USF Elementary Education Lesson Plan Template (rev.
Sum19)
Hopkins_____________________________
Grade Level Being Taught: K
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
1
Name: ____Sarah
Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole
Part 1: Lesson Content
Math 3-3-22
How does this lesson connect to the interests and cultural backgrounds of your students?
Many students in the class love art-related activities and hands-on activities, so these activities are ways
to engage students through art and hands-on activities.
How does this lesson connect to/reflect the local community?
Shapes are a part of our everyday lives and it is important for students to be able to recognize shapes.
Our class has many artistic students, and this a great way to engage the classroom community around
art.
MAFS.K.G.1.1 – Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.1.2 – Correctly name shapes regardless of their orientations or overall size.
K.G.1.3 – Identify shapes as 2D or 3D.
K.G.2.4 – Analyze and compare 2D and 3D shapes, in different sizes and orientations, using informal
language to describe their similarities, differences, parts, and other attributes.
K.G.2.5 – Model shapes in the world by building shapes from components and drawing shapes.
K.G.2.6 – Compose simple shapes to form larger shapes.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
1. Recognizes and names two-dimensional shapes (circle, square, triangle and rectangle) of different size
and orientation
2. Describes, sorts and classifies two- and three-dimensional shapes using some attributes such as size,
sides and other properties (e.g., vertices)
3. Creates two-dimensional shapes using other shapes (e.g., putting two squares together to make a
rectangle)
4. Constructs with three-dimensional shapes in the environment through play (e.g., building castles in
the construction area)
USF Elementary Education Lesson Plan Template (rev. Sum19)
Hopkins_____________________________
Grade Level Being Taught: K
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
2
Name: ____Sarah
Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole
Trace the standard to the next grade level. What will students learn next related to this standard?
MAFS.1.G.1.1 – Distinguish between defining attributes versus non definiting attributes
MAFS.1.G.1.2. – Compose 2D or 3D shapes to create a composite shape and compose new shapes from
composite shapes.
Not knowing what vertices are.
Spheres are circles, or not knowing the difference between the two.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to build two shapes (2D or 3D) and explain at least one difference between the
shapes they build.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? _________DOK2_________________________
Which level(s) of thinking is/are called for in your objective? _____________DOK4________________________
Why did you choose this level(s) of thinking?
USF Elementary Education Lesson Plan Template (rev. Sum19)
Hopkins_____________________________
Grade Level Being Taught: K
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
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Name: ____Sarah
Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole
To deepen student understanding and provide an engaging set of activities that accounts for student
interests.
Describe your assessment plan:
I will walk around with a clipboard with a roster and ask students about their shapes and the differences.
I will also take note of any students who are unable to form a picture out of the tiles, because I expect
most groups to be able to do so.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative because we are still going through the unit.
How does it align with your objective?
This way I can see individual student responses and mark down their level of understanding using
numbers.
1- Unable to tell me any differences
2- Able to tell me one difference
3- Able to tell me at least 2 differences between shapes
Part 2: Lesson Implementation
 Students will work at their desks for most of the lesson.
 See scripting. Use “class class” attention getter and make sure to word questions and instructions
in a way that prompts students to respond respectfully (i.e., “raise a quiet hand if you agree”)
 Students will be expected to work and on their own or with a table group for the second activity
in the form of a guided lesson. On the carpet for the warm-up, they should be actively listening
(see scripting).
 Stiven and Edgar: may need more prompting and words in Spanish.
 Michael M. and Ifiok: Give a few warnings if acting out at carpet, then send to table to listen.
 If students finish building the shape early, I will encourage them to count vertices, faces, and
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Sarah
Hopkins_____________________________

Grade Level Being Taught: K Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole

communicate those to sides/edges of their shapes (depending on if 2D or 3D).

students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials Straws
(What materials will you use? Why Play dough
did you choose these materials? Shape models
Include any resources you used. Doc cam
This can also include people!) Smart board
Powerpoint

