This geometry lesson follows In TASC Standard #3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.
For purposes of this lesson, students were broken up into groups and as a team to figure out the answers.
UNLV Student: Jenni Weinstein 
PSMT: Julie Courothers 
Lesson Plan Title: G is for Geometry/Geometry Scavenger Hunt 
Lesson Plan Topic: Geometric Concepts 
Date: May 2015 
Estimated Time: 4070 minutes 
Grade Level: 4th 
School Site: Reedom Elementary School 
Teaching Model: 
Whole Group 
State Standards: 
4.MD.B.4 Identify and classify shapes, understand concepts, answer questions and be able to describe and explain their significance. 
Objectives: 
Students will be able to identify shapes, their properties and answer questions with 80% accuracy. 
Materials and Technology Resources 

Instructional Procedures:
Closure: 
Inform the students the day prior to the lesson, they will be asked for homework to bring in three objects to school. The objects have to represent some form of shapes. This is so that on the day of the lesson, students can see some physical examples of shapes and their properties. Introduction: TW state that Ms. Coruthers has previously worked with the students on geometry, specifically shapes and concepts. TW ask the students to recall some of the things they remember about geometry, specifically shapes and identify them. Ask students “Do you know what the word property means?” (Looking for the answer that properties are traits or characteristics of something.). For prior knowledge assessment, ask the students to name some properties they know about shapes and vocabulary. (Some examples you are looking is a ray (which is a line), an equilateral triangle (equilateral means that things are the same so the three sides are the same), and a hexagon (has 6 sides). (5 minutes).
Review vocabulary words, ask students to tell you what they think the word means: Congruent: Have the same sides and shapes. Perpendicular: A pair of lines that intersect at a right angle. Intersecting: A pair of lines that cross over one another. Parallel: Lines that run sidebyside and never touch. Ray: A straight line that connects two points. Obtuse: Greater than 90 degrees. Acute: Smaller than 90 degrees. Right Angle: 90 degree angle. Here are some prefixes you should know in order to identify and name shapes: “Tri” means 3 sides as in a triangle “Quad” means 4 sides as in a square “Pent” means 5 as in a pentagram “Hex” means 6 or hexagon “Oct” means 8 or octagon (10 minutes) The first thing the students will do is create a picture on card stock of a shape and define it. The students will write these cards as their own to keep as an example for in class use. After completed, have the students leave this paper on their desks and prepare to go into the court yard. Remind the students that for homework, the day prior, they were to bring three objects to school. TW explain the reason for bringing in these objects is to get the students to think about how much the concept of geometry surrounds us, to gain an appreciation for that. TW will tell students to grab their three objects to bring to the court yard. TW explain that they will be doing a Scavenger Hunt activity prior to entering the court yard. Students will be asked to stand line up A, B, C, and make their way to the court yard. With objects in hand, students will be asked to place their objects on the tables in the court yard. Students will have a chance to look around and observe the objects. Have the students regroup and then explain the rules/guidelines. Scavenger Hunt (2025 minutes): Prior to the start of the lesson, there will be 36 cards to match the amount of students in the classroom. The cards will be asking questions or riddles to get the students to identify the geometric properties. The cards will be placed around in various places in the court yard taped to the windows. TW explain to students that they will receive a worksheet. On the worksheet, there are 36 questions.The 36 questions are riddles/questions they must move around the court yard to answer/solve. TW explain the cards are taped onto the windows, in no particular order, and read the question, and answer it. (The types of questions you will see are (True and False, drawing shapes, writing vocabulary words). As examples of questions for the teacher’s reference. Read these questions to them so they know what to expect and are not surprised when they go around the court yard. *(“I have 4 right angles and I am a parallelogram. Draw a picture of me. Draw a rectangle.”) * (“I am a triangle that has one obtuse angle and one angle has a measure greater than a right angle, what is my name?” (obtuse angle) * True or False (“A trapezoid is a quadrilateral with one pair of parallel lines.” Answertrue.) TW explain that on their worksheet they will be matching. There will be letters of the alphabet AZ. There are 26 letters in the alphabet letter A = #1, B = #2, C = #3, etc. Since there are 10 more items to match, we will use double digit letters after using all 26 of the regular alphabet. It is starting with AA #27, BB #28, CC # 29, DD #30, EE #31, FF #32, GG #33, HH #34, II #35, and ending JJ #36. Thank the students for participating. Review with the students the students briefly the information covered. Even ask the students how they can make connections to geometry in their lives. Transition into the next subject. (57 minutes).

I chose geometry because there is a "world" of possibilities with it. You can name shapes, make objects, and see math in a whole different light. The lesson plan I am sharing was geometry at it's best. The lesson plan was taught in several stages.
1) The students had to identify and list the properties of quadrilateral, obtuse, scalene, polygons, general shapes and sizes. Students have some problems pinning down the characteristics.
2) Students had to design a town with a rubric to show what each shape was. They were required to use a key so that with each color they could identify geometry concepts. It was a legend to help people follow along.
3) I love working with organizers because students can use their creativity. The third step was to create a Graphic Organizer.
The last part of this lesson was a Geometry Scavenger Hunt. In this hunt, we had the students working in groups out in the court yard. The students were given a paper that was used to identify each object. They were given guidelines and followed those.
This was the completion of the lesson with the students.
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