## Perfect Polygons

### Jacquelyn Clark

#### Description

This lesson introduces the concept of regular and irregular polygons.

#### Objectives

The student draws and classifies two-dimensional figures having up to eight or more sides.

#### Materials

-Scott Foresman-Addison Wesley textbook or other appropriate math book
-Scott Foresman-Addison Wesley practice page #8-2 or any other appropriate math practice page
-Paper
-Pencils
-Dictionaries
-Bingo game cards pre-made by teacher
-Game markers for bingo (chips, buttons, etc.)
-Math journals

#### Preparations

1. Make bingo cards (or allow students to make them) that have pictures of different polygons on them (each card should be different from the others).
2. Gather markers for the bingo cards, enough for each student.

#### Procedures

1. Introduce the concept of polygons by using a lesson on naming polygons. A sample lesson would be Scott Foresman-Addison Wesley textbook, page 346, 347.

2. Using the students' math journals and dictionaries, have the students define regular polygons and the prefixes used in the names of regular polygons: tri-, quad-, pent-, hex-,and oct-.

3. Through discussion, have students relate the defintions of the prefixes to the names of the regular polygons (i.e, oct=eight, octagon=an eight-sided polygon).

4. Give students a bingo card with pictures of different polygons on them and markers. Call out the name of a polygon and the students cover the picture of the polygon on the game card with a marker. When a student covers four in a row either vertically, horizontally, or diagonally, he calls out “Bingo!”

5. Play can continue for several rounds so that several children can have the opportunity to win if time permits.

#### Assessments

Note: This lesson only assesses classifying and not drawing.

Children can be assessed through the bingo game by checking to see if the polygons they covered were correct. Note those that seem to have difficulty.

Using the bingo card, students write the names of each polygon under the corresponding picture. This can then be collected and used for an assessment. (You may need to put a list of the names on the board for students to use.)

#### Extensions

Students can be given a pattern block of a single polygon. Students can trace the pattern block to form a tessellation pattern that can be colored and displayed in the room.