School of Education Lesson Design TemplateGrade 1st GradeSubject Mathematics: Geometric ShapesDate 4/10/113. Learning Targets – What are the objectives for the lesson?3.3/3.4 – Cite performance expectations/ standards using the numbers and text. Include one mathematics content PE and one mathematics process PE.1.3. Core Content: Geometric attributes 1.3.B Identify and name two-dimensional figures, including those in real-world contexts, regardless of size or orientation.1.6. Core Processes: Reasoning, problem solving, and communication 1.6.H Determine whether a solution to a problem is reasonable.3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson?

Students will recognize and/or name two- dimensional shapes: hexagons, trapezoids and rhombus.

Students will explain whether an object is a reasonable example of a particular geometric shape based on the attributes of that geometric shape.

3.6 – Rephrase your learning targets using student-friendly language.1) I will be able to identify and name 2-dimensional shapes.2) I will be able to decide if I named a shape by the correct name.

4. Lesson Assessment – How will students demonstrate their learning?4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson.

Description of assessment activity Evaluative criteria What the assessment is

designed to assess Feedback to students

Students will express their understanding of the properties of each shape as well as evaluate whether a problem is solved correctly.

Students will correctly match each pattern block to its appropriate name so that they can draw a picture using the correct shapes and

I will observe the various levels of student understanding. Noting the correct use of academic vocabulary and concept ideas.

I will evaluate students’ ability to correctly identify an example of each shape given.

Students’ ability to correctly identify 2-dimensional shapes and evaluate whether a solution to a problem is correct.

If students are able to correctly identify 2-dimensional shapes.

I will acknowledge correct responses through restating to reinforce the concept. I will also address any misconceptions that students may have. I will use guided questioning in order to help the student arrive at the correct response.

I will acknowledge the students strengths with verbal feedback. If they have not mastered the skill, I will address any misconceptions the

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number of shapes.

During the Polygon Activity, students will use straws and twisty ties to create examples of various polygons. Students will record the number of sides and corners of each shape on the worksheet.

The students’ will participate in a self-reflection of the learning targets where they will indicate with a number of fingers how well they know the material. Five fingers being the highest and feeling really confident in their ability, through zero fingers that indicates that they are not confident at all in their knowledge of the

I will observe students’ shapes and worksheets, noting the students’ ability to correctly create each shape and identify their attributes.

I will observe students’ self-assessment of the learning targets. Noting the number of students that raise 3 or fewer fingers.

If the students are able to create an accurate replica of each shape and correctly identify the shapes attributes.

If the students’ are aware of the learning targets and how confident they feel they are towards achieving them.

student might have and encourage them to try the task again. I will remind the student of the resources in the room such as the vocabulary wall or the My Shape Books to help them identify the correct shape.

I will encourage students to try to create their own shapes. I will ask the students to explain what they need to correctly build each shape. For students that are struggling with creating the correct shapes, I will ask them how many sides does each shape have and then encourage them to try to connect that many straws together to create a shape. Reinforcing the ideas that specific attributes such as sides make it that shape.

Because this is the students’ time to self-reflect on the learning targets, the teacher will provide little input. The teacher will praise the students for their efforts today and their honesty during the reflection. The teacher will encourage the students that it is hard to be at a 5 and that it may take some time. Depending on the

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learning targets. Self-evaluation of the learning targets.

The students will complete an exit slip worksheet where they will have to evaluate whether the correct shape is circled. Students will be asked to explain their reasoning in writing.

I will evaluate whether or not students were able to correctly solve the problem and provide evidence to support their thinking.

If students’ are able to determine whether a solution to a problem is reasonable.

number of students that hold up three or fewer fingers the teacher will either reintroduce the concept tomorrow or provide 1 on 1 conferences with struggling students.

Depending on the number of students’ that were unable to correctly solve the problem and explain their thinking, I will either address the problem the next day as a whole class or I will have individual conferences with the struggling students, in order to have a better understanding of the students’ misconceptions and reinforce the correct understanding.

5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.5 – Describe the sequence of steps in the lesson in the following table.

Time Learning experiences

11:00-11:05am

Vocabulary: parallel lines, polygons, hexagons, trapezoids and rhombus.Focus Question: How can I identify 2-dimnesional shapes?Anticipatory Set: Review previously learned concepts through solving mystery shape word problems.As students come to the back carpet, the teacher will have posted a Mystery Shape word problem for students to solve.T: I would like you to put on your detective hats today in order to try to solve these mysteries. Think in your head and then touch your nose when you think you know the answer.

