GRADE/CLASS: 2nd

UNIT TOPIC: Geometry

SUBJECT AREA(S): Mathematics

DAY: n/a

Desired learning outcome(s):

To describe and analyze shapes by examining their sides and angles
To relate and compare geometric shapes to real-life objects
Essential question(s) from learning objective:
How can students describe and analyze shapes by examining their sides, angles and
vertices?
How can we relate and compare geometric shapes to real-life objects?
Standard(s):
2G.1 Recognize and draw shapes having specified attributes, such as a given
number of angles or a given number of equal faces. Identify triangles,
quadrilaterals, pentagons and hexagons.
Learner prior knowledge/ learner background experiences:
Represent and solve problems involving addition and subtraction
Add and subtract within 20
how to identify, name & describe Basic Shapes
Describe location of an object.
Compare and sort 2D and 3D figures according to geometric attributes
recognize shapes based on their properties
organize shapes based on their properties
Understanding of what a face is
Materials and resources needed:
Small whiteboards, chalkboards or pieces of paper to draw on (enough for pairs).
Dry erase markers, paper towels,
Pencil, paper, computer, ruler, scissors, Active Board

Teaching strategies:

 Introductory strategies (Engage)

Display a word problem to the students- There was a robbery and all the shapes are
missing from the Shape Bank. One of the bankers that were working gave a description
of the figure that had robbed the bank. The banker said he was green with four sides that
were not equal. He also has four angles and four vertices. Can you help the police find
this figure? Turn to your partner to the right and think-pair-share. Tell students we will
go on a hunt to look for the robber once we find out more information.
Main instructional strategies (Explore)
Read a book about shapes called A Circle Here A Square There by David Diehl

-Each picture in A Circle Here, A Square There, brings out the angles, curves, and
lines in objects both everyday and unexpected.
Discuss how shapes are all around us and why it is important that people are able to
determine the difference of shapes

Tell students that they are going to guess the shape you are drawing. They must raise their
hand when they think they know the shape. On a blank white board, start to draw
geometric figure that you have been learning about. Take your time and stop every so
often to call on a student. When a student guesses correctly, finish the shape and discuss
its characteristics as a class, reward students who guess the correct shape with a sticker.
(Explain)
-Jigsaw- Have students count off in groups of fours (five in a group). Then give each
group member a card with a new shape on it (triangles, s, pentagons and hexagons).
Divide the groups up based on their shape. Once in group have students study their shape
to figure out how many sides, angles, vertices, and how to draw the shape. Then have
students return to their number group and each member teach what they learned in their
shape group. Have each student draw each shape in their math journal.

Concluding strategies (Elaborate)

When students finish the exercise, pass a blank sheet of paper. Tell students that they will
get a chance to find the shapes they have been learning about in real life. Take students
out to the playground or let them walk around the classroom to find these geometric
figures. Give students a sticker or some other small reward if they find all of the shapes
and draw a picture of their favorite one they found on the back of the paper. Ask students
if they could find the Shape Robber around the room or outside.
Review shapes if necessary.

Use these sheets as assessment of students ability to identify geometric shapes and apply
their knowledge in a real world setting
Assessment
Write the number of sides and angles for each shape
(triangle, Quadrilateral, pentagon, hexagon, and cube.) Will use data to determine if some
students need higher materials for the next step in lesson
White Board Splash- Will call out number of angles or sides and have the students draw
the correct shape on board
(Evaluate)
Exit Ticket- Draw a (name different shapes) write how many sides and how many
corners
reflection: (completed after lesson is taught)
EC accommodations/modifications to strategies or
assessments:
(refer to IEPs or 504 plans)
Learning Contracts Including their daily schedule, expectations and rewards
Post daily schedule and discuss the lessons ahead of time to make sure they
understand the learning outcome.
Check with students afterwards to make sure lesson was clear and answer any
questions
AG- Higher Challenged worksheet for homework

Reflection:

Have students reflect in their journal about something new they learned today and
how it will help them in the future

Reference:
Department of Teacher Education and Graduate Studies. (2010). Instructional Design
Resource Guide for Teachers as Practitioners Project. Salem College.
Diehl, D. (2007) A Circle Here A Square There. New York, NY: Lark Books

Van De Walle, J. (2010). Elementary and middle school mathematics

(7th edition), Pearson Education,