Claflin University School of Education

Reflective Lesson Plan Model

Name: Joy Pollock

Date: 2/24/16

PART I: PLANNING
Cutting Larger Shapes into Smaller Shapes
Title of Lesson

Source

Is this lesson original idea? If not, from what source did I

borrow this lesson?
Original
Math

Subject Area (s)

2nd
Grade Level

Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

Individuals Needs

2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize

and draw shapes having specified attributes, such as a given number of
equal faces.

Describe the lessons activities and content.

Students will review shapes and solid figures. Students will
learn how to make larger shapes into smaller shapes. The
lesson will begin with an interactive video on
pearsonsuccessnet website. The teacher will guide the video
and questions. Next the teacher and students will do the
math worksheet packet together. Then, students will do a
worksheet independently for classwork. Finally, the class will
play a game on the smartboard called Polygons or not.
What will students be able to do at the conclusion of this
lesson?
After practicing the concept of tracing lines on larger shapes
to form smaller shapes during teacher-led discussion,
students will be to reconstruct larger shapes into smaller
shapes with at least 75% accuracy independently.
How will I vary these objectives for students who do not
understand the material?
Students who do not material will be able to use
manipulatives if they struggle with just recognizing shapes
and how they can make a larger shape smaller.
How will I vary these objectives for students who have
already mastered the concept?
Students who have mastered this concept will be able to go
ahead of the rest of the class and complete the independent
practice of the worksheet. If they finish that, they can
complete the classwork that will be taken up for a grade
How will I vary these objectives for students who are

presently learning English?

For students who are presently learning English, the teacher
will provide the names of the shapes in students native
language to help them follow the lesson better.

Statement of Purpose

Materials and Resources

Anticipatory Set

Why is it important for the students to learn this content?

It is essential for students to know that some shapes can be
decomposed into smaller shapes.
What materials and supplies are needed to help your
students achieve the stated objectives? What will the
teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?
Math Booklet
Math Manipulatives
Math Vocabulary TE
Laptop
Internet Connection
Speakers
Smartboard

What will you do to motivate the students and get their

attention? What is the hook that will serve as a focus for
the lessons activities?
The teacher will draw a sandwich on the board and tell
children you want to cut up the sandwich to share with
another person. What shape is the sandwich? {Rectangle or
square} Could you cut it to make two triangles? Explain.
{You, could start at one corner and cut to the opposite
corner.} Could you cut it to make two rectangles? Explain.
(Start in the middle and cut straight across.)

Part II: IMPLEMENTATION

Pre-assessment

How will I find out what students already know about this
topic?
I will ask the following questions:
How can cutting larger shapes make new smaller shapes?
If I have a sandwich and want to share with a friend, how
would I cut the sandwich?
What are some other objects, foods, or things, that are a
large shape but cut into a smaller shapes?

What will I do to show students what is expected?

Teacher Modeling or
Demonstration

Guided Practice

Checking for
Understanding

Independent Practice

Closure

The teacher will demonstrate how to make large shapes into

smaller shapes by using manipulatives. The teacher will
provide examples on how to divide a triangle, hexagon,
trapezoid, and parallelogram into smaller shapes. The
teacher will model this with manipulatives. The teacher will
also play a short interactive video and direct students
through their practice worksheet pages 397-400.
What will we do together as they learn how to succeed at the
new task?
The teacher will guide students through the interactive video
on pearsonsuccess.net. The teacher will guide students
through page 394.
What questions will you ask to determine if students
understand so far? What techniques or strategies will be
used to determine if students understand so far?
The teacher will be walking around the classroom as she
models and demonstrates how to draw the lines to make
smaller shapes. The teacher will be monitoring and adjusting
the lesson as they do the packet together. The teacher will
use the technique of observation to see what students
understand so far.
What will students do by themselves to show that they have
internalized the knowledge?
Students will complete page 395 on the practice worksheet
independently.
How will I conclude the lesson and relate it to future
experiences? How will you wrap up the lesson to reinforce
concepts taught during the lesson?
Students will be given a piece of construction paper, card
stock or plain copy paper. Then the students will draw a
medium triangle, square, and rectangle and draw lines to
make a new shape. This will serve as their ticket out the door.

Assessment
(attach to lesson plan)

Extension Activities

What will students do to demonstrate what they have

learned?
Students will complete a Quick-Check worksheet that will
completed and turned in at the end of the lesson.
What can students do at home or in the classroom to apply
the knowledge or skills? How could you use your colleagues
or community agencies to improve student performance?
At home students can look around the house to find shapes
talked about in the lesson, as well as take pictures of larger
shapes in their house or community that are made up of
smaller shapes.

I could find a local engineer to explain how larger shapes or

objects are made up of smaller shapes. This will help
students to understand that shapes play a role in their
everyday lives and future careers.

Technology

Connection Across the

Curriculum

How will you use technology to assist students with learning the
concepts? What technology will you use to enhance the delivery and
comprehension of your content?
Students will view the pearsonsuccess website interactive
video on the lesson topic. I could use the interactive smartboard to
give students a chance to practice making the larger shapes into
smaller shapes before doing it on paper. Students will also play a
game called Polygons or not on the Smartboard.
How will you connect this lesson with other content areas across
the curriculum?
PE- Students will use their bodies and ligaments to create various
shapes.
Arts-Students will create a drawing made completely out of shapes.
Social Studies- Students will study and identify which laws shaped
the United States of America.
ELA- Students will learn the difference between shapes in regards
to math and using the term in everyday language.
Music- Students will learn and perform the Shapes song.
Health- Students will learn about the different body shapes and
what makes them different.

PART III: REFLECTION

Strengths

Weaknesses

Suggestions for
Improvement

Describe the strengths of your instructional techniques, strategies

and classroom management.
Describe the strengths of student engagement.
Student engagement was high during the lesson. Students were
especially engaged when they were allowed to use manipulatives. I
gave explicit instruction and helped students to connect the lesson to
content they had been taught in the past.
Describe the weaknesses of your instructional techniques, strategies
and classroom management. Describe the weaknesses of student
engagement.
Many students struggled with drawing the lines to divide the shape.
After viewing a lot of the shapes students drew, I noticed their lines
were not straight and it was hard to tell what the new shape was.
Some students began to get frustrated because they could not draw
the lines to make the new smaller shapes.
What would you change when teaching this lesson again?
If this lesson were to be taught again, I would spend more time on

ensuring students know how to trace the shapes, and stressing that
lines have to be straight and connecting. Had this been mentioned
and stressed more during the lesson, I think students would have
understood more, and they would not have struggled as much.

Revised 1-2012
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY