Mathematics Lesson Plan for Kindergarten

Geometry lesson At Stockton Elementary School, Ms. Cullens class Lesson plan developed by: Magdalena Gorska 1. 2. Title of the Lesson: Geometry- Shapes Brief description of the lesson The activities included in this lesson focuses on identifying, comparing, and recreating shapes. Goals of the Lesson: a. For students to become familiar with the different shapes. b. To help students understand what makes shapes are different and what makes them the same.

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4. Relationship of the Lesson to the Standards K.G.1 Correctly name shapes regardless of their orientations or overall size. K.G 5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G 6. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

5. Unit Plan Lesson # of days 1 1 2 1 3 4 1 1

Description The Greedy Triangle- Reading and Making Shapes What shape am I? Picking a card from a deck of cards representing an everyday object and use reasoning to tell what shape it represents. How are we alike? How are we different? Knowing what similar and different features the different shapes can have. Pattern Block Fun- Students use pattern blocks to create shapes and will figure out how many different pattern blocks it takes to fill in larger shapes.

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Instruction of the Lesson a. Students need to be able to identify, describe, and recreate shapes and their features and compare them to other shapes they are presented with b. The major focus of this lesson is for students to distinguish shapes in everyday objects and be able to tell the difference between one shape and another. c. The activities included in this lesson will accomplish the above objectives by providing students with different activities that will help them distinguish and compare shape and use their reasoning to meet the objectives. Lesson Plan
Teachers Support Points of Evaluation

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Steps, Learning Activities Teachers Questions and Expected Student Reactions 1. Introduction

- Review with the students the different shapes that they already know. Ask students to name different shapes and write the name on the board for everyone to see. Ask students to describe the shapes with information they already know.

- If students do not understand - Check if students can or cannot differentiate the name the basic shapes that are being named shapes. along wit the name, draw a - Check if students can picture representation. describe features of - Ask students what they the shapes that are already know about shapes being named. to help further their knowledge.

2. Posing the Problem

Center 1: The Greedy Triangle - The greedy triangle wanted one more side and one more angle, and it became a different shape. When reading have students create the shapes with the help of geo-boards. - Each time the triangle becomes a new shape, students should recreate the shape on their geo-board, and then draw it out on a piece of paper. Center 2: What Shape am I? - Set up the deck of cards. - Have students start picking a card and based on the picture deciding what type of shape it represents. - Have students reason their decision, and ask them why they think it represents that shape. - Try to get through as many cards as possible.

Center 1: - Demonstrate an example of the task for the students. - Students will work individually and will each have a geo-board. - Students are encouraged to help one another out. Center 2: - Have the students work together and each student take turns picking a card. - Depending on level of understanding, students can work in pairs. - Question students decision when they have decided on the shape.

Center 1: - Observe how students are recreating their shapes, address any issues that may arise. - Take a look at the geo-boards and created shapes to assess understanding. - Collect created shapes on the sheet of paper as a way to assess students. Center 2: - Observe if students are able to distinguish the shapes that each

Center 3: How are we alike? - Introduce the activity. - Two shapes can have similar features and different features. They can be the same and they can be different. - Each student will pick two shapes and compare them and state why are they the same and/or why are they different. Center 4: Pattern Block Fun - Students will work with pattern blocks, and using small pattern blocks they will create larger shapes. - Students will be provided with a sheet of paper with a drawn out shape. They will have to decide how many small blocks it will take to cover up the large shape. They cannot overlap, and no white space can be left.

