Beacon Lesson Plan Library

Mystery Polygon

Frieda Bates
Santa Rosa District Schools


Students create riddles by giving a written description of a polygon. They share their riddles with their classmates.


The student given a verbal description, draws and/or models two- and three-dimensional shapes and uses appropriate geometric vocabulary to write a description of a figure or a picture composed of geometric figures.


-Colored pencils


1. Gather materials.


1. Review the polygons that you intend to target.
2. Tell the students that they will be writing a riddle about one of the polygons. (You may wish to assign a polygon or have them select their own.) Riddles should contain enough information so that someone listening to it would be able to identify it correctly. They need to include data concerning the number of line segments and number of angles. Other data may also be included.
3. Distribute the paper and instruct students to fold the paper in half like a greeting card.
4. On the inside of the card, have the students write the answer to the riddle they are planning to write and draw a picture of the polygon they are targeting.
5. On the outside of the card, have them write the riddle. Talk through and demonstrate the writing of a riddle. Instruct the students to include statements in complete sentence form and to end their riddle w/ a question. For instance, they may write:
-I am a closed figure with five sides and five angles. The line segments in my shape are often the same size. There is a famous building in Washington, D.C. that has the same name as me. What am I?-
6. Students read their riddles to the remainder of the class. Other students in the class answer the riddles.


Students have written a riddle that describes the polygon targeted. They have shared their riddles with the class and successfully elicited a correct response.


The same project works well with solid shapes.
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