Lesson Design Template – Adapted from Madeline Hunter

Topic: 2D Shapes
Grade: FDK Subject: Mathematics Time: 35 minutes
Resilience Factors:
Caring Relationships, High Expectations, Opportunities for Meaningful Participation

Emotional Intelligence Skills:

Self-perception, Self-expression, Interpersonal, Decision-making, Stress-management

OBJECTIVES
<small>Curricular Expectations:
- 20.3 compose pictures, designs, shapes, and patterns, using two-dimensional shapes;
predict and explore reflective symmetry in two- dimensional shapes (e.g., visualize and
predict what will happen when a square, a circle, or a rectangle is folded in half); and
decompose two-dimensional shapes into smaller shapes and rearrange the pieces into other
shapes, using various tools and materials (e.g., stickers, geoboards, pattern blocks,
geometric puzzles, tangrams, a computer program)  Demonstrating Literacy and
Mathematics Behaviours and Problem Solving and Innovating
- 31.3 explore different elements of design (e.g., colour, line, shape, texture, form) in visual
arts  Belonging and Contributing

Lesson Goals: teach students about the ability to decompose and reconstruct shapes

Social Objectives: active listening, mutual respect, participation, sharing

MENTAL SET:<small>         Estimated time: 3 minutes

Show students cover of the book Perfect Square and ask, “what characteristics make this shape a
square?”. I would ask this before reading the book in order to introduce the square, and to make
sure students understand what characteristics a shape has to have to be considered a square. This
helps ensure that all students are in agreement about what a square is before the story begins.

Check for understanding (if needed): Show students a square and ask, “is this a square?”, and make
sure students respond “yes”.
STATED OBJECTIVES AND PURPOSE: <small>    Estimated time: 2 minutes
Today we are going to be reading a story called Perfect Square. After reading the book, we are
going to do a very fun art activity using ideas that we learned from the story. We are going to learn
how to take apart shapes and turn them into new shapes, or even pictures! Let us all remember to
listen carefully, respect each other, participate, and share during this lesson.
</small>
INPUT/ MODELLING/ DEMONSTRATION:    Estimated Time: 10 minutes
Start to read Perfect Square (or play a read aloud on YouTube)
 - After reading page 5 (“But on Monday, the square was cut into pieces and poked full of
holes. It wasn’t perfectly square anymore.”) ask, “do you think these pieces can be put back
together to make a square again? Why or why not?”. I would ask this at this point in the
story because the students have yet to have seen the square turned into new shapes and
objects. This would also allow me to have a better idea of the students’ understanding
about taking shapes apart and putting them back together.
- At the end of the story, ask, “what other things do you think you could make out of a
square?”. I would ask this question at the end of the story to assess their understanding of
the book and to introduce the follow-up activity.
Check for understanding:<small>

PRACTICE: Perfect Square Activity<small>    Estimated time</small>: 20 min Materials:

- Begin activity by giving each student a piece of paper with an outline - 2 pieces of paper
of a square. per student
- Have students colour in the square however they want, and then cut - Crayons
out the square along the outline. - Scissors
- Instruct students to cut up, tear apart, and do anything else to - Glue
deconstruct their perfect square.
- Give students a new piece of paper with empty space at the top, and
a line at the bottom that says, “I took a square and turned it into a x<small><small>Tac
____________.” tics:
- Instruct students to create a new picture of anything they want, Examples:
using only and all of the pieces of their square.
- Have students glue their creation onto the new piece of paper and fill Think, Pair, Share
in the line at the bottom to tell everyone what they made from their 4 Corners
square. Round Robin
3-Step Interview
Examples: Inside/Outside
Circles
Paraphrase Passport
Placemat
Other

Check for understanding: thumbs up/thumbs down

CHECKS FOR UNDERSTANDING (Throughout):
- Observing
- Thumbs up/thumbs down
- Listening to responses to questions asked throughout lesson
CLOSURE:
- Ask students if any of them want to show their picture to the class.
- Ask students if they want to share what they learned in today’s lesson.
    <small>
CONSIDERATIONS
<small><small>Multiple <small><small>Accommodatio Assessment:
Intelligences: ns: specific to students (e.g., - self-evaluation
verbal linguistic ELL) - group evaluation
logical/mathematical Who: - teacher evaluation
musical/rhythmic How - observation
bodily/kinesthetic - kind of assignment - anecdotal notes
visual/spatial - breadth - quiz/test
interpersonal - depth - checklist
intrapersonal - pace - rubric
naturalist - grouping - interview
existential </small></small> - time - discussion
- place - learning log/journal
- other </small></small>