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USF Elementary Education Lesson Plan Template (rev. Sum19)
Hopkins_____________________________
Grade Level Being Taught: K
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
5
Name: ____Sarah
Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I only expect Stiven and Edgar to be able to tell me something about the shapes that they build instead of
explicitly stating the differences between the two shapes.
Which specific students will benefit, and why?
Stiven and Edgar because they assessment for them is different.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: None, but if I did, I would pair with Joa if they are Spanish speaking and
come to the student separately while everyone gets started to explain in their native language
what we are doing to the best of my ability using Google translate, and expect them to just be able
to build the 2D shapes at the minimum and work in a group to the best of their ability.
 Early Production Level: I will check on Edgar frequently and use Spanish through translate and
my own knowledge to help him understand what we are doing and communicate expectations.
 Speech Emergence Level: I will check up on Stiven frequently and use Spanish through translate
and my own knowledge to help him understand what we are doing and communicate
expectations.
 Intermediate Fluency Level: Assist with translation if needed.
What accommodations will you make for students who have an IEP or 504 plan?
See differentiation
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Sarah
Hopkins_____________________________

Grade Level Being Taught: K Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole

Encourage to count and find attributes on the shapes he makes.

References (Planning of Math book (district)

instruction should be guided by
research-informed CT and me
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ____Math__________________________________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.)
guided/gradual release/etc.) _____Guided__________________________
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be
distributed? 9:00 – “Please show me your active listening positions so we can get on with math! We are going to start
 Who will work together in with a game, so there isn’t time to be messing around!”
groups and how will you
determine the grouping?
9:02 – “Thank you for showing me that you are active listening. Let’s do the first one together. They want
 How will students transition
us to find the ___ so the dino can eat it! Can [someone in the front row] come and tap on a ____. Great job!”
between activities?
Call on students who are sitting nicely to come up and play the game. “Thank you so much for playing
 What will you as the teacher
with me. I think we have a good understanding of our 3D shapes.”
do?
 What will you as the teacher
say? 9:10 – “If you remember what we did with the straws and the play dough earlier this week, raise your
 What will the students do? hand.” Call on a couple students. “We made shapes, and we talked about what was similar. We’ve talked a
 What student data will be lot this week about how shapes fit together, how they are similar, and how they are different.”

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Sarah
Hopkins_____________________________

Grade Level Being Taught: K Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole

collected during each phase?

 What are other adults in the 9:11 – “Today, we are going to build shapes again, but we are going to do it as a group. I’ll be building the
room doing? How are they shapes along with you. When I say go, quietly walk back to your seats and take out your play dough and
supporting students’ learning? put a bag of straws at your seat. Then put your hands on your head so I know you’re ready to move on.
Go.”

9:13 – “The first thing I want us to build a square. Tell your table partners: how many sides does a square
have? 4! So what do I need 4 of to make the sides, straws or play dough? Straws! I need 4 equal sized
straws to make a square because squares have sides that are all the same size. Tell your table partners:
how many vertices does a square have? 4! So what do I need 4 of to make the vertices, straws or play
dough? Play dough! I need 4 balls of play dough to make a square. Go ahead and assemble your square.

9:16 – “Now, put your square to the side. Next, let’s make a triangle. Make sure you don’t take your
square apart; keep it off to the side. How many sides does a triangle have? So I need 3 new straws. How
many vertices? So I need 3 new balls of play dough. Let’s create a triangle, put it next to the square like
this, so they are side by side. Now we can compare them. “

9:20 – “Think in your brain, not your mouth: how are they similar? When you have an idea, put your
hands on your head.” Call on a couple students. Examples: both have sides, both have vertices, both have
no curves. “Now think, how are they different? And how was making a triangle different from making a
square? When you have an idea, put a finger on your nose..” Call on a few students. Examples include:
“Triangles have 3 vertices/sides and squares have 4.”

9:23 – “There are a lot of other shapes we can build. Let’s try a few more. Take your triangle apart, but
keep your square off to the side. Let’s make a rectangle. Tell your table partners: how many vertices does
a rectangle have? 4! Tell your table partners: how many sides does a rectangle have? 4! But do rectangles
have sides that look like a square? They’re straight like a square, but who can raise a quiet hand and tell
me how they are different?” [length]. “A square is a special rectangle that has sides that are all the same,
or equal. A normal rectangle has a side that is longer. Look at my phone. Do you see how it is longer on
this side than on that side? Now look at your square. It should have sides that are all the same. Does that
make sense? Now, choose 4 straws, for the 4 sides, but remember that 2 need to be longer and 2 need to
be shorter. Let’s build our rectangle next to our square.”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Sarah
Hopkins_____________________________

Grade Level Being Taught: K Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole

9:28 – “When I say go, use an inside voice to talk to a friend next to you or across from you and tell them
what is similar about your square and rectangle. Go!” Listen for responses.

