1.
An introduction to looking at
Shapes
Grade Level: Kindergarten *(can be
modified for K-6)*
Topic: Geometry
2.
Class Setting:
This will be a whole group lesson where the students will listen
to the teacher read a book aloud and then participate in a group
discussion on shapes. Students that have a tendency to “Tune
out,” or are distracted easily during whole-group settings, may
need their seats to be moved closer to the teacher.
3.
Concepts
In kindergarten, students are introduced to the different
geometric shapes: Rectangle, Square, Diamond (Rhombus),
Oval, Circle, and Triangle. Students need to be able to
recognize these different shapes by sight, as well as be able to
distinguish and describe the attributes or characteristics that
make each shape different from one another. A lesson such as
this one requires students to display their knowledge by
identifying shapes, by properly describing the attributes of each
shape that distinguishes it from other shapes, and then using
them to create a drawing that represents a real life situation.
4.
Background
Teacher Background
Ability to recognize and describe the following geometric
shapes: Rectangle, Square, Diamond (Rhombus), Oval, Circle,
and Triangle
Ability to make observations and communicate them effectively
Student Background
Ability to recognize and describe the following geometric
shapes: Rectangle, Square, Diamond (Rhombus), Oval, Circle,
and Triangle
Ability to make observations and communicate them effectively
Ability to use pencil, scissors, and glue stick
5.
Connection To Other Areas
The students will become familiar with different geometric
shapes by noticing that they occur in the natural world that
exists around them. This real world connection of observing
how shapes appear in everyday objects helps to give the
students the experience of seeing how the abstract concepts
and topics of mathematics have a consistent, logical and
coherent connection to the experiences that they know first-
hand, thus making their understanding of the concepts more
meaningful.
6.
Connection To Past And
Future Lessons
This lesson will introduce the students to the content of recognizing and
describing geometric shapes by using the correct mathematical terminology. In
past lessons, students may have been able to recognize and describe geometric
shapes, but did so without using the correct vocabulary, which means they did
not fully possess understanding of geometric shapes. In order to complete
future lessons in the correct manner, students must master this lesson’s
geometry content by becoming familiar with the different geometric shapes and
the correct terminology for describing them. By completing this lesson, the
student will be able to identify and describe a geometric shape in a context that
is familiar to them (drawing that they will make) which demonstrates their
understanding of the content of the lesson. Each subsequent and related lesson
will give the students more opportunities to test and utilize their understanding of
the lesson’s content in new and different ways.
7.
STANDARDS:
Pennsylvania Department of Education
Approaches to Learning
AL 3: Demonstrate Reasoning and Problem Solving
AL 3.8 Classify, compare and contrast objects, events and experiences
Mathematics
2.4 Mathematical Reasoning and Connections
A. Use math vocabulary comparison terms when making predictions
regarding the quantity, size, and shape of objects
2.9 Geometry
A. Identify common two and three-dimensional geometric shapes
D. Name and describe two-dimensional geometric shapes in real life
8.
Temple University
Performance Standards:
Understanding Content
Standard 6: The ability to teach
subject-matter content so that it is
understood
Real-World Connections
Standard 4: Teaching for all students
that enhances Real-World Connections
9.
OBJECTIVES/GOALS
Student will be able to:
Brainstorm the different shapes that they already know and can identify
Recognize and describe the following geometric shapes: Rectangle, Square, Diamond
(Rhombus), Oval, Circle, and Triangle
Look at these geometric shapes and discuss, identify, and describe them using the
proper mathematical vocabulary
Know the characteristics that make each shape unique and different from the other
shapes
Identify and describe the different types of 2-dimensional or 3-dimensional shapes and
configurations that they notice in real life
Demonstrate that they understand the content of the lesson by completing a picture
that is comprised of different geometric shapes
Recognize the logical and sequential connection to how a picture can be created by
using the different geometric shapes to represent various real world objects/people
Explain what shapes they used to make their picture
Explain what their picture is a representation of by writing a sentence describing it
10.
MATERIALS
Students:
Worksheet
Shapes cutouts (Rectangle, Square, Diamond
(Rhombus), Oval, Circle, and Triangle)
Sample writing of shape’s name
Pencil, scissors, colored pencils or crayons, glue stick
11.
MATERIALS
Teacher:
Book: Hoban, Tonya (1986). Shapes, Shapes, Shapes. New
York, NY: Greenwillow Books.
Picture of or plastic manipulative for each of the different
geometric shapes (Rectangle, Square, Diamond (Rhombus),
Oval, Circle, and Triangle)
Dry erase/chalk board or large pad of paper
Dry erase pen, chalk, or marker
Worksheet
Shapes cutouts (Rectangle, Square, Diamond (Rhombus),
Oval, Circle, and Triangle)
Sample writing of shape’s name
Pencil, scissors, colored pencils or crayons, glue stick
12.
