TCNJ Lesson Plan

Identify and Name Circles

Student Name: Cindy Napolitano School Name: Hopewell Elementary School

Grade Level: Kindergarten Host Teacher’s Name: Ms. Delloiacono

Guiding and/or Essential Questions:

How are circles identified and named?

Pre-lesson Assignments and/or Student Prior Knowledge

Prior to this lesson, students have been exposed to naming and identifying the shapes of common
items. A misconception may be that all round items are circles.

Standards:

K.G.A.2: Correctly name shapes regardless of their orientation or overall size

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to distinguish circles from Students will sort manipulatives into piles of
other shapes. “circles” and “not circles” on worksheet pg 493.
Teacher will assess for accuracy.

Students will be able to describe the properties As they work, teacher will ask students to
of circles. describe the circles they find. Teacher will look
for students to describe them as “round and
flat”
Materials/Resources: (List materials, include any online or book references and resources)
 Pencils
 Shape manipulatives
 Go Math! Worksheets pages 493-496
 Crayons

Plan for set-up/distribution/cleanup of materials:

Worksheets, crayons, shapes, and pencils will all be placed at the center before the lesson
begins.

Step by Step plan (numbered):

Lesson beginning
1. When students arrive to the center, I will read them the following question. “Jack has a
sticker collection. He wants to sort the stickers into sets. One set will be circles. How
will jack know which ones are circles?” I will then listen to student responses.
2. Next, we will begin with worksheet 493. I will instruct students to write their name on
their worksheets as I hand out shape manipulatives.
3. Once all students have shapes, I will instruct them to sort their shapes into the sections of
their worksheets labeled “circles” and “not circles.”
4. Next, as students finished, I will assess their worksheets for correctness. If they sorted
them correctly, I will then have them trace the shapes and color them in.
5. Once they have colored and traced, I will ask the following questions:
a. How many shapes on the left of your worksheet are circles?
b. How many shapes on the right of your worksheets are circles?
c. What else can you say about circles?
6. Next, we will move onto worksheet 494. Before beginning, I will ask students to look at
page 493, and answer the following questions:
a. Are all of the shapes the same?
b. Are any of the shapes circles?
7. After hearing and correcting responses, I will instruct the students to put an “X” over all
of the circles on page 494. I will then ask, “How did you know those were circles?” I
 will then ask them “How many circles are on the page?” Lastly, I will ask the students to
describe the circles.
8. Next, we will move on to worksheet 495. I will instruct students to color all of the circles
they see. I will then ask the following questions:
a. How many circles did you see?
b. How are the circles different than the other shapes on the person in the picture?
c. Can two shapes be different sizes but both still be circles?
9. Lastly, we will begin worksheet 496. I will read students the following question “Neville
puts his shapes in a row. Which shape is a circle? Mark an X on that shape.” I will then
assess each student for accuracy.
Closure:
10. When students have finished, I will instruct them to use the blank space to illustrate
everything they have learned about circles today. If time permits, I will have them share
their illustrations with the rest of the center.
11. When time is up, students will stand and point to their next center before switching,

Key Questions (that you will ask):

a. How many shapes on the left of your worksheet are circles?

b. How many shapes on the right of your worksheets are circles?
c. What else can you say about circles?
d. Are all of the shapes the same?
e. Are any of the shapes circles?
f. How many circles did you see?
g. How are the circles different than the other shapes on the person in the picture?
h. Can two shapes be different sizes but both still be circles?

Logistics:

Timing:
Center total: 30 minutes:
Worksheet 1: 10 minutes
 Worksheet 2: 7 minutes
Worksheet 3: 7 minutes
Worksheet 4: 6 minutes

Transitions:

When each worksheet is complete, I will collect them from the student. As students
complete worksheets, they will transition into the next sheet.

Classroom Management:

Students will be working in their “morning center” groups which account for math skill
level. Students will be seated at the table, and if behaviors arise, I will have them move
to sit next to a different student. “Hands on top” “that means stop” will be used to gather
students attention if need be. I will ring the bell to give 5 minute warnings.

Differentiation

Students will be working in their “morning center” groups which account for math skill
level. I will read and re-read worksheet instructions to those students who are not able to
do so. For lower math groups, I will offer more assistance in completing the worksheet.