Elementary Education Lesson Plan Template

Student Name: Taylor Zimmerman

Grade Level: 1st
School and Mentor Teacher Name: Broadus-Wood Elementary, Irene Krone
Date of Lesson Enactment: 3/4/16
Will your university supervisor observe this lesson? No
Topic: Plane geometric shapes

Grade level: 1st

Related state and/or national standards:

SOL Standard: 1.13: The student will construct, model, and describe objects in
the environment as geometric shapes (triangle, rectangle, square, and circle) and
explain the reasonableness of each choice.

Closest Common Core Standard:

CCSS.MATH.CONTENT.1.G.A.1: 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.

Enduring Understandings:
(What big idea(s) are students working to understand through this lesson?)

Shapes can be described by their physical attributes.

That familiarity with the figure, structure, and location of objects can help develop
spatial reasoning.

Essential Questions:
(What question(s) will students grapple with as they learn through this lesson?)

How are geometric shapes and objects classified?

 How do geometric models describe spatial relationships?

Knowledge Objectives:
(Facts and information: Students will know...)

The attributes of shapes (i.e. vertices, equal sides, and number of sides)
Geometric shapes can always be found in our environment
Square, rectangle, triangle, circle

Skill Objectives:
(Skills and behaviors: Students will be able to...)

Construct plane geometric figures

Identify representations of those geometric figures in the environment
Describe those representations of figures
Number of sides
If the sides are equal or not (for square and rectangle)
Number of vertices

Assessment

Assessment:
Describe your assessment:
How and when will students be assessed?
Students will be assessed during my review of geometric shapes prior to
the activity. I will draw the shapes on a whiteboard or chalkboard and ask
students what shapes these are, how we know (number of sides, equal
sides, and vertices) and then Ill ask the whole class if they have any
examples of seeing the shapes outside or in their homes. For my activity I
plan to have a worksheet they need to draw on and Ill be able to collect
those for further assessment.
What evidence will you collect to determine whether students have met
the lesson objectives?
During the whole group I can get a sense of how well they know the
material by seeing who is raising their hand first, explains how they know
a shape is a square (4 equal sides, 4 vertices), and can give examples from
the environment. From the activity and worksheet I can determine who
knows how to correctly draw plane geometric shapes, who identified
correct shapes in our classroom environment, and if they were able to
label the sides of each shape.
Will the assessment(s) be a pre-assessment (diagnostic), formative
(ongoing feedback) or summative?)
 One will be formative during my review with the whole group. I will be
checking to make sure they understand and are able to move on with the
activity. It will also allow me to clarify to students who arent raising their
hands to give answers or are unsure of how to classify shapes.

Provide documentation of the assessment. This may include:

Specific questions you will ask
Questions:
o What shapes are these (*point to each one individually*)
o How do we know?
o What can I do to check that Im right?
o If two shapes have the same number of sides how do we know
which one it is?
o Is this rectangle or this square bigger?
o Where else can we see these shapes?
o Now that youre thinking about it, can you tell me somewhere
youve seen these shapes before? Maybe at your house or
somewhere else youve been?

Written instructions you will provide to students

I will provide at worksheet with a table like this. In each box it will say
Square, Circle, Rectangle, and Triangle. The whiteboard will still have the
shapes and names that I drew during review on it so they can look back
at that. They will have to write their name at the top but all other
instructions will be given verbally due to age. They will each have a
worksheet and go around the room to find an object that represents a
shape and draw it in the boxes. They will need to put numbers around
the sides so I can see their thought process and I would like them to write
which shape has 4 equal sides next to the object they choose to draw for
square. Those that finish quickly can go back and find another object to
draw.
Materials you will use as part of your assessment
There will most likely be a number of objects that represent geometric
figures already in the room but if there are not I would make sure to
bring a few objects that students could draw. They need a pencil and the
worksheet and Ill be collecting them at the end so I can review them.
 The checklist, rubric, or other criteria for success you will use to assess
student responses
Checklist:
o Student was able to draw each shape correctly (4 shapes)
o Student made effort to draw the object (i.e. a desk, clock, book)
and not just the shape
o Student labeled the sides of the shape with numbers (4,3, or 0)
o Students were able to tell the difference between a square and
rectangle by the sides.

