Chelsea Bashore

23rd, September 2012

Second Unit Lesson
Subject Area: Math
Grade Level: Kindergarten
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Standards
a. ELE. 8. Build visual thinking skills through explorations with shape and the
spaces in their classrooms and neighborhoods
b. K.G.5 Model shapes in the world by building shapes from components (e.g.,
sticks and clay balls) and drawing shapes
c. K.G.4 Analyze and compare two- and three dimensional shapes, in different sizes
and orientations, using informal language to describe their similarities,
differences, parts (e.g., number of sides and vertices/corners) and other
attributes (e.g., having sides of equal length).
d. K.G.2. Correctly name shapes regardless of their
orientations or overall size.
Objective
TLW construct squares and rectangles out of materials (pretzels, cardboard paper,
rubber bands on geo boards) using the information created from class discussion and
compiled from the What Makes a Square chart.
Anticipatory Set
a. TTW begin by reviewing yesterdays talk on what is a circle/what makes a circle.
TTW go through the What Makes a Circle chart asking students questions like;
what kinds of lines make up a circle? (curved, rounded,) What other items look
like circles in real life? TTW write down any new ideas on the chart and answer
any questions or misunderstandings
b. TTW then introduce a movement break that will add to the review. TLW stand up
and will be instructed to hold out their arms to measure if they have enough
space.
i. TTW tell students to raise their right arm, shoulder length high, and move
their arm in small circles. TTW demonstrate this motion at the same time
in front of the class. TTW will lead the class in counting one circle, two
circle, three circle.. Etc. as they make circles with their arms all the way
up to ten. TLW then be told to switch arms and they will continue the
same item. TTW repeat this with BIG circle arm motions. TTW then tell
students to bend their bodies/curve their bodies all the way down to their
toes and stretch trying to make a circle.
c. After students have completed this movement activity TTW ask students to sit
down back on the rug. TTW tell students that they are about to see two very
special things and to pay close attention to the both of them, TTW then slowly
and carefully (handling them like theyre very exciting/special) pull out one
large cardboard paper cut out of a rectangle and a large cardboard paper cut out

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of a square.(both in two different colors). TTW ask students to think to

themselves what they are noticing about the two, what is the same/different and
where they have seen these before.
d. TTW then tell students to turn to a neighbor and tell them something they notice
about the shape/where they might have seen these shapes before in real life.
TTW tell students that once they have both had a turn sharing to raise their hands
to show theyre ready to share.
Input
a. TLW discover what elements rectangles and squares are made up of and how
theyre alike and different. TLW understand these ideas through class discussion
and creation of the What Makes A Square/Rectangle that records what these
shapes look like (straight lines, how many, same size?), what kinds of things look
like squares/rectangles, and where we see them in real life. TLW understand also
through teacher examples of these elements on the marker board using
manipulative (Popsicle sticks/magnets to show length). From here students will
complete square and rectangle activities in their centers that further enhance their
understanding both shapes elements, and how to create the shapes.
b. Procedure
i. TTW ask students what they notice about the square and rectangle. Using
these answers TTW begin to fill in the What Makes a Square/Rectangle
charts. TTW direct questions students have towards inquiry on how many
sides there are in each shape/ length of the sides, discuss what a corner is,
what kind of lines the shape has (straight). Maybe start with a think
aloud of what you see
ii. To completely clarify and condense information TTW explain that a
rectangle is a shape that has four sides that are parallel ( I cant decide how
I am going to explain that/if I should yetI would! Definitely introduce
that wordyou can always incorporate it later with lining up at the door,
etc), which means the lines are straight up and down or on their side and
that if the lines kept on going outside of the rectangle that they would
never cross.
1. While TTW is explaining this information they will be modeling
this on the marker board using magnetic popsicle sticks. With these
they will create a rectangle that has all of those elements, creating
four sides with the sticks (counting one, two, three, four aloud),
pointing out the corners that students talked about (describing
them.. pointy etc.) and displaying if we kept adding popsicle sticks
on the sides, creating longer lines that will not intersect, means that
the sides are parallel. Maybe ask where they can find parallel lines
in the classroom???
iii. TTW then hold up the square and explain that a square is a special kind of
rectangle. TTW explain that a square has all the same elements as the
rectangle but also something special. TTW ask students to look and
explain why they think this is? TTW take student answers/ideas. TTW
direct students to look at the kinds of sides a square has. The teacher is
looking for the answer that squares have equal sized sides. If students have