9:30 – “Who can share something that they or their partner said, using a quiet hand and a bubble in their
mouth?” [number of sides/vertices]

9:32 – “When I say go, use an inside voice to talk to a friend next to you or across from you and tell them
what is different about your square and rectangle. Go!” Listen for responses and mark anything notable
on chart.

9:34 – “Who can share something that they or their partner said, using a quiet hand and a bubble in their
mouth?” [length of sides].

9:35 – “I have a challenge for you all. We’ve made a few 2D shapes just now. Let’s make some 3D shapes!
Put your square aside, because we are going to use it later, and deconstruct your rectangle.”

9:37 – “When I say go, I want you to take two pieces of play dough, any size, and make two spheres. The
only rule is, the spheres have to be different sizes! Go!”

9:40 – “I see so many cool looking spheres. Talk to a friend sitting next to you or across from you: How
are your spheres similar?” Listen for responses and mark anything notable on chart.

9:42 – “Talk to a friend sitting next to you or across from you: How are your spheres different?” Listen for
responses and mark anything notable on chart.

9:44 – “The next shape I want you to make is a cube. Let’s keep one sphere to the side, and the other one
can go back with the rest of our playdough. Let’s grab our square. Cubes are made with a bunch of
squares for its faces. I’m going to put my square here like this so I can build up on it to make it a cube.
Right now, it’s flat, so it’s 2D, and I can build on it to make it 3D. We need to make sure we are using
straws that are the same length, so grab your small straw pieces and put one on each ball of play dough,
like this. Now, lets add vertices on top of these edges. Now, we need to connect the final edges. Phew!
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Sarah
Hopkins_____________________________

Grade Level Being Taught: K Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole

Great work! I know a few of you are still working on your cubes, so I’ll give you a moment to finish. When
you’re done, quietly count how many edges and vertices and faces are in your cube. Be careful not to
break it!

9:49 – “Great work everyone! Now bring your sphere and cube next to each other and look at them. Talk
to a friend sitting next to you or across from you: How are these shapes different?” Listen for responses
and mark anything notable on chart.

9:51 – “Can someone raise a quiet hand and share something they or their partner said?” Examples:
Spheres are curved and cubes are not; cubes have 8 vertices and 6 faces and 12 edges and spheres only
have 0 faces and 0 vertices and 0 edges.

9:53 – “Talk to a friend sitting next to you or across from you: How are these shapes similar?” Listen for
responses and mark anything notable on chart.

9:54 – “Can someone share something that they or a partner said?” Call on a couple hands. “Spheres and
cubes are pretty different, aren’t they? They do have one thing in common though: they are both 3D
shapes. Does that make sense?”

9:56 – “There is one last thing I want to show you. Put your cube to the side and put your sphere in front
of you. Watch me, then I want you to try. Smush the sphere just like this, and make it flat, with your play
dough cap. What shape is this now?” [circle] “What is similar about a circle and a sphere?” Call on a
couple hands. [They are both curved shapes]. “What is different?” Call on a few hands. [Sphere is 3D,
circle is 2D].

10:00 – “Now, when I say go, I need you to do three things. Show me three fingers and follow my fingers.
1. Disassemble your cube. [put a finger down]. 2. Put your materials away. [put a finger down]. 3. Stand
behind your chair, ready for me to call you to line up for recess. [put a finger down]. Go ahead.

Warm up - Dinosaur shape game

Have them go back to their seats and do guided play dough straw building. Start with 2D, move on to 3D.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Sarah
Hopkins_____________________________

Grade Level Being Taught: K Subject/Content: Math/Shapes Group Size: Date of Lesson: 3-3-22
Whole

2D: Square and triangle; square and rectangle; two different triangles.

3D: Big sphere and small sphere, then talk about two different colors; “Take one sphere and turn it into a circle. Watch me.”; Sphere and cube;
Sphere and cylinder.

Wrap up: Talk to your partner about two shapes you made today and things that are similar and different.

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