Instructional Plan

Materials and Resources:

(List here all materials that you will need in order to successfully teach this
lesson. Include technology and website links, texts, graphic organizers, student
handouts, physical manipulatives, assessment materials, etc.)

Whiteboard or chalkboard
Dry erase markers
My worksheets
Objects that represent shapes (I would need to see the space well be
doing the lesson in first, if there are not 4 shapes (circle, triangle, square,
rectangle) represented, I will make sure to bring items.
Pencils for my students

Key Vocabulary and Definitions:

Vertices
Equal sides
Environment

Lesson Procedures
Dont forget to write your procedures in a step-by-step format so that another teacher could
pick up this lesson plan and teach the lesson.

To help with your pacing, you should note the expected time for each stage. Plan on teaching
for 15-20 minutes.

Introduction and Goal Orientation: (Orient students toward an explicitly stated

learning goal that is connected to the development of knowledge, understandings, and
skills in the content area)
Today were going find objects in our classroom that represent the shapes weve been
learning about in class and draw them. Were going to count the number of sides and
vertices an object has, as well as look at whether or not it has equal shapes to decide if
it represents a circle, square, triangle, or rectangle.

Connecting to Prior Knowledge and Experiences: (Questions or activities that help

students make links)

Whiteboard review:
Step 1: Draw a square on the whiteboard
Step 2: Say raise your hand if you know what shape this is. *Give students time to
think. Call on a student.
Step 3: (student said square) Teacher: youre right this is square, how do we know
that? *Give students time to think, then call on one.
Step 4: Responses will vary. Questions can include: can you come count the sides and
point to the corners, does this square have different sides?
Step 5: Write the number next to each side and write the word square above the shape
*Repeat with circle, triangle, and rectangle, draw one at a time, youll end up with 4
shapes next to each other on the whiteboard.
Circle- no sides or vertices
Rectangle- make sure students note that a rectangle has unequal sides, 2 pairs of
matching sides.
Step 6: Now that all the shapes are drawn and weve reviewed how we know a shape is
a specific shape, ask students have you seen these shapes somewhere before, besides
math class? *Answers will vary- ask where, calling on multiple students
Step 7: Talk about how shapes can be found everywhere, at home, outside, and in
school. All places in our environment.
Step 8: Ask what shape the whiteboard is and how they know. Tell them that there are
many more shapes in the classroom that you would like them to find.
Transition

Tasks and Activities: (What challenging tasks and activities will students engage in as
they construct knowledge, learn new skills or behaviors and develop understandings?)

Activity:
Directions: Explain to students, Each of you will get a worksheet with 4 boxes for you
to draw a shape in. We just talked about how weve seen shapes at home and here at
school and how we know by counting the sides and corners, which shape it is. I want
each of you to find a circle, square, rectangle, and triangle in our classroom and draw a
picture of it in one of the spaces. *On your own sheet point to show that each shape
will be drawn in a separate box. Give a example, (i.e. lets say I wanted to draw this
smiley face sticker, I would draw my picture in this box, with the details, not just a
circle)
Explain: After you draw each picture you need to write which shape it is above your
picture. You can look at my drawings on the board to reference or to look how to spell
the name. I then want you to write the number of sides around each shape *model on
your paper. Explain: And next to your square I would like you to write equal, for the
equal sides it has.
Explain: You cannot follow a friend around and draw the same objects they are, and I
want you to work on this by yourself. If you need help or need to ask a question, you
can come to me, Ill be walking around the room to observe.
Explain: If you finish early, you can find another object to draw. When youre done and
youve drawn and labeled all 4 shapes, please turn your papers in on my desk.

Closure: How will you wrap up the lesson, connect to the purpose of your lesson and
enduring understandings of your lesson, and reinforce key ideas? This may include
some form of assessment (e.g., exit slip, discussion with rubric/checklist, task or
problem to solve), but assessment should not be the only element of this section.

I will look at the worksheets later to see which students need more help and to decide
if Im ready to move on or incorporate more shapes.
When they finish, I plan to walk around the classroom and point out some examples
and explain them. When you guys were working I saw this book that represents a
rectangle
We can have a whole class quick discussion of if they agree and why and students can
say a few of the objects they choose to draw and why.