Grade 1 Math: 2D Shapes

Lesson 2D Shapes Grade Level 1

Subject Math Time Frame 1 lesson – approx. 30 minutes

Developed By Danielle Mohler-Penna

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s)

GLOs:
Describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.

SLOs:

1. Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule.
3. Compare 2-D shapes to parts of 3-D objects in the environment.

Essential Questions
What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and
inquiry linked to the content of the enduring understanding)

1. What is a 2D shape?
2. How can we identify 2D shapes in the world around us?
3. What everyday objects can we identify as 2D shapes?

Knowledge:
What knowledge will student acquire as a result of this
unit? This content knowledge may come from the
indicators, or might also address pre-requisite knowledge
that students will need for this unit.
Skills
What skills will students acquire as a result of this
unit? List the skills and/or behaviours that students
will be able to exhibit as a result of their work in this
unit. These will come from the indicators.

Students will know... Students will be able to…

• What a 2D shape is • Identify 2D shapes in the world around them
• The names of basic 2D shapes • Name 2D shapes
LESSON ONE
Stage 1: Desired Results
Students will:
Learning 1. Identify 2D shapes by amount of edges, corners and line types
Objective(s) 2. Identify real-life examples of 2D shapes from 3D objects around the classroom and
name shapes on their own

Stage 2: Assessment Evidence

Summative Formative • Discussion in class
•
Assessment Assessment • Math centers

Stage 3: Learning Experience

Tech • Set-up Smartboard Resources • Poster paper
to Do & video to Bring • Markers
Time Content/Description Notes
Describe 2D shapes to students: ** Explain what a
side and a corner
• Any shape that can be laid flat on a piece of paper is a 2D shape.
are. A side is the
• It is an object that only has 2 dimensions! These shapes have a line that makes the
height and width, but no thickness. This is why these shapes can shape. A corner is
lay flat on a surface. where 2 sides meet.
Create a shape anchor chart 1st column: raw the
shape and give its
• Circle (curvy lines, 1 side, 0 corners – clock, CD, sun) name
• Square (straight lines, 4 sides, 4 corners – computer) 2nd column: draw the
• Triangle (straight lines, 3 sides, 3 corners – pizza, ice cream kind of lines used
cone) (curvy or straight).
20 minutes • Rectangle (straight lines, 4 sides, 4 corners – door, flag, table) 3rd column: list the
number of sides in the
• Hexagon (straight lines, 6 sides, 6 corners – beehive)
shape
• Rhombus (DIAMOND – straight lines, 4 sides, 4 corners – kite) 4th column: list how
• Oval (curvy lines, 1 side, 0 corners – egg, bar of soap, avocado, many corners there
football) are in the shape
5th column: what it
• Trapezoid (straight lines, 4 sides, 4 corners – table, bridge) looks like
Shape titles & appropriate objects
• Circle: wheel, CD, pizza, cookies, basketball, eyes, peach,
orange, baseball, dinner plate, the letter ‘O’, clock
Just additional
• Square: box, rug, TV, computer screen, sandwich, table
shapes for the
shape-mat • Triangle: pyramid, ice cream cone, roof on a house, slice of
pizza, a flag, a wedge of cheese, window
• Rectangle: iPad, cellphone, white board, smart board, books,
drawers, tables, folders, a door, money, chocolate bars, paper
This doesn’t have to
Shapes Eye Spy Game
be completed – just
• Look around the room and find objects in the classroom of
Spare time here in case we
the shapes just learned – take 3-4 student guesses on each
have extra time
shape and then tell them what it is.
before the video.
Video to End the lesson
5 minutes
https://www.youtube.com/watch?v=svrkthG2950 TO FINISH
Shape Anchor Chart:
Name Lines Sides Corners Examples
Wheel, CD, pizza, cookie,
Circle Curvy 1 0 eyes, fruits, dinner plate,
clock, the letter “O”
Square Straight 4 4 Box, rug, sandwich, table,
crackers, window
Triangle Straight 3 3 Pyramid, ice cream cone,
roof on a house, slice of
pizza, wedge of cheese
iPad, cellphone, white
4 4 board, smart board, books,
Rectangle Straight drawers, tables, folders,
doors, money, chocolate
bars, paper
Hexagon Straight 6 6 Beehive

Rhombus/ Straight 4 4 Kite

Diamond
Oval Curvy 1 0 Egg, bar of soap, avocado,
football
Trapezoid Straight 4 0 Table, bridge

Future ideas: I could have the kids count corners & sides on real objects à have them walk
around the room to find real-life examples of the shapes. I definitely would have
incorporated more movement if I had more time. My original lesson plan was designed for a
1-hour lesson but changed to a 20-30 minute lesson with short notice. I was absolutely
alright with this, but I should have changed my lesson more than I did.

Perhaps with the change in anticipated time, I should have introduced the shapes briefly and
then let the students find real-life examples of the shapes around the room. This could have
been the entire lesson. Then, as a continuation of this lesson, in the next full lesson that I
was able to complete, I could have read a picture book about shapes to hook the students and
follow it up with the creation of the anchor chart. A movement break would also be needed
Reflections and in a lesson like this.
Follow Up
I wasn’t sure if I should really define what 2-dimensional means and how we know what is a
2D shape (because it is lacking 1 dimension), but I received positive feedback for doing so
and for defining it the way that I did.

I felt that because my lesson was originally planned to be completed on one day, that I still
had to fit all of the information into 1 day, but looking back, I would implement all of these
changes, and take another day to teach the lesson. This way I would be able to give my
students the time to experiment with the shapes themselves, and learn in a more hands-on
way like I had originally hoped. Flexibility is good, but I have to be aware of how time
constraints impact lessons and their quality, and this is something that I will be mindful of,
moving forward.