Lesson Plan

1. Lesson overview or summary:

Playfully introduce students to various shapes and their attributes by making
them aware of the shapes that we use in our day-to-day lives. Students will be handed
tangible shapes to explore. Once they are familiar, students will work hands on.
2. Focus Question:
The big idea is for students to become professionals of shapes- this means that
students can identify and distinguish between different shapes and they can also draw
the shapes .
6. State Learning Standards:
CCSS.Math.Content.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given
number of angles or a given number of equal faces.1 Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.

7. LEARNING TARGETS:
Recognize (and identify them based on specified attributes)
Draw shapes
11.
Learning Targets
Recognize (and identify them
based on specified attributes)
:)

Assessment Strategies
Formative: Giving students tangible
shapes and have them identify them
Summative Assessment: I spywhoever finds the most shapes within
the classroom

Draw shapes

Formative: Have students copy

shapes from board
Summative Assessment: Ask
students to draw shape on wall.

13.

Learning Activities:
Scavenger Hunt: First, let all the other teachers in the school know that we
will be doing an educational scavenger hunt in order to better explain our

lesson. Create the supply list and distribute it to the students and faculty
(librarians, secretaries). We cannot be disruptive, so we cannot go to
other classes, only the library and office. Send the kids on a big, fun hunt!
Worksheet about shapes

Option 2 (for second class period) I-Spy (Lesson game): Another form of a fun,
in-class game that can be done in one classroom. Select a student to choose an object
and explain the object by saying, I spy with my little eye, something rectangular (this is
an example). The game will be complete once everyone has had a turn and has
successfully identified a shape.
I Do
I explain the instructions thoroughly by
using examples. I must set ground rules
so my students know how to behave in
the halls.
1. My students need to know to stick
together and to only go to the
library or office for the supplies.

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6.
7.

Prepare a worksheet for students.

Do one example together.
Offer guided assistance if
necessary.
Regroup the class when everyone
has completed the assignment.
Discuss their discoveries as a
class.
Ask: What was the most difficult
part?
Do you think some shapes are
easier to draw than others?

14.Teaching Strategies:
A.
Hands-on activities (!)
Projects

Students Do
The students follow my directions and
execute them by performing the tasks
given.
1. Student groups of about 5 will
receive one map and then go to
the locations inside the school
building.
They may start at the library and
then go to the office etc.
2. Once they have collected all items
they will return to the classroom
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6.

Students draw each of the shapes

they collected on the worksheet
Write down characteristics of
shape (i.e. sides, edges, faces)
Work together and compare with
their groups.
Students may ask teacher for
assistance.
Class regroups.
Class discusses their discoveries.

Discovery
Guided practice
Demonstration
Group work

B.
Bring tangible objects to class
Explain what each shape is
C.
Pass the tangible objects around and explain what makes them that
specific shape
Students find their own objects within the classroom (or elsewhere)
D.

Students show what they found (i.e. a rectangular lunch box, a ball
(sphere))
15. Closure:
Today we talked about different shapes and objects. I want all of you to tell me your
favorite shape, why it is your favorite and where you found it (Students most likely refer
to some of the characteristics when explaining why it is their favorite).

16.

Independent Practice: Have the students search their room for ten items. They
must list the items on paper and write what shape they are and how they qualify
as that shape.

20. Additional Requirements:

Acknowledgements: Instructional Plan adapted from the contents of the Common
Core State Standards and the creative work of Dato, Celina, Patrick, Victoria and Fitti.