Lesson Plan: Math

2/2, 3/3, & 4/4 = whole

Grade: 6th

Lesson Topic: Geometry/Geometric Shapes identifying

Number of Students: 1

Student Names: IH

Current Math Grade level: 3rd

Common Core Standards Addressed: CCSS.Math.content.6.G.A. 1: Find the area

of right triangles, other triangles, special quadrilaterals, and polygons by composing
into rectangles or decomposing into triangles and other shapes; apply these
techniques in the context of solving real-world and mathematical problems.
CCSS.Math.Content.6.G.A.4: represent three dimensional figures using nets made
up of rectangles and triangles, and use the nets to find the surface area of these
figures. Apply these techniques in the context of solving real-world problems.
Maine Learning Results: Math other lesson: Represent cubes, prisms, and
square- based or triangular-based pyramids using nets. Recognize and classify
solids presented in picture views. Sketch three- dimensional figures. Students
understand and use reflections, rotations, and translations to define and identify
congruent plane figures. Apply the understanding that if a plane figure can be laid
on top of another plane figure by rotations, translations, or reflections then the
figures are congruent.
Materials & Equipment for Lesson: Construction paper, scissors, pennies, scrap
paper, pencil, cookie cutters and cookie batter, ruler, IPad/laptop, colored duct tape
Lesson/Content Objective: Is for the learner to be able to identify the equal
parts in shapes. The lesson goal is for the student/s to demonstrate similarity by
using shapes cut out of construction paper. This will incorporate the children
gaining an understanding of how a shape cut in half is equal on both sides. They
will do this by having the students defining the attributes of similarity involved
when you cut a shape in half. The students will gain an understanding of terms
such a congruent, symmetry, straightness, similarity, parallelism and
perpendicularity.
Number of students suggested for lesson: This lesson can be done in a one-onone setting or best with a group of 2-4 students. If there are more than four
students then it would be best to separate them into smaller groups and incorporate
more staff to handle each group. This lesson is designed to follow common core for
sixth grade math in relation to geometry but is adapted for students who are at a
lower grade level to help them stay on track with common core but at a level that
will best accommodate the students limitations and help they achieve success in
the subject matter.
Accommodations: If needed for IH: Use of graphic organizer, reading and
writing support as needed, check for understanding of directions/schedule of events

to occur during lesson, extra time and modification of assignments to reduce visual
stimuli, access to learning center as needed for tic break, needs debrief or
emotional escalates and social instruction, Education technician provided for one to
one instruction when needed, content expectations reduced or modified and will
participate in class when appropriate as determined by the regular and special
education teacher. This is in place for this student to afford them a one-on-one
education technician during all periods of the day to help with re-directing behavior
and the technician will follow the behavior plan that is in place for the student.
Procedure: Step One: Pre-teach your schedule of events for the assignment and
tell the students when they will receive a break in the assignment and what needs
to be accomplished to earn a break. Also explain any other incentives that may be
included with completing the full lesson. Remind the student of their point system
and the importance of trying to earn all of their points for this time period.
Step two: Have the students collect all of their supplies needed to conduct this
lesson and then have them take out their iPad/Laptop and go to their quiz let log in
or other method of making digital flash cards for studying terms. Have the students
create a flash card with a proper definition from the internet for each term.
(Congruence, symmetry, straightness, similarity, parallelism, & perpendicularity)
Tell the students that you will assist them with finding proper definitions. Have the
student/s define each term to the teacher or ed. Tech before writing it on their quiz
let flash card. The teacher will write the proper definition on the large white board
for each student to copy onto their flash card. (Allow students to use speech to text
so that the definitions are legible if the student is unable to copy the definition
legibly or if accommodation is in IEP)Once you have completed defining each term
with the student/s allow for the students to discuss the definitions amongst
themselves for five minutes and give a break to any students who need to use the
restroom/water fountain.
Step three: Have the students take out the construction paper and choose two
different colors. Have the student/s use their ruler and measure out a square 4x4
inches and cut it out from one color of construction paper, a next cut out two
triangle that are 4x4x2 inches from the other color pieces of construction paper.
Once this is completed discuss with the students the differences and similarities
they see in the shapes. Ask them to incorporate some of the terms we just
discussed. The teacher or ed. Tech can assist the students by scaffolding the
questions beginning with congruence and progressing through each term while
using the shapes cut out by the students to explain the definitions further.
Step four: Begin the next step by having the teacher or Ed. Tech go through each
term and use the shapes to define the terms. For congruence have the student/s
take the two triangles out from the pieces that they cut out and explain what is
similar in the two triangles. The student should explain how the two triangles have
the same size and shape. (Staff can assist by telling the student that the shapes

