Beacon Lesson Plan Library

Geo Jammin' By Design - Day 2, Lesson 9: Bringing It To A Fine Gloss-ary

Katie Koehnemann
Bay District Schools


Students demonstrate their understanding of geometric vocabulary and informational text by working independently to create their own glossary of terms. Investigative exploration with tangrams creates an arena for critical thinking and problem solving.


The student reads informational texts for specific purposes (including but not limited to performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).

The student knows congruent shapes.

The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).

The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.

The student transfers patterns from one medium to another (for example, pictorial to symbolic).


-A booklet for each student made by stapling together sheets of copy paper
-Transparency of the task directions (See Associated File)
-Overhead projector with projection screen
-A plastic tangram puzzle for each student
-Pencil for each student
-Learning Center set up as described


1) Make a booklet for each student. Cut 8 ˝ x 11inch pieces of copy paper in half crosswise. Cut each 8 ˝ x 5 ˝ half sheet of paper in half again, crosswise. Staple several sheets together along the left hand edge to make a booklet. The number of sheets will depend on your students’ ability to utilize space. Include extra pages to allow for the addition of other words as the unit progresses.
2) Make a transparency of the task directions.
3) Ready an overhead projector and a viewing surface.
4) Gather plastic math manipulative tangram puzzle for each student.
5) Each student should have a pencil.
6) Set up a learning center for student corrections. (As described in Procedures)


NOTE: Set up a learning center where students can work to make corrections in the glossary (see step 7). At the center have a set of directions posted, tangrams, pencil, and large erasers. Students bring their glossaries with them to the center.
1) Applaud students for the great job they did cutting their own tangram puzzles (Lesson 8, Could You Please Give Me Directions?). Explain that for exactness, the class will be using plastic tangram puzzles for some activities and the ones they cut will be used for other games. (See Lesson 8, Could You Please Give Me Directions? Procedure step # 8)

2) Hand out to each student a plastic tangram. Give students several minutes of free exploration of tangrams. Use this time to distribute individual booklets.

3) Direct children to place tangram pieces at the top of their desks. Explain they will make their own glossary or dictionary of all the math terms they are learning. Write terms on the board, as students read them aloud. (Triangle, Square, Parallelogram, Trapezoid, Vertical, Horizontal, Congruent, Slide, Flip, and Turn.)

4) Place How to Make Your Glossary transparency (See Associated File) on the overhead. Instruct students to read independently and follow the directions. (Assistance in reading the directions may be given if necessary.)

5) Formative assessment occurs as students are monitored as they work. Do not offer too much assistance or guidance unless help is asked for, and then only by asking critical thinking questions.
*For example, if a child says there isn’t a shape for congruent, respond by asking what does congruent mean. Good, it means two shapes that are the same size and shape. Ask the student how he can show that. Leave him to ponder the possibilities. This activity is an exercise in seeing how much the children have digested thus far, and/or what needs to be gone over again for clarity, and how well they do with following informational text to complete a task.

6) When students have completed the illustrations they turn the booklet in. Formative assessment occurs as you check student work for accuracy of:
Each illustration
Spelling of the vocabulary word (Just to be sure it is written correctly. They need to be seeing it the right way.)
If all required components are included, per the directions, such as only use a pencil; do not make a cover for the booklet, etc.
Use only light marks. Where it is indicated corrections are needed, students need to be able to easily erase and make corrections.

7) (THIS STEP OCCURS AS TIME ALLOWS FOR BOOKLETS TO BE CHECKED) Return booklets to students as early as possible.
Directions to students:
Read through their book checking for any corrections they may need to make.
Visit the Glossary Work Table (learning center) during appropriate times of the day to make corrections.

8) Formative assessment occurs as student booklets are checked for accuracy of illustrations and comprehension of instructional text. Also as students re-submit their work after corrections are made, check the corrections for accuracy and confer with the student about anything that is still incorrect. If there is misunderstanding, build clarification by asking critical thinking questions, guiding the student to the correct answer.

9) Students return to the learning center to work on corrections. Continue on in this fashion until all are correct and each child has a better understanding of each word. Remind students that additional entries will be made as the unit progresses.


Formative assessment occurs as students’ responses to critical thinking questions are monitored for accuracy as they work. Look for demonstration of understanding of the task. Individual formative assessment is given as completed booklets are checked for accuracy of each illustration and for the inclusion of all required components as written in the informational text. Formative assessment takes place, also, as student work is re-submitted and conferencing takes place with individuals who need more clarification. (Specific guidance located in Procedures.)


1) This is Lesson 9 – Bringing It to a Fine Gloss-ary; Component – Working With Words and Writing
Lessons 1 – 6 are for Day 1 of the unit Geo Jammin’ By DeSign
Lessons 7 – 11 are for Day 2 of the unit Geo Jammin’ By DeSign
Lessons 12 – 17 are for Day 3 of the unit Geo Jammin’ By DeSign
Lessons 18 – 23 are for Day 4 of the unit Geo Jammin’ By DeSign
Lessons 24 – 28 are for Day 5 of the unit Geo Jammin’ By DeSign
Lessons 29 – 32 are for Day 6 of the unit Geo Jammin’ By DeSign.
Lessons 33 – 38 are for Day 7 of the unit Geo Jammin’ By DeSign

Lessons may reflect modifications of, but are designed in conjunction with, the Reading
Framework approach to classroom instruction and may be adapted to the Four Block

2) Explore slides, flips, and turns (reflection, translation, rotation) using virtual shapes at Understanding Congruence and Symmetry. (See Web links section)
3) The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

See Extensions for suggested use.
Understanding Congruence and Symmetry

Attached Files

Support Material     File Extension: pdf

Return to the Beacon Lesson Plan Library.