Header: Geometric Shapes Review

Student Name: Wendy Chang

Grade Level: Kindergarten
Topic: Geometric Shapes
Essential Questions: (What question(s) will students grapple with as they learn through this
lesson?)

What features are important for identifying shapes?

Where do we see shapes in the world around us?
How can we compare shapes?

Primary Content Objectives:

Students will know: (facts/information)

Students will know the features of circles, triangle, square, and rectangle.

Students will understand: (big ideas)

Students will understand plane geometric figures have unique characteristics that allow
us to identify and classify them.

Students will be able to do: (skills and behaviors)

Students will identify circles, triangle, square, and rectangle based on their features.
Students will describe the features of circles, triangle, square, and rectangle, including
number of sides and number of points/angles or curves.
Students will compare and sort the shapes based on their features.

Related state or national standards: (Examples include State Standards of Learning, Common
Core State Standards, Next Generation Science Standards or National Curriculum Standards for
Social Studies)

K.11 The student will a) identify, describe, and trace plane geometric figures (circle,
triangle, square, and rectangle)
Assessment: (How (and when) will students be assessed? What evidence will you collect to
determine whether students have met the lesson objectives? Will the assessment(s) be a preassessment (diagnostic), formative (ongoing feedback) or summative?)
Formative Assessment: During the tasks and activities portion of the lesson, I will have the
children pair up for the shape sorting activity. As the children are engaged in the task, I will
observe and gauge their level of understanding on the shape names and features, and provide the
necessary support for children who do not understand the concept.
Summative Assessment: At the end of the lesson, students will be asked to associate the shape
based on its name and features, and draw it on the worksheet. The exit ticket will help me to
assess whether the students have a solid understanding on the shapes and their features.
Materials and Resources: (List here all materials that you will need in order to successfully
teach this lesson. Include technology and website links, texts, graphic organizers, student
handouts, physical manipulatives, etc.)
Computer for video - https://www.youtube.com/watch?v=w6eTDfkvPmo
Whiteboard
Marker
Pictures/Real life objects that are in the shape of a circle, triangle, square, and rectangle
Paper for the shape sort (Figure 1)
Circle, triangle, square, and rectangle shapes for the sorting activity
Shape Names/Features Worksheet (Figure 2)
Pencil
Key Vocabulary and Definitions:

Circle: A shape that has no corners.

Triangle: A shape with 3 sides and 3 corners.
Square: A shape with 4 sides and 4 corners, and all the sides have equal length.
Rectangle: A shape with 4 sides and 4 corners, and 2 of the sides can be longer than the
others.
Curve: A line that is not straight.
Side: One of the lines that make a flat shape.
Corner/Point: Where two straight lines come together.

Lesson Procedures:
1. Introduction and goal orientation:

[7 minutes]
I will begin the class by going over the behavior expectations with the students, and as in
my previous lesson, Ill have the students practice the expected behaviors a few times
until they get it down.
Following the behavior expectations, I will review the four shapes theyve learned so far
(circle, triangle, square, and rectangle). Well watch a short video on the shapes and Ill
ask the students to come up and draw the shapes on a whiteboard.
Boys and girls, in the past few weeks you have learned about four different shapes and
their features. Today well be reviewing what weve studied with some games and
activities! Well begin by watching this video to review what weve learned about shapes:
https://www.youtube.com/watch?v=w6eTDfkvPmo (The video can be a great refresher
for the students on the concept of shapes since it goes over the names as well as the
features of the shapes. It also contains an interactive element where the children have to
find the shape associated with real life objects.)
2. Connecting to prior knowledge and experiences: (Questions or activities that help
students make links)
[7 minutes]
Boys and girls, now that youre thinking about shapes, raise your hand if you can name a
shape weve learned about.
[Call on a student and have them come up to draw the shape on a whiteboard]
As the students come up to draw the shapes, I will review the features of the shape and
review the vocabulary.
Great drawing (students name)! Lets take a look at this shape. How can we tell it is a
rectangle? What features help us to tell its a rectangle?
[The students answers might vary, but the key is to have them understand rectangles
have 4 sides and 4 corners, and that 2 of the sides can be longer than the others. If the
students have trouble thinking of the features, point out the feature by going over the
lines or circle the corners with a marker to point out the sides and corners.]
Additionally, I will show students pictures and/or concrete manipulatives of objects
associated with that shape to help them make connections to real life objects.
This process of drawing the shape and naming their features will be repeated for all four
shapes.
Circles No straight sides, only curved sides; no corners; round
Triangle 3 sides and 3 corners
Square 4 sides and 4 corners; all of the sides are equal
Rectangle 4 sides and 4 corners; 2 of the sides can be longer than the other 2

