Maggie Noctor

Geometry Lesson Plan

Introduction

Lesson Topic: Identify, sort and construct geometric figures

Length of Lesson: 45 mins

SOL: 1.12 The student will identify and trace, describe, and sort plane geometric figures

(triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles.

1.13 The student will construct, model, and describe objects in the environment as geometric shapes (triangle, rectangle, square, and circle) and explain the reasonableness of each choice.

Cognitive Objectives

Students Will:

Identify and sort geometric figures

Construct geometric figures

Materials/Technology and Advanced Preparation

Materials:

The Shape of Things by Dayle Ann Dodds

20 Block Designs Worksheet

20 Block Design Table Worksheet

20 Cat and Bird Worksheet

20 White Pieces of Paper

200 Triangle cut outs

200 Square cut outs

200 Circle cut outs

200 Rectangle cut outs

200 Hexagon cut outs

20 Plastic bags

Advanced Preparation:

1. Prepare bags of items for students

2. Cut out 10 of each triangle for each student

3. Cut out 10 of each shape for each student

4. Put in 10 of each shape into a bag for each student

5. Pass out the bags to student desks.

Teaching and Learning Sequence

Introduction/Anticipatory Set:

Ask students to quietly walk to reading circle and sit

Take The Shape of Things book from front desk with you

Read The Shape of Things by Dayle Ann Dodds

Ask students about the different shapes mentioned in the book “What were some of the

shapes mentioned in the book?”

Make sure that students recall all the shapes mentioned in the book.

If a shape is not mentioned help students by flipping to that page and asking, what shape

the objects are on that page.

Have students quietly walk back to their tables.

Lesson Development:

Distribute bags of shapes to each table, each student.

Pass out one sheet of paper per student

Tell students that today we will be talking about different shapes.

Remind students what the four shapes they will be using today look like by drawing on

the board a square, rectangle, circle, polygon and a couple of different shaped triangles.

Then tell students to take the objects from their bag and look at the different shapes they

have.

Give the students a minute to look at, play with and feel the shapes.

Once the students have looked at the different shapes in their hands, hand out the flower

block worksheet.

Tell the students that they should use their shapes to cover up the flower.

Then they should mark down on the block table worksheet what shapes they used and

how many of each shape they used.

When they are done, have them discuss with their table about what number of shapes

they used.

Ask the whole class how many shapes they used for each shape, write the class totals on

the board.

Then show the class one or two examples of animals made only out of shapes.

Tell the students that they will now use the shapes they have to glue to a white piece of

paper to make animals of their choice.

If needed students may use the cat or bird pictures attached.

Closure:

When students are completed making their pictures have a couple of students show the

class what they made.

Make sure the students name the shapes they used as they explain their pictures.

Collect students animal shape creations.

Talk about how all objects around us are made out of different shapes kind of like the

objects in the book we read today.

Explain to students that their homework is to go home and find two objects that are made

different shapes, to list the object and the different shapes that make up that object.

Homework: Find two objects that are made of different shapes, list the object and the different

shapes that make up the object.

Assessment:

Formative:

Listen to answers given during the review of numbers used in the book The Shape of

Things. Are the students naming shapes from the book or can they not recall any?

Watch while students are using the shapes to create the flower and sun; do they look

confused or wait to choose their shapes after a classmate has helped? Or are they using

the right shapes and writing them down correctly?

Summative:

Have students at end of the lesson name the shapes of animals that they made, watch for

students who still look confused.

Collect the papers with the students’ animal shapes; do they have the shapes named

correctly? Are they only calling equilateral triangles, triangles or do they understand that

different objects make up other shapes?

References:

Block Designs. (1998). Houghton Mifflin Company. http://www.proteacher.com/redirect.php?

goto=981.

Geometry Animals. (2010). Lorena Hernandez.

http://www.lessonplanspage.com/MathScienceArtLAMDGeometryAnimalsK1.htm.