Center 3: - Show the students an example, and demonstrate by comparing two shapes. - Have students work in pairs or as a group taking turns. Center 4:

- Show an example and fill in a shape with the pattern - Observe students blocks. reasoning for - Questions the students deciding whether choice when using different they shapes are the blocks to cover up the larger same or different. shapes. - Correct any - Have students work in misunderstandings partners, or on their own and clarify any depending on understanding confusion. level. Center 4:

picture represents. - See whether students understand why they chose that shape, and see if they can reason and describe the features that make that picture that shape. Center 3:

- Observe the students use of the pattern blocks when creating shapes. - Observe how students are using the pattern blocks to fill in the larger shapes. Help students who are struggling by questioning them and helping them think critically.
3. Anticipated Student Responses

Center 1: The Greedy Triangle

Center 1: Center 1: - R1Students are able to recreate the - Being prepared to have - Observe if students shapes on the geo-boards and draw extra pieces of paper if try to correct their them out on their paper. students make mistakes, and shapes, and try to - R2.Students are not able or are having erasers on the side. fix/redraw what was having difficulty recreating the Show those students who already made. shapes on the geo-boards and are are having trouble - Check if students can having difficulty drawing them out. recreating the shapes on recreate the shapes - R3Students are having trouble the geo-boards what to do correctly.2 recreating shapes on the geo-boards, by example.

but have no problem drawing the shapes out. Center 2: What Shape am I? - R1Students are able to decide what type of shape the object represents and use reasoning to explain why. - R2Students are not able to decide what type of shape the object represents. - R3Students take a guess and decide what type of shape the object represents. Students cannot explain why they chose that shape. Center 3: How are we alike? How are we different? - R1Students will be able to pick two shapes and be able to compare and contrast their features. - R2Students will have difficulty being able to compare and contrast the features of two shapes. Center 4: Pattern Block Fun

Encourage students to work together and successfully complete the activities. Center 2:

Center 2

- Observe if students can use their reasoning to correct their wrong answers. - Provide more difficult cards - Observe if students for those students who can reason through excel. their decision and - Have students work in pairs. use features of the If activity is too challenging shapes to help have students work one on support their one with the teacher. answers. - Encourage students to - Check if students can reason through their answers come up with correct and let you know what they answers. think. Center 3: Center 3 - Students will be asked to explain their reasoning and decision when comparing and contrasting shapes. - Students can work in pairs or as a whole group taking turns. - For those students who excel, provide them with more than two cards to compare and contrast. - Observe the reasoning that the students use when deciding how similar or how different the shapes are. - Check if students can conclude how similar or how different the shapes are correctly.

- R1Students are able to use pattern blocks to recreate different shapes. - R2Students are not able to use pattern blocks to recreate different shapes. - R3Students are able to use pattern Center 4: blocks to recreate the shapes but are - Provide more challenging having difficulty filling in the large shapes for students who shapes with different blocks. excel and ask them to - R4 Students are able to use pattern recreate them with the blocks to recreate the shapes and are pattern blocks. able to fill in larger shapes with - Help those students and different blocks. demonstrate by example how to fill in the larger shapes with the smaller blocks. 4. Comparing and Discussing

Center 4 - Observe how the students work and whether or not they are able to recreate the shapes. - Check if students can combine the blocks to fill in the larger shapes.

- Encourage students to work together and discuss their decisions and

- Acknowledge any different

- Be sure to listen to

reasoning out loud. - Encourage students to solve and help one another out if a problem arises. - Question students understanding and ask them to reflect on the activities.

approaches that the students took to solve the problems. Make sure to have the students share the different strategies they used and have them explain their understanding to solve. - The discussion should serve as a reflection for the activities and help clear up misunderstanding. - Answer any questions that the students might have to clear up misunderstandings.

the students. - Acknowledge success and compliment the students. - Encourage students to work together.

5. Summing up

- Review the concepts that were part of the activities. - Have students complete final assessment. 8.

Use the worksheets and discussion to see if students comprehend lesson.

Materials Center 1: The Greedy Triangle Book Geo-Board Paper and Pencil Center 2: What Shape am I? Cards Center 3: How are we alike? Cut out shapes or pattern blocks Center 4: Guided reading Pattern blocks Worksheets with large shapes Worksheet to tally number of shapes