Mathematics Lesson Plan Template



Unit Title and Lesson Number: Shapes, Shapes Everywhere!

Creator: Becky Haslacker

Grade Level: First grade

Subject: Math

Big Idea: Geometry; two dimensional shapes

Essential Questions: How can shapes be described?

How are shapes used in our world?

CSOs, LS, TT:

• M.O.1.3.1 Students will draw, label, and sort circles, rectangles, including squares, and triangles according to sides and vertices.

• M.O.1.3.4 Students will draw and identify open and closed

figures and congruent plane shapes.

• 21C.O.PK-2.1.LS.2 Student can accurately interpret

and create simple visuals (eg. charts, maps, graphs, and models)

and use this information to solve problems and communicate

information.

• 21C.O.PK-2.2.LS.3 Student engages in a problem solving process

using objects to solve problems and demonstrates learning by

explaining how they solved the problem.

• 21.C.O.PK-2.3.LS.1 Student manages negative emotions aligns

his/her goals to the goals of others, and works cooperatively and

productively with others in small groups.

Launch/Introduction:

Activating Prior Knowledge: I will read the book, The Shape of Things by Dayle Ann Dodds to review basic shapes in our environment with students. I will put the students in four groups and have each group make a different shape using their bodies. I will ask the rest of the students who are observing to identify which shape each group makes and how they know what shape it was. We will then pass around a bag of two dimensional cardboard shapes (depending on class size, 5 or 6 each of circle, square, rectangle, triangle). Each child will place a hand in the bag and describe one shape to the group by how it feels. Then the group will try and name the shape. I will ask, “How did you know it was that shape?” or “How many vertices does a triangle have?” or “What makes a circle a circle?”, etc. I might ask, “If you were a shape, which one would you choose and why?” or “Why is it important to know shapes?” (stop sign, yield signs, RRcrossings), or “In what careers would it be important to know about different shapes and sizes?”. (builders, care designers, etc.) Then I will have each child write something they know for sure about shapes on a sticky paper and place it on the front board.

Specialized Vocabulary Development: This will lead us into a discussion of the vocabulary necessary to know. I will need to make sure that we have covered the following vocabulary: circle, rectangle,rhombus, square, triangle, corner, vertices, face, side, attribute, open shapes, closed shapes, and shape template. We will discuss each shape and some attributes from what they just did by feeling the shapes. I may ask, “What is another name for a corner? or “What attribute makes a square different from a rectangle?” and so forth.

Investigate/Explore:

I will ask the students, “What are the basic shapes?” The students will each draw a shape from the bag. There will be 5 or 6 of each basic shape in the bag. The shapes drawn will determine which group each student will join, ie, all circles will become the Circle Group. I will have poster board, magazines, paper, pictures, glue, scissors, pattern blocks, and shape templates available. Each group will then take a piece of poster board and search through the magazines and pictures looking for their shape. They may also draw or trace some shapes from pattern blocks, or shape templates. Groups will create a Shape Collage with the examples of their shape that they have found or created. They will have the name of their shape on the top of the paper, their pictures throughout the middle of the paper and then, as a group, they will write a definition of the shape on the bottom of the paper. They will then post their poster on the front board.

If there are students who still have trouble recognizing the shape they are working on, I will take them off to the side and have them describe the shape to me and give me a definition they can defend. Then I will have them look around the room and see if they see any of that shape and if so I will have them draw what they saw on their paper. Then they can rejoin their group and help make the shape collage of their chosen shape.

Summarize/Debrief the Lesson:

We will meet back as a group, each group sitting in front of their collage. Each group will then get a chance to stand and explain their collage and defend their definition of the shape. The whole group will then ask if there are any questions or if someone wants to share something relevant. When all groups have had a turn, I will ask the class , “How can shapes be described?” and “How are shapes used in our environment?”

Reflection: I will read the book, The Shape of Me and Other Stuff by

Dr. Seuss and we will discuss if we had found of all the things that are made of shapes represented in the book. If there are still children having trouble identifying shapes, they can go to the website to

make and play some shapes there.

Materials/Resources/Websites: The books are, The Shape of Things

by Doyle Ann Dodds, and The Shape of Me and Other Stuff by

Dr. Seuss. Poster board, pencils, markers, magazines, papers,

pictures, glue, scissors, pattern blocks, shape template, bag, and

computers in room will be available.

Duration: 90 minutes – 1 session

Teacher notes: The students should have prior knowledge of basic shapes. They covered them in kindergarten. We will be building on what they already know. We will be extending their knowledge of shapes by focusing on their attributes. If you do not have the two books that are listed and used in the lesson, but you have books that cover shapes that you are more comfortable with you may easily change that part of the lesson.

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