Kelsey Mercadante

Mrs. Lowery, Paul Munro Elementary School, 1st Grade

Date: Mon. October 5th, 2015
Time: 12:20-1:25

Day 1
Plane Geometric Shapes (Whole Group Lesson)
During this lesson students will be introduced to our unit on Geometric Shapes
(square, rectangle, circle, and triangle). Students will identify, describe, and sort
plane geometric shapes into appropriate categories based on number of sides,
vertices, and right angles. Students will also identify models of representations of
these plane geometric shapes in real life.

SOLs: 1.12, 1.13

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, square, rectangle, and circle) and explain the
reasonableness of each choice.

Blooms Taxonomy Levels: Understand, Analyze, Evaluate

Understand

Shapes are all around us, so it is important for us to name them and tell
where we can see them in everyday life.

Geometric figures are integral parts of the environment.

Know

A plane geometric figure is any two-dimensional closed figure.

A triangle can have sides that are all equal, or they can all be different.
A right triangle has one angle that is 90 degrees it makes an L shape. It
lines up with the corner of a card/piece of paper.
A vertex is the point at which two line segments, lines, or rays meet to form
an angle.
Vertices is plural for vertex

Curves- what a circle has

A triangle has three angles and three sides.
A rectangle is a quadrilateral with four right angles
A square is a rectangle with four sides of equal length.
A circle is a closed curve with all points in one plane and the same distance
from a fixed point (the center)
a square is a square regardless of its location in space; there is no such
geometric figure as a diamond.

Do

Describe a circle
Trace triangles, squares, rectangles, and circles
Describe triangles, squares, and rectangles by the number of sides, vertices,
and right angles.
Sort plane geometric figures into appropriate subsets (categories) based on
characteristics (number of sides, vertices, angles, curved, etc.).
Identify the name of the geometric figure when given information about the
number of sides, vertices, and right angles.
Identify models of representations of circles, squares, rectangles, and
triangles in the environment at school and home and tell why they represent
those figures.
Describe representations of circles, squares, rectangles, and triangles in the
environment and explain the reasonableness of the choice.

Assessing Learning:
Today: Observe students and look for correct sorting and matching of shapes. Listen
to accuracy as the students name and describe the attributes of the shapes.
During the week:
Observation and participation.

Small groups: I will observe students while I work with them.

Centers: Students will record work in their math journal, or on a worksheet,
which will hold them accountable. Other teachers/aides will also be there to
help observe students, since I will be working with small groups.
On Friday, students will complete an assessment that involves everything we
have worked on during the week.

Materials:
Smart board
I See Shapes book

One shape card for each student (17)

Chart Paper
Paper bag
Graph labels
Pattern block shapes

Procedure:
Part 1
Prep: Collect supplies and materials. Make sure each student will get a shape (try to
use different sizes/types of shapes). Place cards in paper bag. Prepare a class grid.
Mark off 4 columns.
Engage: TPS: talk to someone beside you at your table and name some shapes.
Have students share their responses.
Bring up the shapes on the smart board as students name them, or show students
pattern block shape.
Read the book I See Shapes
Implementation:
Show the students the prepared shape cards. Discuss names of shapes.
Pass around bag containing shape cards, directing students to draw out one shape.
Ask them to state the name of the shape they are holding and have them describe
their shape by naming the number of sides and corners (vertices).
Say:

Gather in groups according to the kind of shape that is on your cards

Look at the shapes in your groups and talk about how they are the same and
different by looking at the sizes, positions on the cards, and numbers of sides
and vertices (corners).

Have students share statements, which will be true for all the triangles, squares,
etc.
Record these statements on chart paper
Part 2
Have students sit in a circle on rug.
Play a listening game with the students. If you are holding a triangle, stand up. If
you are holding a rectangle, turn around square sit down. Call on other shapes
used in game.

Find someone who has a shape that is DIFFERENT from the one you are holding.
Discuss with your classmates how your shapes are different. Trade Shape Cards.
Looking at your new shape card, describe the new shape and say its geometric
shape name.
Repeat the listening game described above.
To end the game and to collect the Shape Cards, direct the students to use the class
grid to sort and display their Shape Cards according to the grid labels.
Discuss the grid:

Show me a triangle.. a square.. a circle.. a rectangle

Choose one of the shapes and describe it to the rest of the class. Let class
guess which shape you are describing.
Tell class something that is true about all triangles, rectangles, squares, and
circles.
o All rectangles and squares have 4 sides and 4 corners
o All sides on squares, rectangles, and triangles are straight
o Circles have no corners and no straight lines.
o Turning a shape only changes the orientation, not the attributes of the
shape.
Show me 2 different triangles. Describe how they are alike and how they are
different. Why are they both triangles? (do the same for rectangles, squares,
and circles.)
Using our class grid, which shape was found the most in our set of shape
cards? The least?
Explain how the triangles on the grid are different. (Do the same for other
shapes)
Do all shapes of the same geometric name look exactly alike? (No) Explain.

Closure:
Do you see any of these shapes in our room? (Clock, floor tiles, books, door, and
pattern blocks) How are they alike and different from the shapes on the card?

If time: (Extensions)

Have students put shapes in order from smallest to largest.

Have students create AB patterns with shape cards (use size, orientation as
patterns rules_