##
* *Reflection: ELL Students
Polygons - Explore the Possibilities - Section 4: Wrap-up

The ability to ask relevant questions does not come naturally, as those of us who teach primary school know well. At this age they are starting to finally move away from the tendency to tell personal stories when asked if there are any questions. Does this sound familiar?

**Teacher: **"Who can tell me what Fern did after Wilber moved to Mr. Zuckermans?"

**Student: **"I saw a pig once at the fair. It was white and had brown spots. I thought all pigs were pink. I also heard that they were smart so I asked it to sit but it didn't. So I don't know if they are smart. I also saw some goats..."

This is a bit less likely to occur in a math lesson than in other subject areas, but still, asking questions instead of sharing what they know is very much a skill that still needs to be practiced! It is to this end that I provided the question sheet as an aid. It is especially helpful to my English language learners who are still working with word order in questions.

This activity does **not** run itself. It is incumbent upon me to circulate and confer with students to facilitate a conversation that volleys back and forth between the two students. Often, students will answer these questions with one word. In this case, I prompt them with a question stem and then have them repeat their answer in a complete sentence.

Example:

s1: How many intersecting sides does your shape have?

s2: all

Teacher: This triangle has....

s2: This triangle has all intersecting sides.

Teacher: This triangle has (how many) intersecting sides? or

All ____ sides on this triangle intersect.

*Supporting Meaningful Dialogue*

*ELL Students: Supporting Meaningful Dialogue*

# Polygons - Explore the Possibilities

Lesson 2 of 9

## Objective: SWBAT answer literal, complex, and open-ended questions questions about individually created polygons and debate their answers with classmates.

*57 minutes*

#### Opener

*4 min*

Remind students of their task, which is continued from yesterday's lesson Introduction to Polygons. They are to create polygons using the Interactive Polygon program, take a screen shot and paste that image into a Google Doc (Word doc, or other format) and then they need to write their observations.

Show the students how you, the teacher, will respond to their comments about the polygon drawing and prompt them to use more specific mathematical language.

#### Resources

*expand content*

Now, students make a list of observations about the polygons they have created. The goal is to have them use specific mathematical language that will help them develop their understanding of polygons in general and the properties of certain shapes in particular. (MP6) To this end, their comments must be both clear and meaningful.

**Examples of student comments:**

**Below Level:**

- My shape has sides.
- Some of my sides are longer than others.
- All my shapes that I drew have 4 sides.

**On Level**:

- My quadrilateral has 4 angles and 4 sides.
- One angle in my quadrilateral is 114 degrees.

**Above Level:**

- I see that two of the angles in my quadrilateral are more than 100 degrees and two of them are less than 100 degrees.
- When I add all 4 of the angles in my quadrilateral together I get 360 degrees.

*expand content*

In this part of the lesson, I put students in an inside-outside circle (though in my classroom, it needs to be an inside-outside line!). They take turn interviewing a classmate using these Polygon Investigation Questions.

The objective is to solidify their understanding of different characteristics of polygons by supporting precise mathematical language (**MP6)** and their ability to support their thinking and critique the reasoning of others (**MP3)**. I chose to have my students do this orally but their answers can also be written down on the Polygon Tour Recording Sheet.

*expand content*

#### Wrap-up

*3 min*

I call students together as a group and ask one or more of the following questions:

1. What is something new you learned today?

2. What is something you can explain now that you couldn't explain before?

3. Describe an interesting polygon that was presented to you by a classmate.

Remember, always insist on full sentence responses. Don't hesitate to throw in the prompt, "I know this because...". If students struggle to find the words, give them time to think before rushing to fill the silence. Allow the use of models (manipulatives, drawings) as an aid to explanations - it bootstraps the words. These practices are critical for developing thinking and language, not only oral but written as well.

*expand content*

##### Similar Lessons

Environment: Suburban

Environment: Suburban

###### Quadrilateral Or Parallellogram?

*Favorites(6)*

*Resources(9)*

Environment: Urban

- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: Polygons: Introduction & Investigation
- LESSON 2: Polygons - Explore the Possibilities
- LESSON 3: Searching for Shapes in Architecture (Day 1)
- LESSON 4: Use Google Drive for a Great Shapes and Building Activity!
- LESSON 5: Great Buildings of the World: Create Your Own! (Day 1)
- LESSON 6: Great Buildings of the World: Create Your Own! (Day 2)
- LESSON 7: Great Buildings of the World: Create Your Own! (Day 3)
- LESSON 8: Final Construction and the Building Inspection
- LESSON 9: A Math and Reading Lesson: The Story Behind a Very Famous Building!