Design for Learning



Design for Learning

Instructor: Chelsea Treadway Grade Level/Cooperating Teacher: K-Ms. Underwood

Lesson Title: Flat Shapes are Fun Shapes Date: February 27, 2014

Curriculum Area: Math Estimated Time: 45-50 min.

Standards Connection:

18.) Correctly name shapes regardless of their orientations or overall size. [K-G2]

Learning Objective(s):

When given a worksheet, students will differentiate between six types of 2D shapes of various sizes and orientations with 10/12 accuracy.

Learning Objective(s) stated in “kid-friendly” language:

Today boys and girls we are going to learn about different two-dimensional shapes.

Evaluation of Learning Objective(s):

Students will be gathered on the carpet, and each student will be given the 2D Shapes assessment and a pencil. Prior to instructions, students should be asked to write their name at the top of their paper. Then the teacher will explain that she will call out a 2D shape and say a letter to write inside of it. For example, she will ask the students to write an S on all of the squares or write a C in all of the circles. During the instructions, she will also inform students that there may be more than one shape on the sheet, so they need to pay close attention and look at each shape. After the teacher calls out all of the shapes and the letters, she will collect the assessments. Students who identify 10/12 shapes correctly will be considered proficient.

Engagement:

The teacher will begin by gathering the students on the green carpet. She will ask them what they know about shapes. Then she will show a fun video about basic shapes they may already know.

I need everyone’s eyes and ears on me. I need everyone to join me quietly on the green carpet. Remember to sit in your movie theater rows. Good morning boys and girls. I hope you’re having a great morning so far. I know you all have been learning about shapes. Can someone raise their hand and tell me a shape you know about? Ok, who else would like to raise their hand and tell me about a shape? (continue this questioning a couple more times.) That’s great! Since you all are sitting so nicely in your movie theater rows, we are going to watch a little video about shapes, but remember to watch with your eyes and not talk with your mouth. (Play “Marmot’s Map Shape Song”) Did you all see any of the shapes you already knew about? Did you see any new shapes?

Learning Design:

I. Teaching:

The teacher will state the kid-friendly objective of the lesson. She will have pictures of each of the six shapes of the lesson (circle, triangle, square, rectangle, rhombus, and hexagon). She will review the shapes from the video first (rectangle, triangle, circle, and square). Then she will introduce the rhombus and hexagon. For each shape she will hold up a picture and ask the students to name it. She will ask how many sides each shape has and then as a class they will count the sides together. Then the teacher will ask the students to stand up and hold hands with the person next to them to make a circle. She will ask how many sides there are (trick question). Then the teacher and students will create the other shapes together (triangle(square(rectangle(rhombus(hexagon). Prior to creating each shape, the teacher will ask how many sides that particular shape will have and them they will form it.

Today boys and girls we are going to be learning about two-dimensional shapes. Does anyone know what two-dimensional means? You may have also heard of it being called 2D. It means that it’s flat. So a 2D shape is just lying flat on the paper. I have some 2D shapes with me today. (Hold up circle) Who can raise their hand and tell me what shape this is? That’s right, it’s a circle. Does a circle have any sides? No, it’s just round right? Is there anything in this classroom that’s in the shape of a circle? Yes, the clock is a circle. Good observation. (Hold up triangle) Who can raise their hand and tell me what shape I’m holding up? Yes, it’s a triangle. How many sides does a triangle have? Three? Well let’s count them together. 1, 2, 3. A triangle has three sides. Is there anything at home or outside that’s in the shape of a triangle? Yes, a road sign can be in the shape of a triangle. (Hold up square) Now who can raise their hand and name this shape? A square, that’s right. How many sides does a square have? Four, yes, let’s count them together. 1, 2, 3, 4. Good job. What do you notice about the sides of a square? Yes, all of the sides are the same length. (Hold up rectangle) What shape is this? That’s right, it’s a rectangle. How many sides does it have? Ok, let’s count them together. 1, 2, 3, 4. Now if this rectangle has four sides, why don’t we call it a square? Yes, not all of its sides are the same. Do you see how it has two long sides and two short sides? (Hold up rhombus) Ok, now this might be a new shape for some of you. Do anyone know what this shape is called? It’s a rhombus. Let’s say it together…rhombus. How many sides does it rhombus have? Four? Let’s count them together. 1, 2, 3, 4. So a rhombus has four sides like what other two shapes? Yes, like a square and rectangle. What is different about a rhombus? Good observations. (Hold up hexagon) Now does anyone know what this shape is called? It’s called a hexagon. Let’s say it together…hexagon. Let’s count how many sides it has. 1, 2, 3, 4, 5, 6. Wow, six sides! What do you notice about a hexagon? Ok, did you know that a stop sign is a hexagon shape?

