Chelsea Bashore

30, September 2012

Fourth Unit Lesson
Subject Area: Math
Grade Level: Kindergarten
I.
Standards
a. ELE. 8. Build visual thinking skills through explorations with shape and the
spaces in their classrooms and neighborhoods
b. K.G.5 Model shapes in the world by building shapes from components (e.g.,
sticks and clay balls) and drawing shapes
c. K.G.4 Analyze and compare two- and three dimensional shapes, in different sizes
and orientations, using informal language to describe their similarities,
differences, parts (e.g., number of sides and vertices/corners) and other
attributes (e.g., having sides of equal length).
d. K.G.2. Correctly name shapes regardless of their orientations or overall size.
II.
Objective
TLW construct hexagons out of paper puzzles
TLW and demonstrate shape knowledge while playing shape memory and shape
guess who?
TLW complete a hexagon mazeplay shape games using the information created from
class discussion and compiled from the What Makes a Hexagon chart.
III.
Anticipatory Set
i. TTW begin todays math lesson by telling students to stand up on the rug
and stretch their hands up HIGH in there air, and then to touch their toes.
TLW/TTW together sing the Triangles, Triangles song to review triangle
parts.
ii. After the class is done singing TTW tell students to think about what we
discovered yesterday about Triangles. TTW ask students to raise their
hand and share a discovery.
iii. After TT has taken a few answers, TTW take out a mystery bag and tell
students that there are special things in this bag that show about our shape
of the day, and why this shape is important.
1. TTW slowly pull out a piece of a bee/wasp hive (normally if we
would have an Elmo machine I would place this underneath to
show the tiny parts, I will have to see how this works on an
overhead projector). TTW point out how the shapes that make up
the honey comb hive are hexagons. TTW explain that the shapes so
tight together create a very strong home for the bees, as well as act
as places for the bees to store honey and raise baby bees.
2. TTW then pull out a stop sign, and ask students if they know why
this symbol is important/what they know about it. TTW take ideas
from students and explain that this too is a hexagon and that this
hexagon shaped sign helps keep us safe!
3. TTW ask students if they have noticed this shape anywhere else in
real life. If students have a hard time coming up with ideas TT can

show them the bottom of an unsharpened pencil and point out the
six sides.
IV.

Input
a. TLW discover what elements hexagons are made up and where they see them in
environments in everyday life. TLW understand these ideas through class
discussion and creation of the What Makes A Hexagon chart that records what
these shapes look like (straight lines, how many, number of vertices?), what
kinds of things look like Hexagons, and where we see them in real life.. From
here students will complete hexagon activities in their centers that further
enhance their understanding hexagon elements, and shape games reviewing all 2D shapes from the week.
b. Procedure
i. TTW place a hexagon cutout on the board and ask students to take a
second to think about what they see/what we talked about with our
surprise objects.
ii. Together as a class TTW direct students in filling out the What Makes a
Hexagon chart filling in the boxes, what do the lines look like? How many
vertices? Where do we see this shape/what does it look like?
(Our centers take place around 1:00 where students will complete assessments
containing new material learned in class)
TTW explain and model each center to students. After each explanation TTW ask
students to repeat directions and ask questions for clarification.
i. At our first station learners will be completing a hexagon maze.
Students have to color a trail of hexagons to take the hexagon back to
its home. TLW have to count the sides of each shape, making sure
there is are six sides, in order to have the right path. On the back of the
worksheet, if they finish, there will be a hexagon tracing/making
opportunity as well as word lines to practice writing the word,
hexagon.
a. At our second station students will be given envelopes (puzzles)
with different sized hexagons cut up into pieces. Students will
work on putting these back together to create hexagons. If they
finish the will be given pattern blocks and a worksheet titled
What Shapes Make Hexagons with hexagon pattern block sized
shapes. Students will take the pattern blocks and seeo how many
shapes can fit/make up a hexagon. (ex. Six triangles can make up a
hexagon). TLW color in these shapes on the print out to show their
work.
b. At our third station TLW be playing two games that will help
review shapes with students with a teacher. Each student will need
a marker board/dry erase marker to play. The first game is called
Guess Who? The teacher will read out loud a clue For example, I
am thinking of a shape that has no corners and no sides. TLW then
draw what they think the shape is (a circle) and show the teacher.

TTW go over what the correct answer, and clarify what shapes
look like. The second game students will play, if time allows, is
shape memory. This game is exactly like normal memory, which
students in the class have played before, (where you look for
matchers while flipping two cards at a time and taking turns doing
so, when a student finds a match they get to go again) except this
game has the shapes that weve been learning as pictures. The
pictures have different sizes of the shapes to begin recognizing
different orientations.
iii. Accomodations
1. Students will have materials adjusted depending on their needs (for
example students who understand the material quicker will have
more options to give them a challenge, where students who might
have trouble with concepts will have additional help i.e tracing
options, one on one work)
2. Students who have a hard time with fine motor can verbally
describe their answers during the Guess Who game.
iv. Differentiation
v. MISSING THINKING LEVELS and MULTIPLE INTELLIGENCES
V.

VI.

VII.

( I will be filling this in as soon as I understand it better)

Modeling
a. TTW model real world examples of where we see hexagons in day to daydayto-day life.
b. TTW model how to complete each center.
i. TTW model how to complete the hexagon puzzles
ii. TTW model how to play hexagon games/make sure the directions are clear
to students.
iii. TTW model how to create the hexagon path to complete the maze
worksheet.
Check for Understanding
a. TTW see if students understand shape elements through shape game completion.
b. TTW know if students clearly understand that hexagons have six sides through
the completion of the hexagon maze.
Closure

(this will occur after our lesson before students leave to lunch)
a. TTW play the Hexagon song from YouTube over the television screen and will
instruct students to dance around and - do what the song says. ( making small
and big hexagons with hand movements)
b. Thinking Levels- Blooms Taxonomy
i. Analyze: TLW identify 2-d shapes.
ii. Analyze: TLW illustrate correct elements of 2-d shapes
c. Learning Extensions
i. During the next two weeks students will use the knowledge of what a

VIII.

IX.

hexagon is, where we see this shape, and how to make these shapes in
other worksheets, activities, and a later classroom project.
d. Methods and Materials
i. Methods
1. Visual Aids
2. Modeling
3. Listening
4. Hands-On
5. Discussion
ii. Materials
1. Room on Rug to dance to song
2. Six mini marker boards/markers
3. Tv /computer for youtube
4. Envelopes w/cut up hexagons
5. Matching game pieces
6. Maze worksheet
7. Hexagon Tracing worksheet
8. Bee Honey Comb (from home)
9. Stop Sign example
10. Cut out Cardboard (paper) Hexagon
11. Students tool boxes (pencils, crayons etc.)
Assessment
a. Informal- Informal- TTW hear understanding through class during class
discussion. TTW also see understanding through student progress during centers.
b. Formal- TTW hear/see drawn responses containing correct shapes through
recognizing appropriate shapes elements during the Guess Who/Memory Game
c. Formal- TLW complete a hexagon maze at centers showing recognition of the
number of size a hexagon has.
Resources

Bee Information
http://www.3838.co.jp/english/mitsubachi_park/frombeefarm/from05_rokkaku/index.html
Shape Worksheet
Hexagon Song
http://www.youtube.com/watch?v=WCjtAOGdGFI
Matching Shapes Templates
http://www.mrprintables.com/shape-matching-games.html
Hexagon Tracing Worksheet
http://www.abcteach.com/documents/trace-and-color-shape-hexagon-35940
Build a Hexagon
http://www.k-5mathteachingresources.com/support-files/buildahexagon.pdf