Mathematics Lesson Plan- Identifying and Describing Shapes

Lily Blackburn
Kindergarten - Mathematics

Common Core Standards:

GRADE K OVERVIEW

COUNTING AND CARDINALITY

Know number names and the count sequence.

Count to tell the number of objects.
Compare numbers.

OPERATIONS AND ALGEBRAIC THINKING

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

NUMBER AND OPERATIONS IN BASE TEN

Work with numbers 1119 to gain foundations for place value.

MEASUREMENT AND DATA

Describe and compare measurable attributes.

Classify objects and count the number of objects in categories.

GEOMETRY

Identify and describe shapes.

analyze, compare, create, and compose shapes.
Lesson Summary:

In this lesson plan, I will teach on how to identify shapes and describing their sides, corners and attributes. I
would also like to teach on how there are shapes in the real world. I would also like to teach on the difference
between 2-dimensional and 3-dimensional shapes. Afterwards, the student should be able to produce and
identify his or her own shapes.

Estimated Duration:
This lesson will take about three hours to teach, but because this is Kindergarten level, I would break this into
30-minute sessions between six days. This will include the entire aspect of shapes mathematically and in the
real world.

Commentary: I believe the biggest challenge will be keeping the students at the same pace. And if there are
multiple types of learners, creating a method to teach about shapes where every student will successfully learn.
Being so young, the Kindergartners will need hands-on activities to keep them hooked. I would use the
geometric shapes to match or create objects. Technology could also be used to play interactive games or learn
the characteristics of different shapes from another view.

Instructional Procedures:
Day 1:
First 5 minutes- An Introduction to shapes video on the projector followed by questions:
https://www.youtube.com/watch?v=fNYHM4EuN2I
For 10 minutes- Matching shapes- sitting out geometric shapes and having the students work in small groups to
sort them and begin to identify
For 15 minutes- Begin the shapes activity book- Giving the student each of their own prepared shape book and
having them match some basic shapes and glue them in their book while identifying each (ex. Square, circle,
triangle) https://www.pinterest.com/pin/AQY8qjXuVYo_ycLpEX9N-pFHLKLtQgSr6NVFJgpevW20ntb75dphIvc/
Day 2:
First 10 minutes - Split the class into small groups, each with a basket of shapes. Have each child describe its
shape. For example, how many corners, how many sides, pointy or curved edges, etc.?
For 5 minutes- Now have the children choose 2 shapes and compare and contrast there characteristics.
For 15 minutes - Shape Computer Game- students will drag and drop the shapes where they fit on the screen.
This website also provides other games that meet the Ohio Learning Standards.
http://www.abcya.com/shapes_geometry_game.htm
Day 3:
First 10 minutes - Have children pick one shape from a basket. Have them draw the shape in their shape book
and write what they notice about the shape. If they finish early, have them do the same thing once more.
For 10 minutes- Magnetic Pattern Blocks - Using the templates, or on their own, have the students create the
pictures with the geometric shapes given. Ex. https://www.kohls.com/product/prd-731810/melissa-doug-magnetic-pattern-block-
kit.jsp?ci_mcc=ci&utm_campaign=PRESCHOOL
TOYS&utm_medium=CSE&utm_source=google&utm_product=91399719&CID=shopping15&utm_campaignid=196835972&gclid=Cj0KCQiA0
vnQBRDmARIsAEL0M1kktDq