Ok, now I want everyone’s eyes and ears on me. Please stand up where you are quietly. Let’s hold hands and make a circle. Good job! Now let’s look at the circle we just made. How many sides are there? There are none! Remember that a circle has no sides and it’s round. Ok, so who can tell me how many sides a triangle has? Three, that’s right! Let’s try to make a triangle together. Remember we need three sides. Good job. Now, how many sides does a square have? Yes, four. And what did we say about a square’s sides? Yes, they are all the same. Let’s make a square. Great job! Now we said earlier that a rectangle has four sides too, but what was different? Yes the sides weren’t all the same. Let’s try to make a rectangle. Ok, good job. What about a rhombus? How many sides does it have? Yes, it has four too. Now this may be a little tricky, so I’ll help you. There, we made a rhombus! Ok, last one. Hexagon. How many sides did we say a hexagon has? Yes, it has six. Let’s concentrate really hard and try to make a hexagon. I’ll help you. Wow! We just made a hexagon! Awesome job everyone! Now please sit back down in your movie theater rows so I can tell you about what you’re going to do next.

II. Opportunity for Practice:

The teacher will give the students directions for the shape art assignment. She will show them the two sheets they will receive, and she will explain that they can color and cut out the shapes they need to create a picture. She will also tell them that they need to write what their picture is and how many of each shape they used at the bottom of the page. The teacher will answer questions, and then hand out the sheets to each student. The students will go back to their tables and begin working.

I need everyone’s eyes and ears on me. Now I’m going to let you all create a picture out of the shapes we just talked about. I’m going to give each of you two pieces of paper (hold up shape art worksheets). This paper has all of the shapes we just talked about. And look how there are more than one of each shape; that means you can use the same shape at different times in your picture. You will cut out the shapes you need and color them any color you want with the crayons at your table. Now on this paper you are going to glue down the shapes to create your picture. You may want to take a couple of minutes before you start to think about the picture you want to make. Now after you make your picture you will write in this blank what your picture is. Then you will write down how many of each shape you used in your picture. If you understand what you’re supposed to be doing can you give me a thumbs up? Ok, great, and are there any questions? Ok, remember to share the crayons, glue, and scissors at your table. They are there for everyone to use. Now, I’m only going to pass out your shapes if you are sitting nicely and quietly. (Hand out worksheets)

During this time the teacher will circulate throughout the room and monitor student work. She will answer questions and help guide students to their best work. After students are finished, they will turn in their shape art to the teacher. The students will clean up their area and return back to the carpet for their assessment with a pencil.

Ok, boys and girls, if you have finished your shape art, please give it to me. I also need everyone to start cleaning up their tables. Please put all of the crayons in their baskets, clean up all of the paper, and make sure the all the lids are on the glue sticks. When your table is clean, please bring a pencil with you to the green carpet.

III. Assessment:

I saw some great shape art as I was walking around today! Now we are going to see how well you remember the shapes you’ve been working with. Everyone should have pencil. I am going to give you sheet with different shapes of different sizes. Then I’m going to call out a shape and a letter, and you’ll have to look at your paper and write down the letter in right shapes. For example, I may say write a C in all of the circles on your paper. So you would look at your paper and find all of the circles and write a C in each one. Remember, that there are more than one of each shape. Are there any questions? Ok, look at your own paper and write a C in each circle on your paper. (pause) Write an S in each square on your paper. (pause) Write an H in each hexagon on your paper. (pause) Write a T in each triangle on your paper. (pause) Write an R in each rhombus on your paper. (pause) Write an E in each rectangle on your paper. (pause) Ok, good job. Please pass me your papers.

IV. Closure: guessing game or I spy

The teacher will capture the students’ attention and explain the rules to a little guessing game. She will describe a shape by the number of sides it has and/or a real-world comparison. Students will raise their hand to answer.