3. Tasks and activities: (What challenging tasks and activities will students engage in as
they construct knowledge, learn new skills or behaviors and develop understandings?)
[15 minutes]
Following the review, students will engage in an activity where they sort the four
different shapes based on their name or feature.
Nice job naming the shapes and thinking about their features! Now using what you know
about the shapes and their features, were going to play a shape sorting game.
See how the paper has two sides? To begin the game, all of your shapes should be on the
right side [point to the right side of the paper]. Im going to call out a shape, and you
will need to decide which shapes fits what Im describing and move them to the left side
of the paper.
Miss Natalie and I will demonstrate how to play the game. [I will call out a couple of
shapes and have my partner demonstrate the sort]
Play a couple of rounds where I call out the names of the shape and the children sort.
When the kids get the hang of the activity, pair the students up so that one person calls
out the name of the shape while the other sort, then switch off. Observe the students
individually as they are sorting to gauge their ability to match the name of the geometric
figure with their shape. If it looks like a child is struggling with the sort, provide
assistance and review the shapes again if necessary.
When it looks like the students have the concept down, challenge the students by having
them sort the shapes based on their features.
You all did great sorting the shapes by their names! This time, lets try sorting the shapes
by their features. Miss Natalie and I will show you how to sort by shape features. [I will
call out a couple of shapes features (i.e. this shape has 3 sides and 3 corners) and have
my partner demonstrate the sort]
As in the previous sort, Ill play a couple of rounds where I call out the shape features for
the sort. Then Ill have the children pair up and observe to see if theyve sorted correctly
and gauge their level of understanding on the features of the shapes. If a child is
struggling with the sort, I will provide further assistance and review the shape features
again using concrete manipulatives and asking the children what they see when they look
at the shape.
4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include
some form of assessment or exit slip)
[5 minutes]

To wrap up the class, I will gather the childrens attention and ask them to share about
their experience in sorting the shapes (Was there a shape they had more difficulty sorting?
Were there features that could have more than one shape?). Following the activity
debrief, Ill read the questions and have students complete an exit ticket worksheet where
they will match the names and features to the shape described (see Figure 2).
Accommodations for individual differences: How will you modify the content (what is
learned), the process (how the content is mastered) or product (how the learning is observed and
evaluated) to support diverse learners? Describe additional supports that can be used for reteaching if needed, and a challenging extension for students for demonstrate mastery quickly or
show evidence of a lot of prior knowledge.
To help students understand the sorting activity, my partner and I will model how to sort the
shapes. The demonstration will allow them to understand the directions and activity more clearly.
Then while the students are engaged in the sort, I will observe the students individually and
provide support and scaffolding for students who are having trouble with the names or features
of the sort. I can review the shape names and features again with the students, and use concrete
objects to visually support the childrens understanding.
For students who master the sorts quickly, I will have them challenge their partners in the game
to see who can get the most sorts correct before we move onto the next activity.
Behavioral and organizational strategies: What behaviors will you model or discuss with
students? What do you want to remember about organizing the lesson and materials? Use this
section for reminders to yourself about behavioral and organizational strategies. For example, do
you want to explicitly model how to work with partners in this lesson? Or demonstrate how to
use mathematical tools?
Prior to the lesson, I will reinforce the rules and behavioral expectations with the students (i.e.
Raise your hands before speaking, listening when others speak, not getting out of our seats
during the lesson unless directed by the teacher, stop/look/listen, etc.). Ill have the students
practice the behavior a couple of times until they have it down.
Reflection on teaching: What aspects of your instruction were effective and why? What would
you modify about the lesson if you could go back and teach it again?
Reflecting back on my teaching, I felt that this lesson went much more smoothly than my first
lesson. Similar to my previous lesson, I reinforced the behavior expectations with the students at
the beginning of class, which established an effective learning environment for instruction. Then
to review the geometric shapes, I utilized a video that incorporated an interactive aspect and
allowed the children to enthusiastically participate by finding the object with the corresponding
shape named in the video. I also took the feedback from my supervisor and used positive

reinforcement during the shape sort to help the students better understand my expectations for
the task. Furthermore, I found that allowing the students to be more independent and selfdirected by having them pick out their own shapes or creating their own sorts with their partner,
promoted their engagement in the lesson.
If I were to teach this lesson again, I would prepare a more challenging task for the students who
demonstrate mastery quickly. A few of the kids clearly knew their shapes well and the sort
proved to be too easy. However, I found that the students were fully engaged and excited about
the task when I challenged them to see who could sort the shape/features I call out faster. The
difficulty with this is that I could only administer the challenge for one pair of students at a time.
Therefore I may need to come up with a more challenging variation of the game such as having
one student call out the shapes/features while the other use manipulatives like AngLegs to create
the shape. I could also rethink the grouping to have three students in a group so that one student
can call out the shape/feature while the other two children sort.
Reflection on student learning: Did students meet the objectives outlined above? Share
evidence from your assessment(s) about goals that were met or need future work. What are the
next steps for the students as they learn the concepts and skills outlined above?
I observed the students as they were working in pairs for the shape sort and found that they were
all able to sort the shapes based on their names and features, which demonstrated that the
students had a solid understanding on the topic. The students also did well on the summative
assessment where they were asked to draw the shapes associated with the name or feature on the
worksheet. Some of the students even elaborated on their responses by creating drawings only
made with that shape!
Feedback: What feedback did you receive from a peer, CI or US before or after this lesson?
How did (or will) you incorporate this feedback into this lesson or future lessons?
When I met with my supervisor following the lesson, she noted my use of positive expectations
was effective with the students and the high level of engagement and understanding the students
exhibited for the lesson. For future lessons, she encouraged me to consider follow-up questions
that will deepen and expand on the students understanding of shapes. For example, I mainly
focused on getting the students to associate the names of the shapes with their corresponding
features correct in the lesson. However, I could also have them compare and contrast the
different shapes based on their features or think of real life objects in that shape.
(Credit: The framework for this lesson plan follows the Understanding by Design approach to
lesson planning, Wiggins & McTighe, 2004)

Figure 1: Shape Sort Sheet

Figure 2: Shape Names & Features Worksheet

Name:
Match shapes to their name

square
circle

triangle

rectangle

Match shapes to their features

I have _____ curved side

and no corners.
I have _______ sides and
3 corners.

I have 4 sides and 4

corners.
I have 4 sides. 2 are long
and 2 are short.