differentiation:
The game will consists of different levels of questions : easy, medium and hard
b. Lesson Steps:
The teachers will split the classroom into equal groups
The teachers will flip a coin to determine who will start the game
The teachers will present the students with 3 levels of questions: easy
(marshmallow), medium (starburst) and hard(jolly rancher)
If students answer an easy question right they move one space
If students answer a medium question correct they move two spaces
If students answer a hard question correct they move three spaces
The first group will pick a question to start the game
each group will have time to discuss and deliver their answer
each group will receive multiple turns
The group who makes it to the end of the board wins the game
c. Questions
Easy medium and hard questions will be asked from the study guide to help the students
prepare for their test.
Students will work quietly in their groups.Teachers will assist students as needed. Students will
not talk out of turn.
9. Closure
Teachers will declare a winner and teachers will answer questions. Students will eat candy.

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Katie Massa and Jackie Cuccia

ELE 301- Dr. Conte

6 . Pre-lesson assignments and/or prior knowledge:

Candyland Geometry- Points,Lines, and Angles

A ______________ is an exact location.

Obtuse Angle >90 but <180

Use the figure to name an example of each geometric object.

Katie Massa and Jackie Cuccia

6 . Pre-lesson assignments and/or prior knowledge:

Katie Massa and Jackie Cuccia

ELE 301- Dr. Conte

Lesson Essential Question:

Learning Objectives and Assessments

Will students be able to identify and

Students will identify circles by the

Will students be able to identify the

string and a hula hoop.

Pre- lesson assignment and / or prior knowledge:

Katie Massa and Jackie Cuccia

Lesson Topic and Main Concept:

Lesson Essential Question:

Learning Objectives and Assessments

Will students be able to identify and

Students will identify polygons by the

Will students be able to draw a

Students will draw their own

Will students be able to identify the

Students will answer a worksheet that

Pre- lesson assignment and / or prior knowledge:

Does anyone know what a Polygon is? Irregular Polygon?

Katie Massa and Jackie Cuccia

Classify two-dimensional figures in a hierarchy based on properties.

Learning Objectives and Assessments

Will students be able to identify and

Students will identify Quadrilaterals by

Will the students be able to tell the

Students will play a game in which they

Pre- lesson assignment and / or prior knowledge:

Katie Massa and Jackie Cuccia

Learning Objectives and Assessments

Students will be able to classify

Students will identify and draw isosceles, scalene, and

Students will be able to classify

Students will identify and draw acute, right, and obtuse

Students will be able to find the

Students will solve problems to find the missing angle in a

The lesson will open with the classifying triangles song.

As students complete the worksheets they will represent the different

Katie Massa and Jackie Cuccia

Learning Objectives and Assessments

Students will listen and ask questions to

Students will be able to participate in a

The presenter will lead the students in a

The presenter will briefly discuss the origin of geometry

The presenter will discuss introductory concepts to geometry.

The presenter will conduct an activity with the students.

The students will participate in the activity.

2. Lesson Essential Question:

Learning Objectives and Assessments

Students will be able to interpret

Students will solve word problems and find if sides and

Students will be able to determine

Students will determine the amount of sides in the