Sample Lesson Plan #2: Grade One

British Columbia Math Curriculum

Grade Level:​ Grade One Date:​ April 2019

Big Idea(s):
● Objects and shapes have attributes that can be described, measured, and compared.

Curricular Competencies:
● Use mathematical vocabulary and language to contribute to mathematical discussions.
● Explain and justify mathematical ideas and decisions.
● Communicate mathematical thinking in many ways.

Content:
● Comparison of 3D objects

Constructivist Elements
Accessing Student Prior Knowledge and Experiences: Build upon the prior knowledge of
students.
● As this is an introductory lesson to attributes and 3D objects, very little prior
knowledge is anticipated. A group discussion will take place to draw out any
information known. Prior knowledge and experiences will be recorded on chart paper
using pictures and words.

Provocation​: ​Used to help students develop their own meanings of concepts.

● Students are asked to be seated in a large circle around the carpet. The teacher
selects certain students to stand in the middle. Teacher poses the question, “What do
you notice about these students?” This activity repeats five or six times, or until
everyone understands that students are selected based on a single attribute: wearing
jeans, ponytail, has a watch, shoelaces (instead of velcro), etc.
● This provocation is intended to be fun and get students thinking about attributes!

Metacognition: How will students reflect question and think about their own thinking?
Students will be prompted throughout the lesson to be reflective in their thinking.
The following questions will be posed by the teacher (the teacher will also be modeling how to
answer these questions):
● What do you notice?
● How do you know?
● Can you communicate your thinking using mathematical language?
● What will you do next?

Concepts: Plan for students to explore concepts in a variety of ways.

● Game provocation featuring student attributes
● Whole class dialogue and charting of prior knowledge/experiences
● Playing attribute game in small groups with a variety of materials
● Exploring 3D objects
 ● Attribute game with 3D objects

Goals: How will you ensure that students understand what they are learning and why they are
learning it?
● At the grade one level, the teacher will state the learning goals and provide reasons as
to why the concepts are important. Students will contribute ideas to the discussion, but
it is teacher led.

Collaboration, Cooperation and Dialogue: Build in social aspects.

● Children will play the attribute game collaboratively and engage in small group
dialogue.
● Students will be invited to contribute to group discussions.

Materials: Can the lesson include a hands-on element?

● Our bodies
● Small world animals (2 different sets)
● Pattern blocks
● An assortment of buttons
● 3D object in a variety of sizes, colours and materials.

Synthesis: Provide opportunity for reflection, closure, sharing and discourse around where
learners will be going next.
● Throughout the lesson, students will be provided with opportunities to share ideas,
prior knowledge, successes with the game, strategies, elements that were tricky.
Students will also be invited to think about where the learning should go next.

Lesson Outline: Be as detailed or open-ended/flexible as you like.

Opening: Provocation
● Students are invited to make a circle at the carpet to participate in an attribute game.
This is intended to spark interested in students around the idea of attributes. (See
Provocation above for details.)

Group Discussion at Carpet: Build on prior knowledge

● After playing the initial attribute game, the teacher defines attribute and engages the
students in a conversation about noticing attributes about objects around the room.
Together, with teacher support, students identify attributes of small world animals,
math supplies, books, etc. Once students seem to have a grasp of the concept, a
second attribute game is introduced.

Student Activity #1: Attribute Game with Classroom Manipulatives “What’s My Rule?”
● The teacher sets out an open circle on the carpet and explains that she will put 3
objects in the circle which have a common attribute and 3 objects outside of the circle
and don’t possess the attribute. It is the job of the students to determine what the
“rule” is for putting objects in the middle. (For small world animals: has wings, two
legs, herbivore, etc. For attribute blocks: red, 4 sides, thick, large, etc.)
● Students are invited back to four tables. Each table has a basket of different objects
 and an open circle. Students take turns between putting objects in and outside of the
circle and guessing. Each group of students will visit each table to provide lots of
opportunity to play with/explore attributes.
● Teacher circulates during the rotating centres to provide support and point out
examples.

Group Discussion at Carpet: Introduction to 3D objects

● After students have had an opportunity to visit each centre. They are invited back to
the carpet to debrief and be introduced to 3D objects.
● The teacher hands out objects so that everyone has one to look at. Students share
amongst themselves attributes they notice about their objects.
● Teacher collects input and provides mathematical language to describe attributes of
the 3D objects: edges, vertices, faces, can roll, can stack, can roll and stack, cylinder,
sphere, etc.

Student Activity #2: Attribute Game using 3D Objects

● Students return to the tables to play What’s My Rule with 3D objects.

Close: Synthesis
● Students are invited to the carpet one last time where they provide examples from
their game play. Students also share what was successful and what was tricky.
● Teacher reiterates the goals and learning outcomes of the lesson. Students contribute
ideas as to where the learning needs to go next.

Assessment Notes:
● As this in an introductory lesson to attributes and 3D objects, informal formative
feedback will take place throughout the lesson. The teacher will also make anecdotal
notes regarding individual student understanding of attributes and ability to
communicate using mathematical language.

Additional Notes: