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Title: Early Geometry

Created by: Lauren Forte

Subject: Mathematics
Learning Outcomes:
The learning outcome of this lesson should be that students are able to better understand and
create geometric shapes, and recognize what a pattern is.
Some of the common core standards for grade 1 that this lesson may help in meeting:
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of
objects with a written numeral.

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes
(e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal
faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g.,
having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not
belong to any of these subcategories.

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or
three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create
a composite shape, and compose new shapes from the composite shape.1
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths,
and quarters, and use the phrases half of, fourth of, andquarter of. Describe the whole as two of, or four of the
shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves,
thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal
shares of identical wholes need not have the same shape.

Number chart, paper, colored pencils, shapes for stencils.
3. Procedures
Gain Learners' Attention:
Explain that we are going to count together as a group. Ask students to count out loud to
50, and then count to 120 by tens as a group.
Explain to students that there are different kinds of shapes. Ask students to name off some
shapes that they know.
Explain to students that we are going to draw some different shapes, and we are going to
do each shape in a different color (all of the students squares will be red and triangles will
be blue).
Explain to students what each shape is, pass out the stencils and ask them to repeat the
name of the shape individually and then together as a group. Tell the group how many
sides each shape has if any.
Check to see if any students have forgotten what a shape is called by asking them
individually, help them and tell them the name of the shape if they have forgotten it or if
they gave an inaccurate answer.
Take your square and draw a line down the middle. Ask the students how many pieces are
there now in my square? Allow students to respond and then tell them you have two
halves to make up 1 whole square now. Allow students to quiz their partner and ask them

if they remember the names of the shapes. Allow students to discuss how many points
each shape has.
Differentiated Learning and Accommodations:
This lesson plan was developed to meet the needs of the students that are currently in my
mathematics group. The students are at variable levels, and this lesson incorporates all of
them by incorporating so many different pieces (shapes, discussion, counting, and

4. Evaluate: Observable and Measurable Assessment

The paper that student drew their shapes on is measurable, and will show that each student is
able to create geometric shapes. The observable data is important because the lesson requires
that each student participates and names the shapes that they are drawing, and ensures that
students are counting and aware of bisecting shapes to create fractions.
5. Meeting Teacher Standards:
This lesson plan meets many of the teacher common core standards because it directly
incorporates standard 1 in assessing individual and group performance to design and
modify instruction. The lesson also takes into account individual learners because the
lesson was specifically designed for my math group, which has a diverse group of
students at all different levels that can all benefit from the lesson. The lesson also clearly
meets standard two in taking into account learning differences in the creation of the
lesson plan as well as instruction that builds on learners prior knowledge. The lesson
develops experiences that engage learners in collaborative and self-directed learning
because it encourages students to quiz each other, to hold a discussion, and to answer
questions freely. Standard 3d also applies to this lesson plan in engaging learners to
participate in their learning experience by quizzing each other, chorally responding to
questions, and asking students to participate. Standard 4, content knowledge is also met
in this lesson plan by making the lesson accessible by using multiple representations and
explanations both visual and verbal as well ask asking students to engage, asking students
to use multiple methods of inquiry and building on accurate conceptual understanding or
correcting misunderstandings.