1. I have 3 sides, what am I? (Answer: Triangle)2. I do not have any corners at all, what am I? (Answer: Circle)

Review:The teacher will allow a few minutes of wait time (Talk Move) for students to think. The teacher will call on students who have raised their hands. As the students provide the correct answer the teacher will reinforcing this learning with visual aids to support students learning. The teacher will draw the shape next to the problem and then the class will count the

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11:05-11:15

number of sides to check that students’ answer.

Teacher (T): Who would like to share with the class what we learned about yesterday?Example of student response (S): We learned about shapes.T: We did learn about shapes (Talk move: revoicing). Who would like to add on to what student S just said?

The teacher will continue to facilitate this discussion until the teacher feels that the students have a strong understanding of the concepts learned yesterday.

Instruction:T: Today we are going to learn about 3 new shapes.Our Focus Question for today is: How can I identify 2-dimensional shapes?S: We can identify shapes by their attributesT: What are some of the attributes that we used in order to solve our mystery shape problems?S: the number of sides and if there were any corners.

The teacher will point to the learning targets that the students were introduced to yesterday.T: Class I would like to draw your attention over here. These are the two learning targets that we started learning yesterday. The reason we post them is to help us check to see if we are reaching our goal of learning about shapes.

The teacher will read the following learning targets for the class (point to them with her finger to help reinforce visual learners).

Learning Targets:1) I will be able to identify and name 2-dimensional shapes.2) I will be able to decide if I named a shape by the correct name.

T: I would like you to quickly turn and face your elbow partner. Tell your partner our learning goals for today. Instead of just reading the learning targets from the poster, I would like you to try to put them in your own words. As well as explain to your partner why it is important that we learn to identify shapes and know if we identified them correctly or not.

T: I heard some great responses. The teacher will call on students to share what they discussed.

The teacher will introduce the new shapes:The teacher will hold up the shape of a hexagon.

T: how many sides does this shape have? (Answer: 6)S: 6 sidesT: Thumbs up if you agree. The teacher will call on a student that struggled with this concept on the pretest. To come up to the front of the class and count the number of sides.

T: A hexagon has 6 sides. The word hex means 6. If it has 6 sides how many corners does the shape have?S: It has 6 corners

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T: What has six corners?S: A hexagon has 6 corners.T: How do you know it has 6 corners? What is a corner?S: A corner is …T: S just said that a corner is when two straight sides meet. Is that correct? Who would like to add on to what S just said?T: Are all the sides of this shape straight?S: YesT: Raise your hand if you think you know the name of this shape.The teacher will call on volunteers to share their responses.T & S: I would like you to repeat the name of this shape with me “hexagon”.The teacher will post the new vocabulary card for a Hexagon.T: Do all of these hexagons look the same?S: NoT: As you can see there are lots of different ways to draw a hexagon. In order to be a called hexagon it needs to have 6 sides and be a polygon.The teacher underlines the word polygon.T: Touch your nose if you have never heard of this word before.

The teacher will post the vocabulary card for the word polygon and read the definition.T: Polygon is the name for shapes that have all straight sides that touch to make a corner. There are no Gaps in the shape. The word Poly means many and gon means angles or corners. The teacher will show the class some examples of polygons.T: Now that we know what the word polygon means. Are any of the shapes we studied yesterday polygons.S: Yes a square and rectangleT: Is a circle a polygon (pointing to a circle)?S: No because circles do not have straight lines.T: What about a Triangle? Does it have straight lines? Are there any gaps?

T: We call all of these shapes polygons because they all have the same thing in common straight lines and corners. The teacher points to all of the shapes that can be called polygons.

The teacher draws a shape that is not a hexagon. Turn to your partner and tell them if you think this shape is a hexagon. Explain why it is a hexagon or why it is not a hexagon.

**Looking at our targets, our second goal is to be able to decide if a shape is correctly identified or not. Pointing to the shape. Who would like to help us decide if I drew a correct example of a hexagon?S: You did not because it does not have 6 straight sides.T: The teacher draws another shape. Is this shape a hexagon?S: No because there are gaps in the shape.T: That is correct. Because this shape has gaps it is not a polygon so it is not a hexagon.

