And What Is This Shape Called?

By: Lauren Holschbach

Kindergarten/Mathematics

Common Core Standards:

Identify and describe shapes.

2. Correctly name shapes regardless of their orientation and overall size.

Analyze, compare, create, and compose shapes.

Lesson Summary:

This lesson plan is designed so students will be able to identify a variety of shapes including triangles,
rectangles, circles, and squares. It will also incorporate colors and matching while playing a fun game of bingo.
Students will get a handout after reviewing in circle time as an introduction and will color in and cut out their
shapes and then we will be playing bingo with these new shapes. Students will have a chance to win a small
prize such as a sticker.

Estimated Duration:

This lesson will take approximately 100 minutes. I plan on doing the lesson in two days to split the time for the
younger students.

Commentary:

To begin the lesson, we will start with circle time and showing the shapes on a smart board with their
respective colors. The teacher will then prompt the students asking if they recognize any of the shapes and to
raise their hand if they did. The class will continue this way until we have named each shape and named each
color of the shape. To hook the students, I will then tell them to name objects that they see in everyday life that
have these shapes on them or have seen them somewhere. As a class we will then transition into going to our
own tables after the discussion and starting the coloring and cutting. The next day will be when we will
actually play the game.

Instructional Procedures:
Day 1:
First 15 minutes: Introductory activity- Students will meet together in circle time with the teacher. The teacher
will then prompt the students if they recognize any of the colors on the shapes pictured on the board. Teacher
will then ask the students the same thing but if they recognize any of the shapes. Students will raise their hand
and answer these prompted questions.
Next 10 minutes: Teacher will hook students by then asking them if they know of any objects that might have
these shapes on them or made in a similar shape (obviously we are not working with 3d objects yet so
discussing more of one side of an object rather than the entire thing and so on). Teacher will then ask the
students to get up and look around the classroom and see if each one of them can find an object that has one of
the shapes.
Next 10 minutes: Teacher will then discuss with the class and do a small “show and tell” of their objects that
they found and then will explain the next step which is to go back to their desks and receive a worksheet that
has multiple of the shapes.
Last 25 minutes: Students will go back to their desks and color and cut out all of their shapes. Students will
then put all of their materials in their school stuff and have ready for the game for the following day.

Day 2:
First 10 minutes: get all the shapes out and go over them once more as a refresher. Teacher will then explain
the rules to playing Bingo.
Last 30 minutes: play bingo and have fun while learning!

Pre-Assessment:

For the pre-assessment portion, I would have the students play with attribute blocks in various shapes and
colors and observe the students with a checklist asking students to identify each shape.

Scoring Guidelines:

The scoring guideline would be the checklist the teacher carries for each student.

Post-Assessment:

For the post-assessment teacher will show a picture of each shape on the smart board that we had been working
on the last two days and students will verbally identify each shape.

Scoring Guidelines:

Again, observation and anecdotal notes for each student as they draw and verbally tell the shapes. This
 way the teacher could say yes they got the answer correct or could say that they still recognize a square
as a circle and so on.

Differentiated Instructional Support

For gifted students: To make this assignment more difficult for gifted students I would let them participate the
same in class and let them play the bingo but give them a different post assessment and make them draw and
verbally identify each shape and not just verbally identify.
For students who are struggling: Instead of making them verbally identify the shape I would have them match
the shape behind the teacher on the board with one of their attribute blocks so at least they are matching even if
they cannot remember the name and continue to work with them on it until they can remember the name of
each shape as well.

Extension

https://www.abcya.com/games/shape_match
This website offers a game you can play that gives you many options to be able to match the shapes and get
extra practice. Also adds an extra challenge when it gives a student with new shapes to learn!

Homework Options and Home Connections

While teaching in the classroom is very important parent involvement for students at such a young age is very
helpful. At home I would encourage the students to work with their parents on using the shapes they cut out for
bingo and verbally telling their parents what each shape is or having the parent ask what each shape is and if
they can find those shapes around their house as well. This can continue to give the students extra practice at
home as well.

Interdisciplinary Connections

This could be integrated into two other content areas because it also reiterates colors and matching colors
which by the time the students start working on shapes it would be a refresher to strengthen student learning.
(more math) This assignment could also tie into compare and contrast of shapes and start working on
similarities and differences for the students as well. (language and reading)
Materials and Resources:

For teachers Teachers will use smartboard throughout the entire project.

For students Students will use paper, scissors, crayons, smart board and attribute blocks.

Key Vocabulary

Square- shape with four sides that are all the same
Triangle- a shape with three sides
Rectangle- shape with four sides where two are the same and the other two are also the same
Circle- shape made up of continuous curved line