1. Topic-
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| Recognizing, sorting, describing two dimensional shapes and their
attributes |
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2. Content-
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Geometric Language, Geometric Attributes, Geometric Shapes, (Triangle,
Square, Rectangle, Pentagon, Hexagon, Octagon) |
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3. Goals: Aims/Outcomes-
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1.ยง111.3. Mathematics(6) Geometry and measurement. The student
applies mathematical process standards to analyze attributes of two-dimensional
shapes and three-dimensional solids to develop generalizations about
their properties. The student is expected to:
(D) identify two-dimensional shapes, including circles, triangles,
rectangles, and squares, as special rectangles, rhombuses, and hexagons
and describe their attributes using formal geometric language;
2.(27) Listening and Speaking/Listening. Students use comprehension
skills to listen attentively to others in formal and informal settings.
Students continue to apply earlier standards with greater complexity.
Students are expected to:
(A) listen attentively to speakers and ask relevant questions to clarify
information; and
(B) follow, restate, and give oral instructions that involve a short
related sequence of actions.
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4. Objectives-
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1.By completing the lesson and the activities,students will be able
to identify two dimensional geometric shapes with a at least 85% accuracy
by name.
2. By completing the lesson and the activities, students will be able
to describe at least two attributes of any of the following 3 shapes
Triangle, Square, Rectangle, Circle, Hexagon, Octagon with a at least
85% accuracy.
3. By listening to readings and focusing on shapes students will develop
critical thinking skills
4. Students will develop reading competency by reading Shape Reflection
worksheet and Shape memory cards
5. Students will develop writing competency by writing shape names |
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5. Materials and Aids-
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| Whiteboard,pencils,, Mouse Shape Book,Shape Hunt Song Shapes worksheet,
Geoboards, Shape memory cards, I found a shape worksheet,Shape reflection
worksheet exit slip |
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6. Procedures/Methods-
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A. Introduction-
1. Meet with students on carpet in a circle
2.Ask students what they remember about the mouse shape book?
3. Discuss
4. Re-read Mouse Shapes, ask students to pay close attention to shapes
3.Have students look around in class and ask them if they spot shapes
around the classroom? |
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B. Development-
1. will display and model writing shape names and attributes using
geometry language.
3. Model Geoboard station
4. Model I found a shape worksheet |
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C. Practice-
1. On Smartboard teacher
Model memory game with another student in front of class
2. Model writing shape names and attributes neatly
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D. Independent Practice-
1.In small groups, students will explore and form shapes on Geoboards
2. In small groups, students will match shapes and attributes with
a partner during the shape memory station
3. In small groups, students will finish shapes worksheet |
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E. Accommodations (Differentiated Instruction)-
1. Students with special needs will be given extended time to finish
worksheets
2. Students with special needs will be allowed a quiet setting outside
the classroom
3.Students with special needs will receive help from the teacher when
finishing exit slip (matching shapes and attributes) |
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F. Checking for understanding-
1. Students will physically move to a shape in the classroom during
the shape hunt song. Teacher will check if students move to correct
shape
2. Students will actively participate with thumbs up or down during
guided practice, as other students match shapes
3. Teacher will float room and observe students during math stations
(Geoboard, Memory, I Found a Shape Worksheet)
4. Students will hand in a Shape Reflection Sheet |
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G. Closure-
1. Students will meet at the carpet and each student describes one
shape they learned about today and name at least two corresponding
attributes of this shape.
2. Students will receive a shape hunt sheet to finish at home. |
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7. Evaluation-
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1.Students will finish exit slip before leaving class matching shape
and attribute by drawing line
2. Students will do a shape hunt at home with the provided worksheet |
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