Lesson plan 2D Shapes

Objective: Learners will be able to identify and draw 2D shapes based on their attributes.
Learners will learn the attributes of common 2D shapes.
(Square, rectangle, circle triangle pentagon, hexagon, triangle)

Warm up:
10 MINUTES
Divide learners into groups of three or four (groups will be heterogeneous).
I will show a bag of 2D shapes. The learners will be asked to sort out the shapes.
(Allow learners 2-3 minutes to sort (this is a very low-level skill and it will not take long).
Now they will talk in their groups about how these shapes are different from each other. I will
write sentences on the board to help the learners.
I know that ________ is different from ___________ because…
I know that __________is similar to ______________ because…
This shape has ___________ but this shape has ____________....
During the learners’ discussion, I will take around of the class and ask the following questions:
How are these shapes similar?
How are they different?
How do you know that these shapes are different?
Introduction to New Material
10 MINUTES
Today we are going to talk about some of the attributes of 2-dimensional shapes. 2-dimensional
shapes are shapes that are flat.
To remember everything, we need to know about 2-dimensional shapes, we are going to make
ourselves a shapes graphic organizer.
As I fill in our anchor chart, you are going to fill in the graphic organizer. You will use this
graphic organizer to help you remember the attributes of shapes, so make sure that your notes are
detailed.

Graphic organizer for learners

 Sapes Lines (Straight OR Vértices/Side Real life exemples
curved)
Square Straight 4 vértices/4 sides T.V
Triangle Straight 4 vértices /3 sides Pizza slice
Rectangle Straight 4 vértices/ 4 sides Door, Table
Circle Curve 0 vértices/ 0 sides Ball, Wall clock
Pentagon Straight 5 vértices/ 5 sides Hut
Hexagon Straight 6 vértices /6 sides Bee hive

Guided Practice:

Now, we are going to use our graphic organizer to play a game of “who am I.”
Learners will work in pairs. Each pair will get a sheet of “cards,” each with a description of a
shape and the question "Who am I?". Learners will cut and divide the cards into two piles, each
student taking a pile. They will then play “Who am I?” using their graphic organizer as a guide.
Learners should defend their answers. For this game to be most successful, I first model it with a
student and show how to best “defend” my answer. (I.e.: I know you are a square because you
have four equal sides, a rectangle has four sides but they are not equal).
As learners work, I circulate and coach learners on how to defend their answers.
Who am I? game.
Independent Practice
10 MINUTES
During the independent practice, learners will work on a worksheet where they identify and draw
shapes based on their attributes. I will allow learners to use their graphic organizers to help them
answer the questions.
As learners work, I will circulate to check student understanding and ask guiding questions:
1)How do you know ________ is the correct shape?
2) How are _________ and __________ similar or different?
Exit Ticket
10 MINUTES
As a final check for understanding, learners will take an exit ticket to demonstrate their
understanding of 2D shape attributes.
If time permits, I will go over the exit ticket with my class to provide feedback for learners and
correct any misunderstandings immediately.
Assessment criteria:
Learners will be evaluated on their ability to: identify and draw 2D shapes according to their
attributes through a worksheet.