For 5 minutes - Have the students bring their creations to a circle group to discuss which shapes created their
pictures. Use an Elmo to project the shapes on a screen.
Day 4:
First five minutes- Learning about 3-dimensional shapes video
https://www.youtube.com/watch?v=CkMcboPCg7A
For 10 minutes - 2-D and 3-D worksheet- Students will color 2-D shapes in yellow and 3-D shapes in green on
a template. https://www.pinterest.com/pin/189784571772068394/
For 10 minutes 3-D shape scavenger hunt- Have children use their own clipboard and pencil. Walk around
the classroom to find objects that match the given shapes from a template provided (ex. Sphere, cube, cylinder,
etc.)
For 5 minutes Wrap up the subject with a group discussion and passing around 3-dimensional geometric
shapes and describing their characteristics. Use a website to show the different views of 3-dimensional shapes.
Send the website home for home use. https://www.learner.org/interactives/geometry/3d_prisms.html
Day 5:
For 10 minutes- Group activity by placing real world pictures underneath each 3-D shape.
https://www.pinterest.com/pin/Ae9rgsbIjolqKSMRLxRiWrENXauEoSxnLg3REYzpvRarm2LOvE32Vro/
For 15 minutes Marshmallow and Toothpick Activity- Create 3-D objects as a class and learn to count the
sides and vertices of each. https://www.pinterest.com/pin/300756081334845841/
For 5 minutes Writing in the students shape book about 2 different 3-D shapes that they learned about. Have
them attempt to draw them and describe how many sides and vertices that they each have.
Day 6:
For 10 minutes Shape in a bag game- in brown paper bags, place 3-D and 2-D shapes in each. Have three
clues written on the outside of each set up at stations. Have children write what they think the object is.
For 5 minutes discuss the answers as a class from the Shape in a Bag activity and each shapes characteristics.
For 15 minutes - Have students make a poster with 5 2-D shapes and 4 3-D Shapes writing the number of
sides, edges, corners and vertices. Make the assignment workable the next school day
https://www.pinterest.com/pin/241013017536758268/

Pre-Assessment:
For the sake of different learning paces with different students, I would make the assessment informal
where I will continue to ask questions before and after learning about mathematics. The progression
will be shown through the individuals activities and their understanding.

Scoring Guidelines:
During the lesson plan and the six days of learning it, the students have Shape Books. They can be
examined at the end of each day to keep up with how each student is progressing or may need extra
help. At the end of each class, asking questions and different forms of questions to see who understands
 the criteria. Documenting what students can answer and what their response is briefly can also
determine this informative assessment.

Post-Assessment:
I chose the form of a poster as the post assessment where students will describe 5 2-D shapes and 4 3-D shapes
and describing their names, how many vertices, corners, edges and sides each shape has. I would allow this
project to be worked on for 2 days for about 20-30 minutes apiece.

Scoring Guidelines:
I would grade this assessment as pass/fail. Passing would be being able to identify all of the 5 2-D
shapes that they chose and all 4 of the 3-D shapes. If the vertices, edges, sides and corners can be
identified, then the child fully understands. I would grade this project where students can discuss each
poster and what they liked about the poster and what needs to be fixed. The final grade will be based
upon the teacher developing what they fully observed on the subject.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: For students gifted or accelerated, some solutions were mentioned in the lesson plan. Such as, instead
of writing one journal entry about ta shape they learned, writing about 2 or 3 shapes. For those who are
learning faster, provide computer games or more challenging questions on activities for these children. An Ipad
could be used with headphones for more individual learning time.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Students who their peers to feel less could tutor struggle in the material stressed. They could also
receive extra one-on-one tutoring from the teacher.

Extension
http://www.abcya.com/shapes_geometry_game.htm
This website stood out to me because it is interactive computer games created for each grade level and how
they meet the standards. This keeps the students interested in learning about the standards and what they will
learn from K-5th Grade

Homework Options and Home Connections

I would send homework where students must work with their parents to find a few objects in their home that
match with the types of shapes they learned in class. This encourages parent involvement and for those who
dont have access to technology at home can still participate. I would send home links to educational videos or
games on the section we are learning in the subject. I would possibly send home a few worksheets for those
who may need the extra learning at home.
Interdisciplinary Connections
Learning about geometric shapes is categorized as mathematics. But, as the students write in their Shape
Books and comparing and contrasting shapes each day, they are learning more writing and language art skills.
By relating shapes and real world objects could be categorized as science. Activities such as the scavenger
hunt could be a physical activity.

Materials and Resources:

For teachers Projector

Computer (Access to Links and for students in class)
Shape Book Journals for each student
Templates for worksheet activities
Geometric Shapes for activities (2-D and 3-D)
Elmo
Ipad and Headphones

For students Computer (at home)

Parent Involvement for Homework at home
Participation

Key Vocabulary
2-Dimensional Shape- A shape with only two dimensions (such as width and height) and no thickness.
Examples: Square, Circle, Triangle
3-Dimensional Shape- An object with three dimensions (such as height, width and depth) like any object in the
real world. Example: Cube, Cylinder, Sphere
Vertices- A corner or point where lines meet.
Edges- A line segment that joins two vertices
Corners- The common endpoint of two lines.
Sides- A line joining two corners.
Additional Notes