mirror each other and can illustrate it by putting them on top of each other to show
the student how they are the same size and shape which makes them congruent to
each other.) For defining the term symmetry the teacher will have the student/s use
their definition from the quiz let and have them fold the square exactly in half so
each side is perfectly over the other. Then unfold the paper and ask the student if
each half of the square is the same in relation to our definition of symmetrical. (The
teacher can draw a large square on the white board to help illustrate that the
square when divided in half has two equal sides.) They can also have the student
color each side of the square a different color to help them visualize how when we
fold a shape perfectly and they have the same measurement on each side that the
shape is symmetrical. To explain straightness you will have the students take out
their individual white boards and draw a square that is perfectly symmetrical and on
the large white board Ill draw another square but my square will have lines that are
all wavy and crooked. I will then ask the student/s to explain what they see when
looking at the lines of their square in comparison to mine on the white board. We
would then discuss what straightness meant in relation to the shapes we had drawn
on the large and individualized white boards.
Offer a break of five minutes for the students to stretch and use the
restroom or get a drink of water but monitor so that they are not getting
off of task too much before returning to lesson. Limit time if not working
hard during lesson.
Step five: While the students are on break draw two squares on the large white
board and ask the student/s to take there construction cut out square and go to the
white board one at a time and find which square was congruent to their square they
had cut out. While they were at the board the teacher or Ed. Tech would be
reminding the students of our definition we had come up with at the beginning of
class. Once the student/s picked the proper shape I would ask them to explain what
made the square congruent compared to the other square that was not congruent.
The word to define is parallelism and perpendicularity. For this definition you will
give the student/s the colored duct tape and have them create a rectangle that is
4x2 inches. Once they have created the shape on the desk or floor ask the
student/s to look at their definitions of parallelism and perpendicularity and use
their definition and the rectangle to explain to the teacher or Ed. Tech which lines on
the shape were parallel and perpendicular. (The staff can label the lines 1-4 to
assist the student in explaining which lines are parallel and perpendicular.) The
teacher or Ed. Tech should try and help make sure the students understand each
definition further if they feel the student/s did not fully comprehend one of the
terms.
Step Six: This part of the exercise will be a reward but also is a method of
assessing the student/s knowledge of the terms learned for this lesson. It should be
used as a method of rewarding the student/s for their effort put into the lesson and
to reinforce the terms that the lesson incorporated. The staff will have made sugar

cookie batter the night before and will take it out and smooth it out. While doing
this the staff will ask the student to use the cookie cutters to make shapes out of
the dough that illustrates congruence, symmetry, straightness, similarity,
parallelism, and perpendicular. This is a one-on-one activity for each student to be
assessed on how much they learned from the lesson. The student/s will have the
shapes and other decoration (frosting) to help them illustrate to the teacher or Ed.
Tech what congruence, symmetry, straightness, similarity, parallelism, and
perpendicular mean in terms of the definitions that they had created and the
knowledge they learned during the lesson. Once the lesson is completed the
students will be rewarded with being able to enjoy their cookies until the next class
period.
If free time left over offer the student the opportunity to play math games
on their IPad/laptop until the next class is to begin.
Assessment Methods: The student/s will be assessed throughout the exercise
because of the nature of the lesson being a one-one-one format or small groups.
There is also an opportunity for further assessment of the student/s grasp of the
terms during the baking reward exercise at the end of the lesson. The goal of the
cookie baking aspect of the lesson is to allow the students to define the terms
through the use of manipulating the shapes of the cookies they cut out or by the
way they decorate the cookies to illustrate the definition of each term they learned
while creating the quiz let flash cards and the use of construction paper cut outs. If
a student/s need further assistance in understanding the terms learned in this
lesson the staff can repeat the second part of the lesson using the construction
paper to define the terms. (The staff can work in a one-on-one setting until they
feel the student understands the terms) This can be determined throughout the
lesson as the staff works with the student/s in the small group setting or if being
taught in a one-on-one setting.
Notes about Lesson: