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Your Name: Sarah Baker
Total Lesson Duration: 60 minutes
Grade: First
Goal(s)
(What is the most important thing related to the math topic as envisioned in your
lesson plan that your students will learn in this lesson?)
What are some kinds of things we can look at it in our shapes to tell
what ones might be alike? What are the attributes we should pay
special attention to?
Student: Number of sides, number of corners, side lengths, angles,
etc. (Lead them to these responses if they are not provided.)
Teacher: Exactly - the attributes you learned about yesterday! Now, as
I hand you your shape I want you to study it. I want you to focus on
your very own shape first so I should hear zero voices.
Students: (Receive shape from teacher and begin to study it silently.)
Teacher: Okay, now that youve really studied your shape. Now its
time to look at another shape. Turn and talk to tell your partner about
your shapes attributes and show it to them. If you agree with your
partner, give me a thumbs up. If you and your partner disagree, give
me a thumbs down. Its okay to disagree since were still learning
about shapes!
Students: (Turn and talk. Show with thumb whether they agree or
disagree with their partner.)
Teacher: (If there are students with thumbs down, ask them to share
their shape and have each partner explain their thinking. If not,
continue on with classification.) You might have heard shape names
before. Lots of times we can find different examples of the same type
of shape so were going to see if we can sort our shapes into groups!
(Direct question to a student with a triangle example.) Could you bring
your shape up here? What can you tell us about your shapes
attributes?
Student: (Standing in front of board holding shape.) It has three sides
and corners.
Teacher: Great observation! Give me a thumbs up if you agree.
Students: (Display thumbs up or down.)
Teacher: (Address any confusion with thumbs down. Tape shape to
board.) Who else has a shape that looks like this one? Raise your hand
if you think you have an example to go in this same group.
Students: (Raise hands.)
Teacher: (Call on a student with hand raised and ask them to come up
side lengths?
By number of sides:
Probing questions:
What is a special word we can use for the number of sides? (attribute)
How many sides do you see on your shape?
Extension questions:
Are there any differences between the shapes you put in the same
group? Can we describe them in more detail?
When we build shapes, can we use any number of sides we want to?
By shape name:
Probing questions:
What do you know about compound words? (They are made up of two
smaller words.) What part do you look at first? (the last part) Do you
know a shape name that is a compound word? (triangle)
If you had to divide your groups even further, can you find even more
differences between your shapes? OR If you had to make your groups
even bigger, can you find more similarities between your shapes?
Extension questions:
Rectangles, rhombuses, squares, and trapezoids all have four sides.
How do we tell them apart?
What are some other shapes names that we do not have here? (ex.
Pentagon, circle, cube, diamond) How would you describe those
shapes?
By example vs. nonexample:
Probing questions:
Why did you say some of these shapes were nonexamples?
What does an example shape have to have? (straight sides, closed
corners)
Extension questions:
How could we change the nonexamples to make them examples?
Are there any other examples or nonexamples you can think of that
remind you of these shapes?
Teacher: Lets review our shapes one more time. When we see a
shape that has [attributes of shape], we know that we can call it a
[shape name] and other people will know what were talking about.
Great! Lets add that word to our vocabulary. (Repeat similar
conversation for all shapes.) Now that weve talked about different
ways to sort and name shapes, I think youre ready to work on your
own! Im looking for a starfish student who is giving me their full
attention as we look at our problem set. (Give out starfish. Show
problem set on document camera and read problems aloud.) Supply
helpers, please come see me to get the problem set for your tables.
(Distribute problem sets to table helpers.) Ill dismiss the straightest,
quietest row first! Who can sit up tall with an in-bounds body and
voice? (Dismiss rows, starting with the quietest.)