Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Jessica
Subject(s):
Grade Level(s): K
Andrade
MATH
Standard(s):
Geometry
K.G
Identify and describe shapes (squares, circles,
triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).

Date: 3/9/16
Single/Multi-Day Lesson:
Single day lesson

2. Correctly name shapes regardless of their

orientations or overall size.
LanguageStandardsK5
ConventionsofStandardEnglish
DemonstratecommandoftheconventionsofStandardEnglish
grammarandusagewhenwritingorspeaking.
Writing Standards K-2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information
from experiences or gather information from experiences
or gather information from provided sources to answer a
question
I.
DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or
Principle):
Name shapes based on orientations and size. (Concept)
II.
LEARNING OUTCOME (Objective):
The students will identify and name geometric shapes based on their visual characteristics of the
shape.
III.
CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Students learn the progression of geometric thinking by exploring geometry and measurement.
IV. INSTRUCTION
A ENGAGEMENT (Motivational Activities):
Students will get to work with manipulatives and feel the shapes and sizes. Also, students will be
able to make other shapes such as flowers, cars or anything else they come up with.
B INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C Step #1 Students will learn the names of each shape.
a This is a triangle. How many sides does this shape have? (Triangle). What are some ways to
find out how we can identify this shape? What will help us remember the name of the
shape? Teacher will name and create a word wall with all shape names and sides with the
students.
b I will check for understanding by listening to their verbal response. Following my questions,
I will name the shapes. I will ask them to give me thumbs up if they understood.
Step #2 Students will learn how to count all sides.
a. How many sides does the triangle have? Is a triangle the same as a square? What is the
difference in all shapes?
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b. I will have several students answer the question and as a class come up with an effective
way to know how to identity the differences in shapes.
Step #3 Students will compare real life objects to the shapes.
a. Can we think about real life objects that look like a triangle? Circle? Square?
b. Students will compare answers with their partners. Together, we will name real life objects such as
pizza, cone, and television set etc.
c. Step #4 Students will be able to use visual characteristics to name shapes.
a A rectangle is a rectangle because? It has four sides, opposite sides are parallel, opposite
sides equal, four right angles. What visual characteristics does a triangle have? Lets find
shapes around the room and name them. Example, the board, windows, desks, balls, books,
etc.
b Students will respond verbally to my questions.
Step #5 Students will understand how to classify shapes based on their visual features.
a How are rectangles and squares the same? They are parallel. What is parallel? Teacher
answers: two lines that go side-by-side and never meet. Volunteer a student to draw a square
and rectangle.
b We will have a group discussion that leads to Application Activity.
D APPLICATION ACTIVITY (Practice and/or Reflection):
Applying what they have learned by asking them to color in their worksheets all the triangles
greens, rectangles red, circles yellow, and circles blue.
MATERIALS & RESOURCES: TPE 9
Worksheets with shapes.
Posters with pictures identifying shapes.
Pencils
Math journals
Youtube.com
Manipulatives
IV.
ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: List in journals the shapes they have learned. In math journals, students will draw
shapes out that I will be naming randomly. For example, Can you draw a triangle? Students
will refer to a word bank of shapes on the board that matches the shape. Use worksheet from
application shapes Listen to students responses and check their work for understanding.
(facts)
Summative: Draw shapes in journal, write out description for shapes. A square has four
sides that are equal in length. Students will reflect the lesson taught in their math journals.
They will answer questions like: What did you learn today? What did you like? Was my lesson
easy and fun to understand?(See Step #5) See application Activity
V.
ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,
and PRACTICE):
Visuals
Partners
Hear students responses verbally
Groups of advance learners/helpers
Hands on activity
Repeat questions for EL students
VI.
HOMEWORK (IF APPROPRIATE):
None
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*Note: Use CTRL + TAB for indents in outline format.