Scribd
Upload
91 views6 pages

Geometry Lesson Plan K

The lesson plan outlines a geometry lesson on shapes for students. It includes objectives to have students construct shapes, identify representations of shapes in their environment, and describe shapes. Materials include construction paper, magazines, and a cupcake file folder game. Activities include singing a shapes song, a scavenger hunt to find shapes, and creating a number wheel worksheet. Formative assessment includes games and tasks to ensure students understand shapes and numbers 1-11. The plan is designed to both assist weaker students and challenge stronger students.

Uploaded by

Emily Harvey
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
91 views6 pages

Geometry Lesson Plan K

The lesson plan outlines a geometry lesson on shapes for students. It includes objectives to have students construct shapes, identify representations of shapes in their environment, and describe shapes. Materials include construction paper, magazines, and a cupcake file folder game. Activities include singing a shapes song, a scavenger hunt to find shapes, and creating a number wheel worksheet. Formative assessment includes games and tasks to ensure students understand shapes and numbers 1-11. The plan is designed to both assist weaker students and challenge stronger students.

Uploaded by

Emily Harvey
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

1

Emily Harvey
Geometry
Geometry Lesson Plan Outline

Introduction

 Lesson topic: Shapes

 Length of Lesson : 45mins-1 hour

 VA Standards of Learning:

 1.13 - The student will construct, model, and describe objects in the

environment as geometric shapes (triangle, rectangle, square, and circle) and explain

the reasonableness of each choice.

Cognitive Objectives

The students will:

 Construct plane geometric figures.


 Identify models of representations of circles, squares, rectangles, and triangles in the
environment at school and home and tell why they represent those figures.
 Describe representations of circles, squares, rectangles, and triangles in the environment
and explain the reasonableness of the choice.

Materials/Technology and Advanced Preparation

 Class set of scissors

 Glue sticks

 Construction paper

 Old magazines/catalogs (cooking/bakery/food gift shop)

 Cupcake file folder game

 Copies of number wheel (enough for all students)


2
Emily Harvey
Geometry

 Brackets

 Crayons

Teaching and Learning Sequence

Introduction/Anticipatory Set –

 Ask students to join the teacher on the rug

 Explain that we will now review the shapes we have learned so far using our shapes song

 Add foam shape to the whiteboard as the students sing about them (square, circle,

triangle, rectangle)

Shapes

(to the tune of: "Frere Jacques")

This is a square. This is a square.


How can you tell? How can you tell?
It has four sides,
All the same size.
It's a square. It's a square.

This is a circle. This is circle.


How can you tell? How can you tell?
It goes round and round,
No end can be found.
It's a circle. It's a circle.

This is a triangle. This is a triangle.


How can you tell? How can you tell?
It only has three sides,
That join to make three points.
It's a triangle. It's a triangle.

This is a rectangle. This is a rectangle.


How can you tell? How can you tell?
It has two short sides,
And it has two long sides.
It's a rectangle. It's a rectangle.
3
Emily Harvey
Geometry

 Ask the students where we can find shapes? (Answer: EVERYWHERE!)

 Point out examples of shapes in the classroom (clock= circle, door = rectangle, etc)

Lesson Development –

 Assign students into pairs

 Explain to the class that we will be going on a shapes scavenger hunt around the school.

 Hand out worksheets and clipboards

Closure

 Collect gluesticks from students

 Distribute crayons to groups

 Hand out number wheel worksheet

 Ask students what numbers they see on the wheel (should have 0-11 named)

 Have students color objects

 Cut out circles (might need assistance with smaller windows)

 Pass out brackets

 Have students put the window circle on top of the number circle and connect using the

bracket

 Let the students have a few minutes to explore play with the wheels then ask the class

what they see as they turn the wheel (word number, numeral, number of objects)

Assessment

 Formative –
4
Emily Harvey
Geometry

o Engage students in group game to review 1-10

o Oral counting with entire class to 11

o Walk around classroom during cut/paste activity to ensure students are on task

and are cutting 11 objects

 Summative –

o Check each student’s paper for 11 similar items pasted

o Grade according to accuracy and completion of numeral 11 written

Ideas:

Shape Song Review

Shape walk

Shape game – groups of kids with geoshapes, teacher call out clues and write them on board, check the

final shape as a class

References

http://www.canteach.ca/elementary/songspoems82.html
5
Emily Harvey
Geometry
Appended Materials

Attach the following forms and resources to the completed lesson plan.

 Instructional Content and Strategies Organizer

 Curriculum Framework Document – Attach the appropriate pages from the Curriculum Framework guide and highlight information most relevant to the

lesson.

Instructional Content and Strategies Organizer

Instructional Content
 Vocab: square, circle, triangle, rectangle
 Representations of circles, squares, rectangles, and triangles can be found in the students’ environment at school and at home. Students should have
opportunities to identify/classify things in their environment by the type of figure those things represent.
 A common misconception students have when a figure such as a square is rotated is they will frequently refer to the rotated square as a diamond.
Clarification needs to be ongoing — i.e., a square is a square regardless of its location in space; there is no such geometric figure as a diamond.
 Building geometric and spatial capabilities   fosters enthusiasm for mathematics while   providing a context to develop spatial sense.

Instructional Modifications to ASSIST Instructional Modifications to CHALLENGE


Major Instructional Strategies
Weakest Students Strongest Students
6
Emily Harvey
Geometry
 Allow students to have number chart with  Review numbers 1-10 using cupcake  Ask strong students to spell the
dots for 1-10 numbers
file folder game with class

 Introduce number 11  Introduce the spelling of eleven

 Precut 11 items for each student or could  Cut/paste 11 magazine items onto  Instruct students to write the numeral
have half of the items cut, student needs as well as the number word on the
to cut the other 5 out. paper paper

 Work with partner to create number  Create paper number wheel  Partner with weaker students to assist
wheels. Have circles precut with the number wheel

You might also like