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Content Area(s)
Math
Content Targets
Identify and drawing geometric shapes, angles and other figures, real world application of
concepts, review and practice of math concepts (terminology)
Learning Objective
After reviewing different geometric figures and terms, students will be able to identify, draw and
write the name of these shapes by using shape flashcards with a partner, and going on a geometry
scavenger hunt.
Grades
5th Grade
Standards
Classify two-dimensional figures into categories based on their properties.
MGSE.5.G.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.
MGSE.5.G.4. Classify two-dimensional figures in a hierarchy based on properties. (polygons,
triangles, and quadrilaterals).
1. parallelogram
2. cylinder
3. cube
4. pentagon
5. triangle
6. line
7. parallel lines
8. perpendicular lines
9. oval
10. quadrilateral
11. similar figures
12. ray
13. congruent figures
14. obtuse angle
15. right angle
16. acute angle
GEOMETRY REVIEW
Introduction
Tell students that they are going to guess the shape you are drawing. They must raise their hand
when they think they know the shape. On a blank white board or piece of butcher paper, start to a
draw geometric figure that you have been learning about (refer to the Geometry Scavenger Hunt,
attached, for a list of figures). Take your time and stop every so often to call on a student. When
a student guesses correctly, finish the shape and discuss its characteristics as a class (how many
sides, how many vertices, whether or not it is three dimensional, etc.).
Repeat this exercise using a variety of figures.
Lesson
Pass out the Geometry Cards sheets (see attached). Ask students to cut out their cards and write
the names of the objects they see directly on the back of the cards (with pencil). You can put a
list of the object names on the board for students to choose from. After students finish, review
the shapes as a class so students can make sure they have the correct answers. You can also add
two shapes onto the extra cards.
Tell students that now they are going to play a game with a partner. Pass out mini whiteboards or
chalkboards, dry-erase markers and paper towels to pairs. Model how to play the game for
students:
Student 1 will select a card without showing Student 2.
Student 1 will draw the shape on the white board and Student 2 will try to guess what it
is.
If Student 2 cannot guess after two tries, Student 1 will show them the answer.
Student 2 will then choose a card to draw and Student 1 will try to guess what it is.
Take turns until all of the cards have been guessed.
When students finish the exercise, pass out the Geometry Scavenger Hunt sheets (see attached).
Tell students that they will now get a chance to find the shapes they have been learning about in
real life. Take students out to the playground or let them walk around the classroom to find these
geometric figures. Give students a sticker or some other small reward if they find all of the
shapes and draw a picture of their favorite one they found on the back of the paper.
Closure
Walk around the classroom with some wordless geometry cards and randomly ask students what
a particular shape is. Then ask students to raise their hands to tell you 1 or 2 characteristics of
this shape, as well as where they found this shape in their scavenger hunt.
GEOMETRY LESSON PLAN (REVISED)
Content Area(s)
Math
Content Targets
Identify and drawing geometric shapes, angles and other figures, real world application of
concepts, review and practice of math concepts (terminology)
Learning Objective
After reviewing different geometric figures and terms, students will be able to identify, draw and
write the name of these shapes by using shape flashcards with a partner, and going on a geometry
scavenger hunt.
Grades
5th Grade
Standards
Georgia Standards of Excellence:
Classify two-dimensional figures into categories based on their properties.
MGSE.5.G.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.
MGSE.5.G.4. Classify two-dimensional figures in a hierarchy based on properties. (polygons,
triangles, and quadrilaterals).
ISTE
1. Creativity and innovation
3. Research and information fluency
4. Critical thinking, problem solving, and decision making
5. Digital citizenship
6. Technology operations and concepts
1. parallelogram
2. cylinder
3. cube
4. pentagon
5. triangle
6. line
7. parallel lines
8. perpendicular lines
9. oval
10. quadrilateral
11. similar figures
12. ray
13. congruent figures
14. obtuse angle
15. right angle
16. acute angle
GEOMETRY REVIEW
Introduction
Revision
Students will be playing a quiz show that is on Kahoot that teacher has already prepared.
Students will need to type in game pin in order to begin quiz show. Once everyone is logged in
start quiz show.
After each question take time to review what the geometric figure is and its defining
characteristics.
Tell students that they are going to guess the shape you are drawing. They must raise their hand
when they think they know the shape. On a blank white board or piece of butcher paper, start to a
draw geometric figure that you have been learning about (refer to the Geometry Scavenger Hunt,
attached, for a list of figures). Take your time and stop every so often to call on a student. When
a student guesses correctly, finish the shape and discuss its characteristics as a class (how many
sides, how many vertices, whether or not it is three dimensional, etc.).
Lesson
Students will be using personal devices, tablets, or camcorders to begin a Geometry Scavenger
hunt around the school. Students will need to have passes and reminded that although they will
be out and about to remember other classes are not and will need to remain quiet on their search.
If behavior is an issue revise and take students as a class to areas that are better suited as a class
team (playground, cafeteria, other outside areas, or inside your classroom).
Students will be given ample time to video geometric shapes as they appear in the real world.
Pass out the Geometry Cards sheets (see attached). Ask students to cut out their cards and write
the names of the objects they see directly on the back of the cards (with pencil). You can put a
list of the object names on the board for students to choose from. After students finish, review
the shapes as a class so students can make sure they have the correct answers. You can also add
two shapes onto the extra cards.
Tell students that now they are going to play a game with a partner. Pass out mini whiteboards or
chalkboards, dry-erase markers and paper towels to pairs. Model how to play the game for
students:
Student 1 will select a card without showing Student 2.
Student 1 will draw the shape on the white board and Student 2 will try to guess what it
is.
If Student 2 cannot guess after two tries, Student 1 will show them the answer.
Student 2 will then choose a card to draw and Student 1 will try to guess what it is.
Take turns until all of the cards have been guessed.
Closure
Allow students an opportunity to showcase their work by playing on classroom SmartProjector.