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# Math Lesson Plan

Name: Laura Hageman Lesson Focus: Describing, comparing, and naming 2-D shapes. Subject: Math Grade Students !n"o#"ed: \$st grade Date %ritten: & '( \$' Date )aught: \$( 2 \$' )ime Needed *or Lesson: \$ hour Academic Standards: \$.'.\$.\$ - Describe characteristics o* t+o- and three-dimensiona# objects, such as triang#es, s,uares, rectang#es, circ#es, rectangu#ar prisms, c-#inders, cones and spheres. Learning Objectives: .. /ontent: Students +i## be ab#e to describe, compare, and name 2-D shapes. 0. .cademic Language Needs: Students +i## be ab#e to use mathematica# "ocabu#ar- such as triang#e, rectang#e, s,uare, and circ#e, +hen describing di**erent 2-D shapes. Previous Learning :1 2rior 3no+#edge, 3e- s3i##s, academic #anguage, etc.4: 2rior to this #esson students ha"e +or3ed +ith pattern b#oc3s, there*ore this #esson +i## e5pand the students6 3no+#edge o* di**erent shapes, b- naming and describing di**erent shapes. Assessment Tools to monitor student #earning 1t-pe o* assessment and +hat is assessed4: .. Forma# 7 Students +i## comp#ete Student .cti"it- 0oo3 p.\$, +or3sheet +i## be co##ected and assessed. 0. !n*orma# 7 Students +i## be assessed on ho+ much the- 3no+ about shapes, during our group discussion about describing di**erent 2-D shapes. Provisions for Individual Differences: Students +i## be pro"ided both +ith '-D pattern b#oc3s to use to *i## in their shape and then trace the shapes, or students can use paper pattern b#oc3s to g#ue do+n instead o* tracing the pattern b#oc3s. Students +i## a#so be ab#e to +or3 on the acti"itindi"idua##- or +ith a partner. Resources and Materials eeded: %hat materia#s +i## -ou need to teach the #esson8 %hat materia#s +i## the students need8 Shapes 2osters: s,uare, circ#e, triang#e, and rectang#e. '( copies o* Student acti"it- boo3 p. \$ 2attern b#oc3s 1'-D and paper4 Instructional Strategies and Learning Tas!s 1%hat -ou and the students +i## be doing: introduction, bod- o* #esson, c#osure4: Introduction: - Disp#a- math menu on the 2romethean 0oard. - 2u## name stic3s *or students to comp#ete the da-6s +eather and da-s in schoo#.

2u## name stic3s to se#ect students to choose start +ith get to numbers. 95p#ain to students that toda- +e are starting a ne+ unit in math ca##ed :geometr-;, in +hich +e +i## #earn about shapes. "od# of Lesson: - Sho+ students the triang#e poster. - .s3 students ho+ the- +ou#d describe this shape. o %rite students responses on the shape poster. - /ontinue this +ith rectang#e, s,uare, and circ#e posters. - .*ter a## o* the shape posters ha"e been described, as3 students to #oo3 around the room, do the- see and o* these shapes in the room. - !ntroduce Student .cti"it- 0oo3 p.\$ - 95p#ain to students the- +i## use the pattern b#oc3s to *i## in this shape. <nce the- ha"e *i##ed in the shape, the- +i## record the di**erent shapes the- used on the bottom o* their +or3sheet. .*ter the- ha"e recorded the shapes the- used, the- +i## trace around each o* the shapes +ith their penci#. - 2ass out papers and ha"e students begin +or3ing. - %hi#e students are +or3ing, circu#ate the room and remind students to record the shapes the- use, and then trace the shapes. o 9ncourage students to *ind a di**erent +a- to *i## in the shape. \$losure: - Ha"e students gather on the carpet and share some o* the +a-s the- *i##ed in the shape. - .s3 i* an-one +ants to add an-thing e#se to our shape posters no+ that theha"e had a chance to e5p#ore these di**erent shapes.