Krysta Stenzel Math Fourth Grade

Classifying Polygons

Focus
I will use The Equalizer tool to plan tiered lessons to support students with classifying polygons
according to their attributes. I will adjust the foundation/transformational, concrete/abstract, simple
facet/multiple facet, and less independence/greater independence dials on the Equalizer tool.

Standards

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two–dimensional figures.
4.G.2 Classify two–dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category, and identify right triangles.

Know Understand Able to Do

- Vocabulary: acute, right, obtuse, - We use a venn diagram to - Sort polygons on a venn
parallel, perpendicular, compare, classify polygons. according to their attributes.
contrast - Polygons can be sorted
based on their attributes.

Differentiation Elements

Strategy: The Equalizer

The Equalizer will benefit my instruction because it will help me differentiate the content and learning
process for each of my students.
I will provide instruction in small groups based on student need. At the end of the unit, my goal is that
every student is secure (or exceeds) with the skill.
Foundational/Transformational - This skill is set up in a continuum. Students have a developing level
(that they can draw lines and angles) and they have an exceeds (that they can classify 3 dimensional
shapes). This continuum of learning allows me to identify the level they are at and provide
foundational skills to the beginning/developing students, and to provide transformational skills to the
students ready to push to the exceeds level of learning.
Concrete/Abstract - Concrete students will use wikki stix to build angles and lines and then build them
into shapes. They will progress to drawing the attributes in shapes. At the abstract end of the dial,
students will identify the attributes within any polygon and sort the polygons on a venn diagram
according to two attributes. Students will be working even more abstractly as they classify 3D shapes
and consider not only lines and angles but faces as well.

Simple Facet/Multiple Facet - Students at the simple facet end of the dial will begin by just identifying
and building lines and angles. They will progress to embedding these attributes into
shapes. Students at the multiple facet end will be taking their knowledge of each line and angle, and
they will make connections between the polygons and multiple attributes. They will be able to
recognize whether the polygon has just parallel lines, just an acute angle, both, or neither, and they
will sort it accordingly. (Every student will progress to the multiple facet end by the end of the year in
this skill).

Less Independence/Greater Independence - Students at the less independence end of the

progression will have more guidance in instruction and in how they show their skill. The way our
learning continuum is set up allows students ready for exceeds to be more independent. I usually
spend one lesson explaining the skill and they are responsible for pursuing their skills at that
level. They have resources available to them to practice, and they are allowed to demonstrate their
knowledge in any way.

Content Process Product

The content will be differentiated
as The Equalizer dial is adjust for
students at the ends of the dial.
Students at the beginning end will
be working with just attributes.
Students at the higher end will be
working with 3D shapes and
faces.
The process will be
differentiated as I use The
Equalizer tool to scaffold
the learning for students in
the four areas. I will adjust
as I formatively assess
students in small groups.
The product will be differentiated
based on student need. A
student working at the
developing level will be drawing
the attributes. A student working
at the secure level will be sorting
on a venn. A student working at
the exceeds level will create
their own evidence to show their
skill.
 Student Learner Elements

Readiness Interest Learning Profile

The Equalizer is used to assess
student readiness relating to
sorting polygons based on their
attributes. Instruction will be
adjusted based on the four
elements of The Equalizer and
student need.

Instructional Groupings

Students will be working in small, targeted groups. They will be formatively assessed throughout the
unit and will move groups as they acquire new skills.

Assessment

Pre Assessment Formative Assessment Post Assessment

Students will be assessed prior to
the unit and placed on the
continuum. The Equalizer will be
used to adjust instruction for each
group.
Students will be formatively Students will be assessed at the
assessed throughout the end of the unit and will continue
unit work and will move to receive targeted instruction to
groups as they learn new meet their needs.
skills. This formative
instruction will guide the
movement of the dial on
The Equalizer tool.

Teacher Resources

• The Equalizer (http://pdo.ascd.org/LMSCourses/PD11OC138M/media/DI-

Instruction_M5_Reading_Equalizer.pdf)

Student Resources

ASCD. (2011). Differentiated instruction: Teaching with student differences in mind. Retrieved from
http://pdo.ascd.org/LMSCourses/PD11OC138M/media/DI-
Instruction_M5_Reading_Equalizer.pdf