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USF Elementary Education Lesson Plan Template (F 2015

)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
they’d never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCD’s of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors


MAFS.K.G.1.2 Correctly name shapes regardless of their orientation or overall size
MAF.K.G.1.3 Identify shapes as two-dimensional (laying in a plane, “flat”)

How are polygons different form non-polygons?

Student will be able to classify shapes by a selected attribute and be able to
describe attribute used
Student will be able to compare and contrast non-polygons and polygons
Student will be able to construct non-polygons and polygons using a variety of
tools.


USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
 Why are you teaching this
objective?
 Where does this lesson fit
within a larger plan?
 Why are you teaching it
this way?
 Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
 What formative evidence
will you use to document
student learning during
this lesson?
 What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

As children learn more bout two-dimensional shapes and their attributes, they are
building background for a later, more formal study of geometry. But work with shapes in
kindergarten is much more than this. Knowing the shapes lays a foundation for
understanding the world and describing both natural objects and those made by humans.
Working with shapes strengthens children’s spatial sense.
Teaching students to know the attributes of what constitutes as a polygon or non polygon
will helps students create a scheme for shapes and positions in geometry which is a
different aspect of mathematics than working with numbers.
It important for students to learning this concept so that they can work with a more study
of geometry as their progression of mathematics develops.

Formal Assessment:
1. Ask students: “What is a Polygon?” (Its okay if they don’t know the right answer its
just important to ask so they you can access their prior knowledge of shapes.)
Then give definition of a polygon “Polygons are 2-dimensional shapes. They are made of

straight lines, can have more than 3 sides and the shape is "closed"
2. Ask students if they are ready to Help “Poly Gon” and be great detectives? ( consist of

formative assessment because teacher will be observing each student as they pick their shapes
and go into each house.
 Have students stand up and explain to them that there are shapes all over the classroom.
 There will be 4 teams consisting of Blue team, Green team, orange team, and yellow
team. Teams are determining by their table group.

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K





Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

Each student will go and get one shape and go into the correct house “ Polygon” or
“Non-Polygon”
Give about 2-3 minutes for students to pick which house they think their shape goes
into.
(Side note: there are 8 in each house) so there should only be eight students in each
house.
“ House Discussion” Have students turn and talk with their house they choose “Tell
them to make sure everyone belongs” and “ remember to use I agree or I disagree”
Check to make sure everyone is in the right house; If student are still in the wrong house
after “house discussion” Ask student “ Why do you think that shapes goes into Polygon
or Non-polygon house?”
Ask; 1 student from each house to explain why all there shapes go into that house

Summative Assessment for lesson: Worksheet Name: Polygon or Non-Polygon: Explain to students
that they will now get to practice on their own sorting polygons and non-polygons. Students will color:
3. Color all a the polygons green
4. Color all the non-polygons blue
What Content Knowledge
is necessary for a teacher
to teach this material?

What is a polygon? A polygon is a closed figure, formed by segments, and its sides do not cross.
What is not a polygon?
The different types of polygons:

Number of sides
3
4
5
6

Name of polygon
Triangle
Quadrilateral
Pentagon
Hexagon

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K
7
8
9
10
12

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

Heptagon
Octagon
Nonagon
Decagon
Dodecagon

Should know the Van Hiele Level of Geometric thought. Level 0 thinking for most
Kindergartens and for enrichment know how to increase to Level 1 thinking.

What background
knowledge is necessary for
a student to successfully
meet these objectives?
 How will you ensure
students’ have this
previous knowledge?
 Who are your learners?
 What do you know about
them?
 What do you know about
their readiness for this



Student should know how to count to 10 to be able to count the number of closed
sides and number of vertices.
My learners are Kindergartens with level 0 thinking, Students In kindergarten are
level 0 thinkers can put shapes into categories by shape. I know my learners can
do this because they know how to sort big, medium and small.
I know that my students know how to count up to 100 and can sort shapes by size,
shape and texture.

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

content?
What misconceptions
might students have about
this content?


Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the

One of the most common misconceptions in geometry is the belief that orientation is tied to 
shape. A student may see the first of the figures below as a triangle, but claim to not know the 
name of the second. 
Another misconception is confusing the name of a two­dimensional shape with a related three­
dimensional shape or the shape of its face. For example, students might call a cube a square 
because the student sees the face of the cube.