Ok, now I need everyone’s eyes and ears on me. We are going to play a little shape guessing game. I will describe one of the shapes we learned about today, and you all will raise your hand if you know it and I will call on someone to share the answer. Give me a thumbs up if you’re ready! Ok, this shape has four sides and all of its sides are the same. (choose student) Yes, it’s a square! The shape I’m thinking of now has no sides and it looks like our clock on the wall. (choose student) Yes, it’s a circle! Now what shape has six sides? (choose student) That’s right, a hexagon has six sides. Ok, what shape has four sides and looks kind of like a diamond? (choose student) Yes, a rhombus. What shape has three sides? (choose student) Yes, a triangle! Ok, last one. What shape has four sides with two longer sides and two shorter sides? (choose student) That’s right, a rectangle! Awesome job today boys and girls!

Materials and Resources:

• Computer and projector

• “Marmot’s Map Shape Song” (online(YouTube or SchoolTube)

• Shapes printout

• Shape art worksheets (one 2 page packet for each student)

• Shape art worksheets (enrichment)

• Crayons/colored pencils

• Glue

• Scissors

• 2D shape assessment (one for each student)

• Shape recording sheet (reteaching)

Differentiation Strategies (including plans for individual learners):

Enrichment: For student who need enrichment, I would give them a similar practice assignment to the shape art. They would still create a picture out of the shapes learned, but they will write about their picture in sentences instead of filling in the blanks. They will write what their picture is, why they chose to create their picture, and how many of each shape they used. If they need more challenge, don’t give them the shapes cutout page. Have them draw the shapes they need instead.

Students who need to be re-taught: For students who need to be retaught, they will participate in a 2D shape sort. There will be a table with large masking tape shapes stuck to the surface. The students will have a box of pattern block shapes and they will sort the shapes into the correct masking tape shapes to become familiar with them. Then they will fill out a sheet that requires them to count and record the number of each of the shapes. During this time, the teacher will reiterate the names of the shapes while the students are sorting and counting.

Data Analysis:

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For this lesson I had thirteen students in the green and none in the red or yellow. This means that I had thirteen students that were considered proficient according to my objective, and it also meant that none of my students needed to be retaught the material. However, I didn’t get a chance to complete the assessment with the students following the lesson, so I had to do it the next week. Since my assessment was delayed I didn’t get a chance to assess two students who were present for the lesson. Therefore, their data is not present in my chart.

I believe my students performed so well because many of them knew their 2D shapes. A few students struggled with identifying a couple of the shapes on the assessment because they were different sizes, but they ended up working through that and answering correctly. This data means that everyone is proficient in identifying 2D shapes of different orientations and sizes; therefore, no one will have to be retaught and instruction can move forward.

Reflection:

Overall, I believe this lesson went well. The students understood the material and did great with the practice and assessment. However, there are management issues within the classroom setting. There isn’t much of a discipline system, so it was very difficult getting the students calmed down and focusing on the lesson. I did, however, use listening cues that seemed to work for most of the students. I tried to have the students work as a group to create different shapes by holding hands because I thought it would be good for that group to move around to stay engaged. However, I didn’t account for the small space and I had to end that exercise early. I ended up regrouping and questioning the students about the different shapes. Next time I should definitely move the tables around to create a better space for the shapes because I think that could have gone well. I may also bring objects that could relate to the shapes we were talking about.

For the majority of the time most of the group was engaged. They loved answering my questions about the different shapes, and I even made them think when asking them what objects are in the shape of different 2D shapes. There weren’t many misconceptions except for the confusion of a diamond and rhombus. Once I told students the name, they understood what it was. They were also able to recognize the shape of a rhombus on the assessment. I think this was a good lesson. However, there are a few minor changes that could have made it flow much sooner.

Samford University

Design for Learning

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Shape Art

Name:___________________

My picture is a __________________________.

It has _____ circles, _____ triangles, _____ squares, _____ rectangles, _____ rhombuses, and _____ hexagons.

[pic]

[pic]

[pic]

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Shape Art

Name:___________________

2D Shapes

Name:___________________

How Many Shapes Are There?

Name: __________________

There are ______ circles.

There are ______ triangles.

There are ______ squares.

There are ______ rectangles.

There are ______ rhombuses.

There are ______ hexagons.

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