Lesson Plan Worksheet

Title of the Lesson _____ Shape Art_____________________________

Unit of Study __Geometric Shapes______________________________________
Subject area/course __Mathematics__________

Grade Level___K____

Specific Content Standards addressed in this lesson

K.G
2. Correctly name shapes regardless of their orientations or overall size.
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).
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
Specific Essential Questions addressed in this lesson (What leading questions can you ask of
students to get them to understand the Big Ideas?)

How many sides does a rectangle have?

How many vertices does a rectangle have?
How is a rectangle different from a square?

Learning Outcomes/Expectations/objectives:
As a result of this lesson, students will understand that: shapes are made up of curved and/or
straight lines, sides, edges, and corners(vertices).
As a result of this lesson, students will know that: shapes can be found in the environment
around them.
As a result of this lesson, students will be able to: identify and model the shape (rectangle).
As a result of this lesson, students will be able to: recognize a rectangle in their environment.

Learning Activities: Step-by-step description of the lesson components as follows:

Introduction/Opening (10 minutes):
Pre-Assessment: To get an understanding of students prior knowledge on shapes, At the
carpet, ask What are some basic shapes? List/draw each shape on the whiteboard.
Introduce the terms: edge: sides of a shape made up of lines
lines: can be straight or cured
corners/vertices: the point on a shape; where two or more lines meet
Model with a square and rectangle:
Draw a square: A square has 4 corners/vertices and 4 sides that are the same length. Circle
each corner and mark each side/edge with a small line (count aloud while doing this).
Draw a rectangle: A rectangle has 4 corners/vertices and 4 sides (count aloud).It is just like a
square, but they look different.
Does anyone notice the difference between these two shapes? How can we compare shapes?
*make sure students are aware that both of these shapes are made up of 4 vertices/corners
and 4 straight lines.
Answers may vary, but students should notice that, unlike the square, the sides/edges on the
rectangle are not the same length. They should note that the rectangle has two shorter sides
that are the same length and two longer sides that are the same length.
Draw a rectangle vertically. Ask students, Is this still a rectangle? (yes) How do we know
that? (because there are two long sides and two short sides)
Make students aware that it is still that shape despite the size and orientation.
Where can shapes be found?
Answers will vary; encourage students to look around the classroom to find rectangles around
them.
Afterwards, discuss how shapes make up the environment around us. Encourage students to
close their eyes and think of something rectangular shaped in the outside environment. Allow
them time to share their answers.
Transition/Exit Ticket (5 minutes): Utilize pre-drawn shapes on cards. Show each student a
card with a shape on it it,and have them identify the shape. For more advanced students, ask
them to describe the shape; giving specific details on the number of edges/sides, lines, and
corners/vertices. After each student completes this task, instruct them to sit at their assigned
table seat.

Activity #1 (20 minutes): Share with student the variety of rectangles of different sizes that
have been precut. Instruct them to create an image with the paper rectangles only. Allow
students 5 minutes to think in their head of an idea that they may want to create with
rectangles. Once students are ready, have them give you a thumbs up.
Call students in pairs to pick their rectangles. Encourage students to create their image with
rectangles on their desk before gluing it onto their poster paper. After they have created their
image on their desk, allow them to glue it onto their poster.
As students finish up this activity, ask them what shape they used to create their picture as an
informal assessment.
Provide students with a shape sheet and ask them to ONLY color in the rectangles.
Allow students to complete pattern block puzzles while all the students complete this activity.

Materials Needed for the lesson:

Shape cards
17 Pencils
Pattern block puzzles
Pattern blocks tub
Poster paper
Various sizes and colored rectangles
glue sticks
17 copies of assessment sheet

Modifications/Extensions (for students on IEPs or language differences.)

Modeling
Preferential seating for two students who have vision disabilities
Slant board
Direction repeated; clear step by step instructions

Attach handouts (if any)

See Attached
Assessment of Student Understanding
(How will you assess student understanding of the content of the lesson?)
Pre-assessment: As a group discussion, students answer question, What are some basic shapes?
Formative assessment: exit ticket: students are shown a shape and have to identify and/or describe
the shape (# of vertices, # of sides, describe lines)
Summative assessment: Students have to independently identify rectangles.

Name _________________________