The teacher holds up a trapezoid.T: What do you notice about this shape?S: It has 4 sides.T: Oh so it has 4 sides like a square. Is this an example of a square?

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11:15-11:35am

S: NoT: If it has 4 sides like a square how come we do not call it a square?Turn and share your ideas with a partner.

T: What about this shape is different from this square (pointing to an example of a square)?S: Its lines are different.T: This shape is called a Trapezoid. It does have 4 corners (models counting the number of corners) and 4 sides (models counting the sides). But it only has 2 (holds up two fingers) sides that are parallel.Teacher flips over the vocab card for the word parallel and reads it.T: Parallel lines are two lines that have the same size between the lines.

T: I want you to make parallel lines with your hands.T: What do nonparallel lines look like? The word non means not so what is not an example for parallel lines?

The teacher will introduce the rhombus.T: What do you know about this shape?S: It has 4 sides.T: Does anyone know the name of this shape?S: It is a Rhombus

The teacher posts the vocabulary card for a Rhombus and reads the definition.T: A Rhombus has 4 sides. All sides are the same length and there are two pairs of parallel lines.

T: Turn to your neighbor and tell them about one of the shapes we just learned.

Independent Practice:T: Listen carefully; I am going to provide you with directions for today’s activities. We have two stations again today so please pay close attention as I give directions.

Half of the class will be working on making polygon shapes out of straws and twisty ties. What kinds of shapes are polygons? The teacher holds up the word sheet and reads the directions. The teacher demonstrates the first problem for students and shows how to make the shape out of straws. Are there any questions about what you should be doing at this station?

The rest of the class will be working at their desks to make images out of the geometric shapes we have been studying so far. The teacher holds up worksheet and explains the directions. The teacher models a problem for the students.Are there any questions about what to do on this worksheet?

T: As you are working, it is ok to talk about the math with a partner but I want inside voices.T: You will have ten minutes at each station. In ten minutes I am going to ring the bell. I want you to stop what you are doing and have your eyes on me so I can give you directions on how we are going to switch stations.Before you leave your station make sure your name is on your paper and you place your

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11:35-11:45am

paper into the turn in box.

T: Are there any questions about station 1 or station 2? What should you do if you have a question?

S: Ask a neighbor or raise a quiet hand.

Feedback during activity:This is a great start (name), I really like how you… Next time, try this…How did you now that that shape is an example of … (name of shape)?

If a student has recorded the wrong number of sides. I will ask the student to show me how they counted the number of sides.

Closure:The teacher will post some of the shapes that the students’ made at the polygon station out of straws.T: Together we are going to name these shapes.

T: Wow we have learned so much about shapes.Teacher reads the Learning Targets again:

T: I would like you to turn and talk with a partner about how you think you did toward reaching today’s learning goals. Give specific examples of what was easy and what was harder for you. If you need help forming your thoughts you could say something like this …

Teacher provides students with the following sentence frame posted on the board:I think I am doing __________ at reaching our learning goals, because __________.

I heard some great ideas. Does anyone want to share what they said?The teacher will call on a few students.

Fist to five activity: Hold up 5 fingers if you understand everything we learned today and could tell

someone all about it at lunch. Hold up 3 fingers if you are trying really hard but there are a few shapes or ideas that

you do not know really well yet. Hold up zero fingers if you have no clue what that learning goal is even about.

The teacher will read the first learning target and ask the students to hold up their fingers. (the teacher will make a mental note and then after the lesson will write down which students held up 3 or less fingers)

The teacher will read the second learning target and check for understanding.

T: It is okay if you are not to all five fingers yet. Keep working hard. Who would like to share a suggestion of what students might do in order to get a 5 next time?T: Thank you for sharing. I am now going to pass out an exit slip. Fill it out and hand it to me

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on your way out to lunch.*Differentiation: For students who struggle in writing, they can provide their responses orally and an adult will write down their responses.

5.9; 5.10 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson? What materials will students need for this lesson?Instructional Materials: White board, Math Vocabulary Chart, Vocab Cards (parallel lines, polygons, hexagons, trapezoids and rhombus), Large cut out of a hexagon, trapezoid and a rhombus.

Student Materials: Pencils, pattern blocks, 23 copies of the Shape Pictures worksheet, 23 copies of the Polygon worksheet, 50 straws, 50 twist ties, 23 copies of the Exit Slip.

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Assessment Tools

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