Indiana Wesleyan University

Elementary Education Lesson Plan Template

Mathematics --2018
LESSON RATIONALE
At this stage of development, students are becoming very self-aware, they are learning about the world around them and figuring out
how lines can be warped and transform into so many different concrete ideas; letters, numbers, and shapes. This lesson will help give
students a way to think about how little pieces can all come together to create bigger shapes that they can recognize in their daily lives.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will be able to unify small geometric shapes and make a different, larger shape.
B. Objective: Students will provide a series of three different personal examples to show that they are able to take simple
geometric shapes and form larger shapes with them through picture mapping.
C. Standards: K.G.4: Compose simple geometric shapes to form larger shapes (e.g., create a rectangle composed of two
triangles). IAS
II. Management Plan
a. Materials:
Anticipatory Set Mini-Lesson Activity Closing
Large space to sit. Large shapes Pattern blocks Exit Slip
Slides about small objects and Large space for large shapes Shape picture mats
what they look like when big Four corners Markers
Pieces of paper iPad

b. Time:
Plan for Instruction Total time: 30 minutes
Anticipatory Set 5 minutes
Mini-lesson 10 minutes
Activity 10 minutes
Closing 5 minutes

c. Space: For the anticipatory set I will have the students standing on our carpet space. This space will give students
enough room to move around and feel comfortable during this activity. The mini-lesson will also take place on the
carpet so that students are near the calendar that they use every day. After this, the students will be moved to their
tables for the activity portion. After they have finished the activity, students will stay in their seats for the closing
assessment.
d. Behavior: Students will be expected to work well together, manage time and explore with the materials in a safe and
structured way. The class is managed by a hat clip chart. Each child has their name on a hat. There are 4 different
levels that the hats can be on. The first level that everyone begins on is “outstanding” the second is “good choices”
third is “think about it” and fourth is “Parent contact” if a student is unable to keep their bodies to themselves, or stay
on task, they will be asked to move their hat down.

III. Adaptation to Individual Differences and Diverse Learners—

Students who are completing the projects at a faster pace will have more challenging picture mats that they can complete. I will also
have an activity in which students who have finished all their work are able to try and create their own pictures using the shape blocks.

Sight Impaired: There is one student in the class who has a glass eye. It is sometimes hard for him to see the board or what he is
coloring. I am going to have him sit at the front of the carpet during the mini lesson so that he is able to see. I will also be giving him
papers with larger print so he is able to see better.

PLAN FOR INSTRUCTION

IV. Anticipatory Set
I will have all students come to the carpet and sit in front of the TV. “I want to play a little game. Today, I have some pictures up on
the screen. I want you to get into groups of five and sit together. While we go through each picture, I want you to talk to each other
and guess what the picture is showing you. I will give three options as to what the picture is, you all need to talk and figure out which
number you want to raise up. We will have five pictures so everyone will have the opportunity to raise up the page you choose.
Throughout this practice, students will see many different close ups of different objects and then see what the picture is what it is
when you zoom out of the photo.
V. Purpose: Today, we are going to learn about how to create big pictures from small shapes.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Mathematics --2018
VI. Lesson Presentation (Input/Output)
 “Before we get into the activity, I want us to go over some of our shapes. I have four big shapes posted around the room. In
corner one I have a shape, can you guys tell me what the shape is?” Wait for students to say a circle. “In the second corner
what do I have?” Wait for students to say a square. “In the third corner I have a shape that is called a…” wait for students to
say diamond. “and in the fourth corner I have what shape kindergarten?” Wait for students to say hexagon.
 “Awesome job kindergarten. Now, I am going to say special things about a specific shape and I want you guys to walk over
to the shape you think I am talking about. If you think I am talking about a circle I want you to walk over to the circle. If you
think I am talking about the square I want you to walk over to the square. Got it?” Wait for students to say they understand
the game.
 “Okay, the first shape I am thinking of has three sides” Walk to what shape you think has three sides.” Wait until students
are finished walking. “If you are standing in the triangle, why did you decide to go there? If you are standing in another area
why did you choose to go there?” Wait for students to answer. “if you are standing in the triangle corner, then you are
correct. My next shape has six sides, which shape am I thinking of?” Wait for students to walk over and ask the same
questions as were asked for the last question. When students get the right answer, I will ask a question that relates to squares
and a question that relates to diamonds.
 “You guys did such an amazing job! I am so proud of you all. And I loved getting to see how much you know about shapes.
Let’s start talking about how some of the smaller shapes we have can put them together to create bigger shapes.
 For example, lets look at some triangles. If I had a bunch of triangles and I decided to put them together, what do you think I
could make. Let’s think about what we think triangles look like, give me some examples of real-life items that look like
triangles. Wait for students to answer, hope they say pizza. “What about pizza? Let’s pretend that each of these triangles are
a piece of pizza. Can you guys put these triangles together like you would pieces of pizza and tell me what shape you made?
Pick six students to put the triangles together and then help nudge them into seeing that they created a hexagon out of 6
triangles. Allow students to continue and see that by adding another 8 triangles they create a circle.
 “You can make so many things out of combining different shapes. We are going to spend some time creating different
creatures out of different shapes. I want you all to get into groups of two and find a space where you can work by yourself.

VII. Check for understanding.

 Once students get into groups of two, I will pass out different shape picture mats and patter blocks. Each of you will work
together to create the picture using pattern blocks. I want you to find two ways to make up the same picture using different
blocks. One of you needs to get your iPad and take a picture of the different shapes you used to take the picture. I want you to
send that picture to my iPad so I can see your work. When you are all done with the first picture, I want you to come up to me
and take a second picture to complete. If you finish this. I want you to create your own picture and show me how you can
make the same picture with different shapes that you create yourself.

VIII. Review learning outcomes / Closure – “I have one more project for you for the day. I want you to take this exit card that
has a large square on it and draw different shapes inside of it that could make up the square. I want you to do this on your
own so I can see how you are progressing individually.”
PLAN FOR ASSESSMENT
Formative assessment:
 Four corners assessment: I will be able to see if students can identify the different shapes based on if they walked over to the
corner with the shape that I defined or not.
 Pictures of the group work
 Walking around and observing the students as they are working in groups
 Exit slip

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How could I be more prepared for the lesson?
8. What did I observe about how my students learn best?
9. What is special and unique about my own teaching?
Materials for math Lesson:
https://docs.google.com/presentation/d/1Q6k4hwt0WSOj7mCrkHIxqVu0sOMu0ZmOQOOwr2DlcRg/edit#slid
e=id.g6b1fa9b697_0_80
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Mathematics --2018

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content.
Template Student includes all of the information in the
template heading.
Audit Trail Student includes a list of dates and methods
for communicating with cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this lesson.

Goals The lesson plan contains objectives that

connect goals and standards with lesson
Objectives
activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

NCSS:

IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.

Plan For Instruction

Adaptation to Instructional opportunities are provided in

Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Mathematics --2018
Lesson Presentation The candidate’s lesson demonstrates an
understanding of developmentally
appropriate practice.

The candidate’s lesson includes both

modeling and guided practice.

The lesson presentation includes relevant

activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
[CFU] or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment [

Assessment mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

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