This lesson introduces students to the trapezoid shape using pattern blocks. The teacher will lead the class in a shape song to review common shapes like rectangles, rhombi, trapezoids and triangles. Students will then play matching games with pattern blocks, identifying shapes and exploring how different blocks can be combined or traded to form other shapes. For example, three triangles can form a trapezoid. The lesson aims to help students understand the attributes of green, blue and red pattern blocks. Assessment will include observing students during activities and games, as well as formally evaluating their work in pairs.

1. Jamie Snider
11/5/2009
Subject Area: Math
Group size: whole class
Setting of Lesson: seated at desks
Time of Lesson: 1:15-1:50
I. Rationale:
This lesson is designed to introduce the concept of the red pattern block or trapezoid.
II. Instructional Objectives:
The children will be able to:
1. Correctly demonstrate using manipulative, trading shapes and 7 pattern problems with less than two
errors.
Standard 2.1: Numbers, Number Systems and Number Relationships
III. Materials:
• Text book
• CD Shape Song by Dr. Jean
• CD player
• Whiteboard
• Markers
• Worksheet for homework
• Pattern Block
• Dice
• Worksheet
IV. Instructional Procedures:

2. A. Anticipatory set: This section of the lesson should take ten minutes.
1. The teacher will review with the students the prior introduced shapes of rectangle, rhombus,
trapezoid and triangle through the shape song by Dr. Jean.
B. Procedure: This section of the lesson should take 15 minutes.
1. The teacher will have an open-ended problem written on the board. It is a called a headline
story. The flip chart will be displayed with pictures of pattern blocks on it. The students will be
encouraged to make up stories about the pictures. The possible responses could be: there are
six pattern blocks; I see a blue block and a green one. The students will be asked what shapes
we could trade for the shapes on the flip chart. The teacher will draw the shapes on the board
to help give a visual cue as well. The students will be asked to orally respond their answer. The
teacher will ask for a thumb up or down to agree and disagree.
2. The teacher will introduce the red pattern block. As the students are seated on the rug the
teacher will hold up the red pattern block to see and then will pass it around for the students to
touch the block. While it is being passed around the teacher will draw it on the whiteboard.
3. The teacher will ask the students what other shapes could be used to make this block. It is
expected the students will say 3 triangles or two triangles and a rhombus. The teacher will draw
a visual representation and show a visual representation with the actual blocks.
4. The teacher and students will talk together about what other previously learned shapes could
be used to exchange for the red pattern block.
5. The students will sit in a circle to play a game to compare the attributes of the green, blue
and red pattern blocks. The teacher will display the 3 pattern blocks: a green triangle, blue
rhombus and a red trapezoid. The teacher will provide a clue and ask the students to identify
which attribute block she is thinking of. For example: It is ½ of a blue block (a green triangle), 3
triangles can make it ( a red trapezoid) and so on.
6. If the game goes well and the students are comprehending the objective the teacher will
introduce the concept of two blocks at a time, such as : I am thinking of 2 blocks that are
different. I could put them together to make one red block ( a green triangle and blue rhombus).
7. As the game continues the students will be able to construct their own clues to give to the
class.
8. The game will be played until answers are exhausted or the students begin to show off task
behavior. The teacher will demonstrate the partner activity on the carpet before sending the
students back to their seats.
9. The students will return to their desks to prepare for math centers.
C. Lesson Extension:

3. 1. The students play in groups to trade in pattern blocks to correspond with the roll of a die .
D. Closure: This section of the lesson should take 10 minutes.
1. The teacher will give a brief review of the concepts taught during class. Any remediation will
take place during this time.
2. The students will receive their pattern blocks and work in pairs to trade blocks in that
correspond with the roll of a die.
E. Adaptations:
1. If the pair requires a greater challenge two die will be rolled.
2. One on one instruction will occur during independent practice as needed.
V. Assessment:
1. The teacher will assess the student’s oral responses during anticipatory set.
2. The teacher will formally assess the students on pair play. The teacher will observe the
students as they play with their parteners.
V.I. Evaluation and Reflection:
1. The teacher will observe the children while they display their response thumbs.
2. The teacher will assess the student’s knowledge of the concepts by the class work
assignment.