CLASSROOM
CLIMATE/TRANSITIONS
Students will sit on rug in whole group for the
reading of the story and the discussion of what
“Shapes” they see
Students will then move to their seats for
creation of “Shapes picture”
Students will reconvene on rug as whole group
to present work if time permits
13.
PROCEDURE
Motivation Activity: Shapes Story/shapes discussion (10-15 minutes)
Before reading the story, the teacher will ask the students to name and identify
the different shapes that they already know. The students will have to describe
how they can identify which shape is which, by giving the characteristics that
qualify it as a particular shape. For example, a square is “Like a box” or a
triangle has “Three pointy parts.”
The teacher will make a list of these shapes/qualities on the
board/paper
The teacher will assess the list of shapes and verify that the shapes
that the lesson is focusing on have been listed (i.e.: Rectangle, Square,
Diamond (Rhombus), Oval, Circle, and Triangle)
The teacher will add any shape that was not included to the list
The teacher will tell the students that they will be reading a story about
shapes that exist in the real world
The teacher will read the story and ask the students to identify/describe
the different shapes that they see
14.
PROCEDURE
Activity 1: Shapes Picture (15-20 minutes)
After reading the book, the students will choose a shape cutout to use as the
basis for creating a picture.
The teacher will tell the students that they will be making a picture by
taking one of the shapes cutouts and then adding things to it
The teacher will explain that they will take one shape cutout and glue it
onto their worksheet after they cut it out
The teacher will explain that the students will then add other shapes or
more drawing onto the worksheet to create a picture of something of
their choice
The students will fill in the sentence that describes the picture that they
created
The students will fill in the sentence that identifies the different shapes
that they used to make their picture
15.
PROCEDURE
Closure Activity (5-10 Minutes)
The teacher will select a few pictures that show understanding of the
content and exemplary work. The students will reconvene on rug as a
whole group. Selected students will be given the opportunity to share or
present their shapes pictures to other members of the class. If the
student is too shy to present, the teacher will ask if they can present the
work for them. If time permits, the teacher will review with the students
the different geometric shapes and their attributes by verbally quizzing
them.
16.
Transitions
Students will need to move into a seat on the
rug where they are able to see/hear the
teacher as they read the book or lead the
discussions. After the story and discussion
are over, the students will return to their seats
to complete the picture that they will make on
their worksheet
20.
ASSESSMENT
Assessment during the discussion and reading of book will be done on
the spot by evaluating the responses that students give to the teacher’s
questions. The teacher will review the finished work and assess it
keeping the following criteria in mind:
Did the student label their picture with the name of the shape
cutout that they used?
Did the student describe in writing what they added to the
shape cutout to create their picture?
Did the student correctly use Upper case letters when writing?
Did the student correctly use Lower case letters when writing?
Can the student write words with correct spacing of letters?
Can the student correctly space their words when writing?
Student attempts “best try” writing?
Did the student exhibit purposeful work when completing the
task (good detail, lots of colors, careful writing)?
A student may need further support in the criteria areas that do not fall
under the “Yes” section of the rubric.
21.
Rubric
Objective Yes Somewhat No
1. Student labels picture with
name of shape cutout
2. Student describes what
they added to shape to
create the picture
3. Students correctly uses
Upper case letters when
writing
4. Student correctly uses
Lower case letters when
writing
5. Student correctly spaces
their words when writing
6. Student can write words
with correct spacing of
letters
7. Student attempts Òbest try
Ó
writing
8. Student exhibits
purposeful work (good
detail, lots of colors, careful
writing)
22.
Rubric (completed)
Objective Yes Somewhat No
1. Student labels picture with Clearly
name of shape cutout labeled.
2. Student describes what Used Òbest
they added to shape to tr y Ó writing
create the picture
3. Students correctly uses Some word
Upper case letters when
are all caps
writing
4. Student correctly uses Some words
Lower case letters when are all caps
writing
5. Student correctly spaces All w ords
their words when writing are
6. Student can write words All letters
with correct spacing of are
letters
7. Student attempts Òbest try
Ó All w ords
writing are
8. Student exhibits Lots of
purposeful work (good
detail
detail, lots of colors, careful
writing)
27.
RESOURCES
Hoban, Tonya (1986). Shapes, Shapes,
Shapes. New York, NY: Greenwillow Books.
Wittenberg, L., Economopoulos, K., Bastable,
V., Bloomfield, K., Cochran, K., Earnest, D.,
et al. Investigations in Number, Data and
Space Second. Glenview, Illinois: Pearson
Education, 2008. Session 1.1 pages 23-27.
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