Candidate:MonicaChavez

LESSON PLAN FORM

Teacher Education Department
Subject:Math
Gradelevel:
Kindergarten

Date:4/28/16

Standard(s):Single/MultiDay:
Math:KindergartenSingle
CCSS.Math.Content.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
ELA:WrittenandOralEnglishLanguageConventions1.0:
Students write and speak with a command of standard English conventions appropriate to
this grade level.
ELD: Kindergarten
Part I: Interacting in Meaningful Ways
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations
on a range of social and academic topics.
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
I.DESCRIPTIONOFCONTENT&CONTENTTYPE(Fact,Procedure,Concept,orPrinciple):
Studentswillgainaconceptualunderstandingofwhatatriangle,rectangle,circle,andsquarearethroughaguided
discoveryactivity.Knowingthephysicalattributesoftheseshapeswillleadtoproceduralknowledgeofidentifying
theseshapesintheireverydaylife.Studentswillusetheirproceduralknowledgetonametheseshapesregardlessof
theirsizeororientation.
II.LEARNINGOUTCOME(Objective):
Studentswillbeabletoidentifyanddescribefourshapes;circle,square,rectangleandtriangle.
III.CURRICULUMCONNECTION(Howthislessonfitsintolessonplan):
Unittopic:Identifyanddescribeshapes.
PreviousLesson:Describingtherelativepositionoftheshapes.
NextLesson:Identifytwodimensionalandthreedimensionalshapes.
IV.INSTRUCTION
A ENGAGEMENT(MotivationalActivity):
TeacherwillreadthebookTheShapeofThingsbyDayleAnnDodds.Teacherwilldisplayavisualimage
ofshapesonthewhiteboard.Studentswillbeaskedtoidentifyanyshapestheysee.Studentswillshare
withapartnertheirideas.Teacherwillhaveaclassdiscussionontheshapestheyseeandrecordtheir

responsesontheboard.
B INSTRUCTIONALSEQUENCE(TeachingMethodologywithStudentActivities):
STEP1:Teacherwillthenexplaintothestudentseachshapeandwhatasideandverticesis.Teacherwillhavea
vocabularychartwithanexampleandvisual.Teacherwillmodelhowtofindtheverticesandsidesofacircleand
square.Teacherwillthenaskstudentstodiscusswithapartnerhowmanyverticesandsidestheshapeofatriangle
andrectangle.
STEP2:Teacherwillgivestudentsexamplesofeachshapetoprovidethemwithavisualofwheretheycanbe
foundintherealworld.
SSTEP3:Teacherwillthenmodeltothestudentshowtofillouttheirworksheetusingthemanipulatives.
Studentswillhavetodraweachshapeandexplaintotheirpartnerhowtheyknowitisthatshape,referringtothe
sidesandvertices.
STEP4:Studentswilldrawtheirshapeandwritethenameofthatparticularshapeontheirworksheetattheirdesk.

C APPLICATIONACTIVITY(Practiceand/orReflection):
Studentswillbegivenshapemanipulativestohelpguidetheminidentifyinganddescribingeachshape.
STEP5:Summary
Studentswillbegivenfourchantsforthemtodrawtheshapedescribedontheirwhiteboard.
Terry triangle, look at me, count my sides, there are three.
Sammy square, that's my name, I have four sides all the same.
Robby rectangle, I have four, two long, two short, but no more.
Cindy circle, just one line, make it round, that is fine.
D MATERIALS&RESOURCES:
TheShapeofThingsbook
VisualImageofShapes
ChartPaper
ShapesWorksheet
WhiteBoards
Markers
V.ASSESSMENTSTRATEGIES(MethodsforObtainingEvidenceofLearning):
SummativeAssessment:ApplicationActivity
VI.ACCOMODATIONSFORINDIVIDUALLEARNERS(CONTENT,INSTRUCTION,PRACTICE):
Groupworkwillbeassignedtohelpstrugglingstudents.Studentsareassignedseatsandpartnersstrategically

basedontheirlevelofskills.Oneononeassistancefromtheteacherwillalsobeprovidedtothestruggling
learners.Visualsareprovidedforthestudentstoreferbacktoifneeded.Sentencestartersareprovidedforthe
studentsontheirworksheet.Singorchantisperformedforauditorylearnerstohelpthemremembertheshapes.

Worksheet:
Name of Shape:

Name of Shape:
_________________________________

____________________________

__________________________________________

__________________________________

_______ Sides

_______ Vertices

Name of Shape:

_____________________________

________ Sides

______ Vertices

Name of Shape:

__________________________________
_______________________

_____________________________
____________________

__________________________________

______________________________

_______ Sides

_______ Vertices

_____ Sides

_______ Vertices