Gr. 3: Characterizing Polygons
This lesson is a Bansho inspired lesson (for more information on Bansho checkout the pdf in Materials section published by the Ministry of Ontario (2011).
Grade: 3
Purpose: Is to have students collaborate together sharing their ideas on polygons with partners, and to classify them in meaningful ways. Student Grouping: Rich Talk: Mini Lesson done with small group Rich Task: partners or individually and with reflection at end Questions: (included on SMARTBoard lesson) Mini Lesson:
SMARTBoard questions
1. With group of students introduce math questions (and if needed guide students through one possible answer to the question)
2. Remind students that there are many different answers to this problem, and we (as a class) are trying to come up with as many different solutions as we can. Reflection
1. After students have come up with 12 potential responses to the questions, bring students back to carpet and line responses (either up on a board, or hanging on wall)
2. Ask students next set of questions (see photo left) 3. Using title cards (or blackboard spaces) organize student's responses into categories. Begin with familiar categories (triangles, squares, and rectangles), but also make categories for irregular shapes that students discover, and get them to justify their category choices. 4. Make sure you fit in time for students to change/revise their ideas before they hand in (but after discussed with class). 
Curriculum Expectations:
Materials:
 pencils/erasers
 markers  Large blackboard/space to display students ideas  Extra chart paper (with squares for students to work out ideas during discussion)  SMARTBoard Lesson
 My Math Assessment template
 1" sized square grid paper
 What is Bansho (Ministry of Education, 2011)

What it looks like:
Assessment:
Individual/partner assessments:
1. When students have completed their first responses to the question, have them fill out their own math assessment check list (see photo left/download template from materials).
Teacher Assessment:
Diagnostic: Can/Do students use math language in their answers (terms for polygons)?
Formative: Can they represent their understanding in different ways
Summative: Students will submit work and photos for assessment.
1. When students have completed their first responses to the question, have them fill out their own math assessment check list (see photo left/download template from materials).
Teacher Assessment:
Diagnostic: Can/Do students use math language in their answers (terms for polygons)?
Formative: Can they represent their understanding in different ways
Summative: Students will submit work and photos for assessment.
Things to consider:
 Some students may need more scaffolding through this approach to math (in my experience, students are typically looking at questions in a linear way, only one possible answer). Instead of giving direct answers, rephrase the questions, or show answers and discuss HOW we got this.
 Be prepared to give students 'wait/thinking time' to process the questions. Try to avoid asking the first hands up, when you can get students to first discuss ideas with their partners.
 Always try to get class to assess responses (i.e., "What do we think about this? Where should it go? Why? Is there somewhere else?") (Rich Talk) Avoid stating that answers are wrong, or posing students responses in negative light. The purpose of this approach is to demonstrate to students that there are many ways to respond to these questions. However, some students may feel that one way of solving the problem is easier for them than others. Remind them that this is a learning process and everyone approaches it with different perspectives.