a hard time seeing this or if they have answered this the teacher will
model/check this fact using popsicle sticks and measuring how long each
side is, showing theyre equal.
iv. Together as a class TTW write down information about what makes a
square on the What Makes a Square chart. TTW be able to create further
understanding by giving students a chance to repeat/hear this information
again aloud when raising hands to fill in our boxes. (What kinds of lines,
how many sides/vertices (corners), what the shape looks like).
(After this when students line up and have their lunch period, when students come
back from lunch they sit on the rug and discuss what will happen in centers for the
day)
i. After students complete their literacy discussion on the book of the
week/have a movement break (this is at about 12:30) TTW then ask
students to sit back down on the rug. TTW explain that today during
centers that TLW be completing rectangle/square activities. TTW model
each of these centers so students have an understanding of what will
happen at each group.
1. At our first math center TLW be constructing rectangles and
squares, using their newly acquired knowledge about what
elements make these shapes (equal sides for squares, basic four
sides for rectangles), out of pretzel sticks. TLW have a piece of
cardboard paper and glue to do this. TTW model this to students
showing how to take the sticks, placing glue on paper so they will
be stuck on the paper creating the sides of the shapes. To check for
understanding TTW ask students to raise their hands and share
with the class, in their own words, what they will be doing. TTW
clarify if something is unclear.
2. At the second math center TLW be using geo boards/rubber bands
to create squares/rectangles. TTW first explain that if students are
not using these tools safely that they will have to practice doing
this during their break and will not be allowed to complete the
activity during centers. TTW then model what will happen at this
center creating first a rectangle, then a square on the board. TTW
first show students one of these shapes and then enlarge the shape
(TTW do the same thing making the shape smaller) on the board.
TTW ask students if this is still the same shape (square/rectangle)
and what happened? The goal is for students to see, along with
knowing how to make the shape, that if they enlarge the
rectangle/square it still stays the same kind of shape if bigger or
smaller. TTW then explain to students then when they have
practiced making both shapes, making them bigger and smaller,
that they will explain (draw) on a piece of paper that they will be
given what they created, and what happened when they made the
shape bigger or smaller. TTW model the math writing on a piece of
paper showing what they did with their own shapes on the geo

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board. TTW then ask students to turn and talk and explain to a
friend what they will be doing in their own words.
3. TTW then ask students to give them five and begin explaining the
last math center. TTW show students pictures of large buildings
from around the world and ask students if they can see
squares/rectangles in the pictures. TTW explain that at this center
students will be using cut out squares/rectangles out of pre-cut
out/student cut out cardboard paper to create their own building.
TTW model where materials will be located at the center, how to
cut rectangles/squares out of the cardboard paper, glue the shapes
on paper, to create a tower, put windows on the building etc. TTW
encourage students to use their imaginations while building! TTW
then ask someone to raise their hand to explain what they will be
making on the paper, and what kinds of shapes theyll be cutting
out of the paper. (I want you to think through this onedouble
check with your CT that the activity is appropriate for your group
of kidsit seems like a lot of steps, but if there is teacher
direction, it could be very successful!)
ii. Accomodations
1. Students who need extra help will have Mrs. Merrill or myself
available for further explanation/clarification/help during centers
2. Students who have a hard time cutting will have pre-cut shapes
available to glue.
3. Students who have a hard time communicating verbally/writing
will be able to explain through pictures
4. Students who finish early at a center will have square/rectangle
coloring/tracing sheets available when theyre finished.
iii. Differentiated instruction strategies (I feel a little lost on this)
Students are broken up into their centers by level by goals they
need to work towards. Having smaller group numbers allows for
more one on one time during centers. Each center has a different
style of activity from hands on construction, writing, problem
solving to an artistic creation.
Modeling
a. TTW model rectangle and square elements on the board using magnetic popsicle
sticks.
i. TTW also model the unique difference between a square and a rectangle
using these popsicle sticks
ii. TTW model how to glue pretzels onto cardboard paper to create rectangles
and squares that have the right shape elements that we discussed in class.
iii. TTW model how to safely create rectangles and squares on the geoboards.
1. TTW model how to math write(draw) what happens when we
make our shapes bigger/smaller on the geo board.
2. TTW model how to create a skyscraper/tower/building by cutting
our rectangles/squares and gluing them on paper.
Check for Understanding