Lesson Implementation
Guided Release.
 Engagement: Pose Essential question. What is a Polygon?
 Guided Group Work: Read Letter from Poly Gon and then have students find shapes
in classroom: Letter found in resources.
 Demonstration: Create Polygon Anchor Chart with students
 Technology Infused Group: Watch brainpop video on Polygons
https://www.brainpop.com/math/geometryandmeasurement/polygons/preview.we
ml
 Individual Work: Worksheet colors all the polygons. Sample worksheet in
Resources.

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use
whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K
lesson for you.)

10:40

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

Evaluation).
Teacher

Where applicable, be sure to
address the following:
 What Higher Order
Thinking (H.O.T.) questions
will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students
transition between
activities?
 What will you as the
teacher do?
 What will the students do?
 What student data will be
collected during each
phase?
 What are other adults in
the room doing? How are
they supporting students’
learning?
 What model of co-teaching
are you using?

Teacher/St
udents

Teacher

Bring the students to the carpet by table colors: Yellow, Green, Blue,
Orange
Ask students: “What is a Polygon?” (Its okay if they don’t know the
right answer its just important to ask so they you can access their
prior knowledge of shapes.) Then give definition of a polygon
“Polygons are 2-dimensional shapes. They are made of straight lines, can

have more than 3 sides and the shape is "closed" (all the lines connect up).”
1. Hook/Engagement: Introduction: Introduce. “ Poly Gon” to the class. (She
is a character made of all the shapes).
Read the letter she has written to the class asking for their help.

Teacher

Letter says’

Teacher

Dear Kindergarten,
Hi! My name is Poly Gon. I work at the Polygon Zoo. I heard you were very good at listening
and following directions, which means you will make great detectives!
Last night, I forgot to lock up the shape Houses at my Zoo. All of my polygons and nonpolygons have gotten out and are all mixed up. I think some of them are even hiding at your
desks. Will you please help me and bring them home? They need to be in their correct house
though. If they have all straight sides, are a closed shape, no curves and no intersecting lines
they go in the Polygon house, so I hope you can find them all! The last House is the House of
non-polygons! All the shapes in this house can have curves, have intersecting lines, and have
openings.
This is a hard task, but I know you will work together to help me. Now listen to your teacher
and she will show you some pictures of my missing polygons. Once you find one shape come
back to your carpet square and hold it so no one can see. Your teacher will show you where to
put them.
Thank you kindergarten detectives, I know you won’t let me down.
Your friend,
Poly Gon

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

/student

Student

Teacher

Teacher

Ask students if they are ready to Help “Poly Gon” and be great detectives?
 Have students stand up and explain to them that there are shapes all
over the classroom.
 There will be 4 teams consisting of Blue team, Green team, orange
team, and yellow team. Teams are determining by their table group.
 Each student will go and get one shape and go into the correct house “
Polygon” or “Non-Polygon”
 Give about 2-3 minutes for students to pick which house they think
their shape goes into.
 (Side note: there are 8 in each house) so there should only be eight
students in each house.
 “ House Discussion” Have students turn and talk with their house they
choose “Tell them to make sure everyone belongs” and “ remember to
use I agree or I disagree”
 Check to make sure everyone is in the right house; If student are still in
the wrong house after “house discussion” Ask student “ Why do you
think that shapes goes into Polygon or Non-polygon house?”
 Ask; 1 student from each house to explain why all there shapes go into
that house
Transition Students back to the Carpet:

Girls monster walk back to their carpet square
Boys monster walk back to their carpet square

2. Now create a class Polygon Anchor Chart: example is provide in
resources:
Explain to students we will be learning about all the shapes that are polygons
for the next two weeks.
Tell students we will watch a Polygon BrainPop Video. This video will review

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K

Teacher

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

what a polygon is and will go over different shapes that we will learn.
https://www.brainpop.com/math/geometryandmeasurement/polygons/preview.
weml
After Video you will then hand out Individual Polygon worksheets.
Go over directions before sending students back to their seats.
Explain tell students that they will now get to practice on their own sorting
polygons and non-polygons.

