KTIP Lesson Plan Format

Lesson Plan Format

 

Name: Amanda Robison      Date: December 8, 2004                Age/Grade Level: Kindergarten-Second

Subject: Mathematics            # of Students: 25                   # of IEP Students:2

Major content: Shapes         Unit Title: I’ve seen that Shape Before

 

ACTIONS—

 Goals and Objectives-

Students will

• learn the names and explore the characteristics of simple solid shapes
• recognize 3-dimensional geometric shapes in the real world
• see that a real object may have a recognizable geometric shape even though it's not a perfect representation of that shape
• recognize shapes when they are combined with other shapes.

Connections-

National Standards

Geometry Pre-K-2

This lesson covers the following Geometry Standard Expectations:

·  investigate and predict the results of putting together and taking apart two- and three-dimensional shapes.

·  describe attributes and parts of two- and three-dimensional shapes

·  recognize geometric shapes and structures in the environment and specify their location.

Kentucky State Standards

Concepts - Students will describe properties of, define, give examples of, and apply to both real-world and mathematical

situations:

MA-E-2.1.1             Basic geometric elements and terms including points, rays, lines (perpendicular, parallel, intersecting), segments, sides, edges, faces, vertices, radius, diameter, and angles (acute, right, obtuse)

MA-E-2.1.2             Basic two-dimensional shapes including circles, triangles (right, equilateral), all quadrilaterals, pentagons, hexagons, and octagons

MA-E-2.1.3             Basic three-dimensional shapes including spheres, cones, cylinders, pyramids, cubes, and triangular and rectangular prisms

MA-E-2.1.4             Symmetry, congruence, and similar figures

MA-E-2.1.5             Nonstandard and standard (U.S. Customary, metric) units of measurement geometric shapes and structures in the environment and specify their location. 

 

 Context-

Learning shapes is a basic concept for elementary kids to learn. Most children know most of their basic shapes such as circles, squares, and triangles before they start school. This lesson helps them to see how shapes are represented in our real world. When they finish the lesson, they should be able to recognize the shapes formed in buildings, statues, etc. The kids know the shapes, but the lesson helps them to explore them more, and learn more about the shapes.

 Resources

Materials needed for Pre-Activity 1:

• Physical models of a cube, cone, sphere, cylinder, rectangular prism, and triangular prism (one set per group).

Materials needed for Pre-Activity 2:

• Physical models of a cube, cone, sphere, cylinder, rectangular prism, and triangular prism (one set per group).

• Shape Cards Sheet cut into shape cards with pictures of geometric solids.

• Name Cards Sheet cut into name cards with the names of geometric solids.

• (Optional) Chart made in Pre-activity 1 (characteristics of each solid).

Materials needed for Pre-Activity 3:

• Physical models of a cube, cone, sphere, cylinder, rectangular prism, and triangular prism (one set per group). You can use commercially available models or cut your own from Styrofoam trays, craft foam, or cardboard.

• Physical models of a triangle, square, rectangle, and circle. You can use commercially available models or cut your own from Styrofoam trays, craft foam, or cardboard.

• Name cards and shape cards from pre-activity 2. You can make more by cutting them from the Shape Cards Sheet and the Name Cards Sheet.

• Face Cards Sheet cut up into cards with illustrations and names of plane, 2-dimensional figures.

• (Optional) Number Cards Sheet cut up into number cards.

Materials needed for Pre-Activity 4:

• Physical models of a triangle, square, rectangle, and circle. You can use commercially available models or cut your own from Styrofoam trays, craft foam, or cardboard.

• Name cards and shape cards from pre-activity 2. You can make more by cutting them from Shape Cards Sheet and Name Cards Sheet.

• Camera(s), if available.

Materials needed for Extension Activities

• Cubes

• Shape Cards Sheet

 

 Procedures-

Pre-Activity 1: Exploring Physical Models

Activity:

Let students handle, examine, and talk about physical models of geometric solids. Lead the class in generating a list of characteristics for each shape. Record the information in a chart and post it in the room for reference during extension activities, other pre-activities, and the main activity of the lesson. As students list characteristics, guide them with questions like the ones below.

Pre-Activity 2: Representing Space Figures

Activity:

1. Matching Illustrations and Solids

Give each group of students a set of physical models of the geometric solids and a set of pictures of geometric solids cut from Shape Cards Sheet.

Have the students match each solid with its illustration.

As you circulate, observe students' actions and listen to their conversation for ongoing assessment.

Pre-Activity 3: Faces, Corners, And Edges

Activity:

Have students work in pairs to match each plane figure with the solids that have faces in that shape.

[Note that students will need to match some plane figures with more than one solid.]

Have students create a chart like the one below to show the number and type of faces, as well as the number of corners and edges, on each solid. They can fill in their chart by gluing shape, name, and face cards to the chart, and by either gluing number cards or writing numerals.

 

 

 

Instead of numbers in the middle column, children can use multiple shape cards. For example:

instead of

Keep the children's charts in their portfolios. Encourage them to write or draw any additional ideas they have about the shapes.

Pre-Activity 4: Shape Spotting - Classroom and Beyond

Activity:

1. Solid Shapes in the Classroom

Ask students to look around the classroom to find examples of the 3-dimensional shapes they have been studying. Have the students label each object to show its geometric shape. They can make labels on index cards by drawing a simple outline of the shape, writing the name of the solid on the card, or pasting the matching name and shape cards from Shape Cards Sheet and Name Cards Sheet.

2. Solid Shapes Outside the Classroom

Take the class on a walk around the school to identify space figures in the environment. For each one they find, have them say whether it's man-made or natural. If they have a camera, students can take photographs to record the location of each figure and later use these photos to make a bulletin board display or a book for the class library.

Pre-Activity 5: Pulling It All Together

Have individual students or pairs of students display models of each shape: cube, cone, sphere, cylinder, rectangular prism, and triangular prism. As they do so, ask them to identify the shape, talk about it, and give examples of objects they have seen that have that shape.

Student Assessment-

   D. Reflecting on the Activity

It is important for students to look back at what they have done and summarize what they have learned. This is also an opportunity to assess student progress.

Pose questions like the ones below to encourage students to think about and use what they've learned, as well as to assess their progress. (• How would you describe the shape of that roof?

• How is a cone shape and a cylinder shape alike?

• How are they different?

• Can you point to the corners, sides, and faces of the solid figures?

• What can you tell me about the shape of that building? What else do you notice about it?

• What things in your home have you seen that have the shape of a cylinder?

• What cylinders have you seen outside your home?

• Which solid figure have you found most often? Why?

Students' responses will vary. Responses shown are samples only.)

 

REFINEMENT- Prepared after the lesson and the post observation conference.

IMPACT—Prepared after the lesson and post-observation conference

 Reflection/Analysis of Teaching and Learning-

Discuss student progress in relation to the sated objectives (i.e., what they learning with indicators of achievement.)  Discuss success of instruction as it relates to assessment of student progress.  Include three student samples (high, average, low) and an analysis of their performance based on assessment results.

 

REFINEMENT—Prepared after the lesson and post-observation conference

 Lesson Extension/Follow up: 

Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.

 Note:  All three sections (ACTION,  IMPACT AND REFINEMENT) should be included in your portfolio for review by each committee member.