a. TTW ask students what they can share about circles after filling out the What
Makes a Circle chart the previous day.
b. TTW ask students what they notice about rectangles and squares, where they
have seen them before.
c. TTW ask students to explain to the class and/or a partner to explain directions in
each center (at separate times)/TLW be able to explain directions and
information through class discussion.
d. TLW create squares and circles from pretzels, on the geo boards, and by cutting
out shapes from cardboard paper showing their understanding of the elements of
the shapes talked about in class.
e. TLW show understanding through drawing how they made their shapes/how they
made their shapes bigger on the geoboard on paper.
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VIII.

Guided Practice
TLW share ideas aloud to the teacher on what they think makes a rectangle and
square, while the teacher is visually modeling the shapes, what are the differences,
what are rectangles/squares in everyday life while filling out the circle chart. TTW
use their answers to check for understanding and help guide information on
rectangles/squares and further develop and broaden their ideas on rectangles and
squares in real life. TLW use this information on rectangle/square creation and
elements to complete center activities. During centers TTW walk around and help
groups to further their understanding.
a. Closure
i. Closure will happen after our lesson in the morning as were heading out
to lunch. As an exit card to line up TTW ask students to give an example
of what is shaped like a square or rectangle in real life, and will explain
why they think that. (good!...glad you included this here)
b. Thinking Levels- Blooms Taxonomy
i. TLW recognize squares and rectangles in their own environments/the real
world.
ii. TLW demonstrate how to create rectangles and squares using rubber bands
on the geoboards.
iii. TLW construct squares and rectangles using pretzels and cardboard paper.
iv. TLW conclude that a square is a special kind of rectangle through
recognizing special square elements.
v. TLW design a skyscraper/tower/building with rectangles and squares they
have cut out of cardboard paper.
vi. TLW describe what elements make a rectangle and what makes a square.
c. Learning Extensions
i. During the next two weeks students will use the knowledge of what a
square and rectangle are, where we see them, and how to make these
shapes in other worksheets, activities, and a later classroom project.
d. Methods and Materials
i. Methods
1. Visual Aids
2. Modeling

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3. Listening
4. Hands-On
5. Discussion
ii. Materials
1. Space on the rug
2. Markers for marker board
3. Paper for math writing (geo boards)
4. Colored cardboard paper
5. Precut up squares and rectangles
6. One giant square, one giant rectangle
7. Enough pretzels for 26 students
8. 26 geo boards
9. Rubber bands
10. Students tool boxes (scissors, glue, pencils, crayons)
11. Shape chart
12. Popsicle sticks with magnets on the back
Assessment
a. Informal- TTW hear understanding through class responses and partner
responses during class discussion. TTW also see understanding through student
progress during centers.
b. Formal-TLW complete a math write explaining how they created squares and
rectangles on the geo boards/what the shapes looked like after making them
smaller. Bigger
c. Formal-TLW create rectangles and squares out of pretzel sticks showing shape
elements discussed in class.
Resources
http://www.kindergartenkindergarten.com/
http://illuminations.nctm.org/LessonDetail.aspx?id=L871