Student

Have students turn toward the board:
Go over “MAC”
M: Movement: Raise hand to go to the bathroom
A: Activity: Math
C: Conversation Level: 1 whisper voice
Hand papers to Paper pass: On the jobs chart:
(You can use any of the walk back to your seat movements listed on the board)
Boys: Egyptian walk back to their seats
Girls: Swim back to their seats.
Summative Assessment for lesson: Worksheet Name: Polygon or NonPolygon:
 Color all a the polygons green
 Color all the non-polygons blue
Turn into red bin when complete.

What will you do if…

…a student struggles with the content?

At-Risk Learners- Have students choose either a square or rectangle from a
bucket. Have them trace the shape. Have them free-hand draw it. Go on a

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

shape walk through a magazine, or your classroom. Have them identify objects
that match their shape.
What will you do if…

…a student masters the content quickly?

Gifted and Talented- Have children choose a shape and by drawing turn it into
something else. For example turn a square into a house, or birdcage.

Meeting your students’
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This helps students identify polygons in the environment. Student’s lives are filled objects
made of different shapes and sizes.
If applicable, how does this lesson connect to/reflect the local community?

Polygons are all around the community. Students will be able to recognize shapes of different signs,
stop lights, stop signs, they will even recognize that houses are made of many different shapes. Being
able to recognize a shape in the community will help students to understand the rules of the
community.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Gifted and Talented- Have children choose a shape and by drawing turn it into
something else. For example turn a square into a house, or birdcage.
Have student walk around your classroom. Look carefully. What shapes can you find? Record them in
their math notebooks. Square, rhombus, trapezoid, triangle, rectangle, hexagon.

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

Ex. I see a desk that is a Triangle.
How will you differentiate instruction for students who need additional
language support?

English Language Learner- Show hard and soft variations of shapes. Show a
square-say” This is a square. Where the sides meet is a corner. A square has four
sides and four corners”. Have the children repeat with you. Have four children
come up and make a square on the board and with their bodies. Have pictures
and Visuals for everything.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Learning Disability - Reading (Dyslexia) - They will be the reporter during this activity; they will be reporting what they have found
during the activity
Visual Impaired - Mild vision impairment - Make font larger on the Worksheet
 They can be the material manager for the project, being responsible for having the materials
Gifted and Talented- Have children choose a shape and by drawing turn it into
something else. For example turn a square into a house, or birdcage.
Have student walk around your classroom. Look carefully. What shapes can you find? Record them in
their math notebooks. Square, rhombus, trapezoid, triangle, rectangle, hexagon.
Ex. I see a desk that is a Triangle.
At-Risk Learners- Have students choose either a square or rectangle from a
bucket. Have them trace the shape. Have them free-hand draw it. Go on a
shape walk through a magazine, or your classroom. Have them identify objects
that match their shape.

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

Letter From Poly Gon and Poly Gon herself (you can find the letter in resources and
procedures) Manipulatives used are index cards and shape houses.
Index Cards with shapes (16 total) and chart paper for the two house (Just draw a 2 big
house on 2 pieces of chart paper one house will say Non-Polygon and other will say
Polygon)
Chart paper for Polygon Anchor Chart (references anchor chart below) Only start the top
half during this lesson. (will fill in the rest for the next two weeks)

Brainpop video: https://www.brainpop.com/math/geometryandmeasurement/polygons/preview.weml

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K
Letter from Poly Gon

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015

Dear Kindergarten,
Hi! My name is Poly Gon. I work at the Polygon Zoo. I heard you were very good at listening and following directions, which means
you will make great detectives!
Last night, I forgot to lock up the shape Houses at my Zoo. All of my polygons and non-polygons have gotten out and are all mixed up.
I think some of them are even hiding at your desks. Will you please help me and bring them home? They need to be in their correct
house though. If they have all straight sides, are a closed shape, no curves and no intersecting lines they go in the Polygon house, so I
hope you can find them all! The last House is the House of non-polygons! All the shapes in this house can have curves, have
intersecting lines, and have openings.
This is a hard task, but I know you will work together to help me. Now listen to your teacher and she will show you some pictures of
my missing polygons. Once you find one shape come back to your carpet square and hold it so no one can see. Your teacher will show
you where to put them.
Thank you kindergarten detectives, I know you won’t let me down.
Your friend,
Poly Gon

USF Elementary Education Lesson Plan Template (F 2015)
Allen______________________________
Grade Level Being Taught: Subject/Content: Math
K

Name: ______Christina
Group
Size: 16

Date of Lesson: Oct 28th
2015