UNLV/Department of Teaching & Learning Elementary Lesson Plan

UNLV Student:
Lenna Ly
PSMT Name:
Ms. McClenathan
Lesson Plan Title: Composing Shapes
Lesson Plan Topic: Math
Date:
07-13-16
Estimated Time:
60 minutes (9:30-10:30)
Grade Level:
Kindergarten
School Site:
Forbuss E.S.
1. State Standard(s): CCSS.MATH.CONTENT.K.G.B.6
Compose simple shapes to form larger shapes. For example, "Can you join these two triangles
with full sides touching to make a rectangle?"
2. Teaching Model(s): Direct Instruction/ Cooperative Learning
3. Objective(s):
SWBAT compose simple shapes to form a larger shape.
SWBAT recognize that one large shape can consist of many shapes within.
SWBAT use pattern blocks to compose larger shapes described by an outline.
4. Materials and Technology Resources:
Smart board
Application Problem
Personal white board
Dry erase marker
Ruler
Shape template
Scissors
Pattern blocks
Glue Stick
Pencil
Problem Set
Exit Ticket
5. Instructional Procedures:
a. Motivation/Engagement:
TW wait until teacher gains full attention from students.
TW mention that today we will continue to put together simples shapes to form a
larger shape.
TW link to prior knowledge by asking what students learned from yesterdays
lesson and have students volunteer by answering, What objects did you find
around the classroom that had a shape within a larger shape? (Blooms
Taxonomy: Remember)
SW grab a personal white board and dry erase marker to do the application
problem. (Rulers, glue sticks, scissors, pattern blocks, and pencils are all on table
already.)

T: Pretend you are a baker! Draw a big rectangle on your personal white board to
show a delicious pretend chocolate cake.

T: Now, use your ruler, and draw lines to show how you would slice it to share the
cake with the party guests. Where would you draw the lines? How many pieces
did you make?

T: Compare your cake to your partners. Did you both do it the same way? Who
has more pieces? (Blooms Taxonomy: Analyze)

b. Developmental Activities or Learning Experiences:

TW pass out 4 shape templates to each student.
T: What do you see?

Lemov Strategy: Technique 29: All Hands- Leverage hand raising to positively
impact pacing. Manage and vary the ways that students raise their hands, as well
as the methods you use to call on them.

S: I see four shapes! Two are colored (yellow), and two are red. There are two
squares and two rectangles.

T: Use your ruler to draw two lines through your square, just like you did in the
cake problem. Make sure that your lines go from edge to edge. (Pause.)Do you
see some new shapes inside your square now?

TW demonstrate on Elmo with examples before students draw lines on their

shapes.

Lemov Strategy: Technique 34: Call and Response- Ask your class to answer
questions in unison from time to time to build energetic, positive engagement.

S: I have three shapes! I made rectangles. I made four new shapes. I have little
squares. I have four triangles!

T: Use your pencil to put your initials inside each of your new shapes. Now, cut
the new shapes apart with your scissors. You are making a puzzle! (Allow time for
cutting.)

T: Mix up your puzzle pieces! Now, trade your puzzle pieces with your partner.
Try to put his square back together. Use the frame on your paper to help you.
(Allow time for practice and experimentation. Circulate to listen to the
mathematical language being used. Encourage students to describe unfamiliar
shapes by focusing on the number of sides and corners.) Tell me about your work.

T: Great job! Trade with another partner, and try again! (Allow time for more

experimentation.)

T: Lets make another puzzle! This time, use your ruler to draw two lines through
your rectangle. Make sure that your lines go from side to side. Remember to put
your initials in each of the new shapes before you cut them apart.

TW observe student experimentation and discussions.

TW give directions on problem set worksheet.

TW pass out problem set sheet and SW work independently.

SW turn in after completion.

c. Closure:
TW pass out Exit Ticket.
SW complete Exit Ticket individually and turn in after completion.
TW have students share with their partner We all started with the same square,
but all of your puzzles were different. Why is that? Everyone drew two lines, but
some people ended up with three pieces, and some people had four pieces. Why?
(Blooms Taxonomy: Evaluate) before going to lunch.
d. Extension: SW draw 2 triangles on their white board and draw lines to compose
different shapes within the triangles.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
o TW have students join the round table for questions/ extra help.
o TW demonstrate examples on a dry-erase board for better understanding for
visual and ELL learners.
o Each SW copy/ follow teacher examples on their own dry-erase board.
o IEP students may do front page of problem set only.
7. Assessment and Evaluation of Learning
a. Formative: TW ask questions to check for understanding while students are working
on their Problem Set worksheet and during the lesson (application problem and puzzle
experiments). TW evaluate student understanding from their participation and correct
answers at the round table.
b. Summative: TW evaluate student understanding from their problem set worksheet, exit
ticket, and answers from We all started with the same square, but all of your puzzles
were different. Why is that? Everyone drew two lines, but some people ended up with
three pieces, and some people had four pieces. Why?
8. Homework Assignment: Lesson 7 Homework page 93.
9. Reflection:

a. Strengths: Students were engaged in the lesson and understood the materials taught.
They were able to achieve the objective set for the lesson. They were eager to show me their
shapes to their puzzle and volunteering to explain the strategies on how they arranged the shapes
to their puzzles.
b. Concerns: I need to continue working on my classroom management by calling out
students who are distracting others or not focused. I also need to practice multi-tasking by being
more aware of what students are doing at all times during a lesson. For future lessons, I will do
cold calls on students who are not focused during the lesson to get them to stay focused.
c. Insights: Students love the fact that they are using the pattern blocks. I will continue to
use manipulatives to engage the students in the lesson. Doing hands-on activities can definitely
help with motivation and engagement. This will lead to a more successful lesson in terms of
students understanding their learning. Overall, the lesson went very well and students
accomplished the objective for the lesson.