FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name__Alexis Beed_________________________________________Lesson
Number_One________________
Subject Area__Elementary Math Lesson_____________________ Grade Level___1st
Grade______________________
Date___March 1st___________________ Start time__1 p.m.__________ End time_2
p.m.________________________
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill:
Students will be able to identify and draw a trapezoid, rhombus, square, hexagon, triangle, and
circle.
They will also be able to tell what makes each shape different from another shape and similar to
another shape.
Related Standard:
1.G.1: Identify objects as two-dimensional or three-dimensional. Classify and sort twodimensional and three-dimensional objects by shape, size, roundness and other attributes.
1.G.2: Distinguish between defining attributes of two- and three-dimensional shapes (e.g.,
triangles are closed and three-sided) versus non defining attributes (e.g., color, orientation,
overall size). Create and draw two-dimensional shapes with defining attributes.
Background:
Students will have previously learned how to identify certain shapes. Coming into this lesson
they will already be able to identify squares, rectangles, circles, triangles, trapezoids, rhombuses,
and hexagons. They will know these shapes because of how they look and how many sides they
have.
Main Objective of Instruction:
In order to identify shapes and their characteristics, TSWBAT illustrate each shape and categorize
each shape by size, amount of sides, thickness, and occasionally color, by the end of the lesson.
Teacher Materials/Resources:
- Cut-out shapes of all sizes (also shared with students for anticipatory set)
- Classroom white board, dry erase markers, and eraser
- Rocking Chair at front of classroom
- Worksheet for review at the end of lesson (share with students)
Student Materials:
- Cut-out shapes of all sizes (provided by teacher for anticipatory set)
- White boards (provided by teacher), dry erase marker, and eraser
- Pencils
- Reading Counts Book (provided by teacher at the front of the classroom)
Anticipatory Set (Introductory Approach):
- On their desk they will find a shape that is either a trapezoid, rhombus, square, hexagon,
triangle, or circle.
- I will explain that each student has a different shape on their desk, but that there are 3
other students who have the same shape as them.

While there will be four of each shape, each shape in that group of 4 will be a different
color and size. I will not be telling the students this.
Then, I will ask the students to find the other people in the classroom (when I say go) who
have the same shape as them and to stand with them. I will tell them they have 2 minutes
to achieve this task. (It will take about 1 minute to explain this activity to
students.) (Interpersonal) (Technique from class getting students into a group
in a creative way.)
In a classroom of 24 students, there will be 6 groups, each with 4 members.
I will walk around the room for the two minutes while students are forming their groups.
If there seems to be any students who are struggling with this I will assist them. I can
assist them by asking them to hold their shape up high. Then, together, we can ask the
class who has a shape similar to his/hers. Then they will be able to find their group.
Once the students are in their groups after the 2 minute time is up, I will regain their
attention.
If the volume levels of the students are low, I will just begin speaking to regain their
attention. If the volume levels are too loud I will do an attention getter such as: If you can
hear my voice put your shape in the air. If you can hear my voice put your shape on your
head, etc. I will continue this attention getter until all voices are off. (From experience of
using this attention getter it should take no more than 3 tries for this attention getter to
quiet the students voices.)
Once all voices are off, I will call on each group and ask them to tell me what shape they
all had. (Gaining students attention and going around each group to see what
shape they have will take 1 minute and 30 seconds.) (Showing their shapes is
Visual.)
After all groups have shared what shape they have, I will tell the students great job and
ask them to give themselves a pat on the back (continue with the actual pat yourself on
the back motion.)
Then I will ask students to quickly and quietly bring their shapes to me and go back to
their own seat.
After all shapes have been returned to me and all students are seated quietly, we can
begin our lesson. (All shapes should be collected and students should be back in
their seats within 1 minute).

Instructional Procedures (Whole Group):

1. I will have just picked up the students in the hallway from specials, I will lead them back in
the classroom.
2. The students will walk in and I will ask them to please have a seat at their desk. (It takes
about 1 minutes to get back and settled.)
3. Then they will find the shape on their desk which will lead to the anticipatory set activity
(which is located above).
4. I will start the anticipatory set activity. (6 minutes) (Technique from class getting
students into a group in a creative way.)
5. The students have been seated and are quiet after the anticipatory set activity.
6. I will be standing at the front of the classroom.
7. I will then tell the students that we are going to begin our lesson by working with our
whiteboards. I will let them know that we will be reviewing and practicing drawing our
shapes that we have learned. (30 seconds)
8. I will then draw 4 names from the name sticks and have those 4 students begin passing
out the white boards. I will then ask the rest of the students to please take out their dry
erase markers and erasers from their art boxes.
9. While the boards are being passed out I will remind the students not to draw on their dry
eraser board until I have told them what to draw and that they also should only be drawing
the shapes I ask them to draw. I will say this in a kind and gentle way. (Instructions for
white boards: 1 minute)
10.
Once everyone has their white board I will ask the students to please draw a circle.
(Bodily/Kinesthetic)

11.
As students are drawing I will scan the room. I will tell the students that once they
have drawn their circle to please place their eyes on me.
12.
When 90% of the students have their eyes on me and it looks like they have drawn
a shape on their board, I will draw a circle on the white board at the front of the classroom.
I will also spell out the word circle under the circle I drew so that students can begin to
make a connection between the word and shape circle and what it looks like spelled out.
(Linguistic and Visual)
13.
Then I will ask them to check their circle on their board with my circle on the big
white board. (Visual/Spatial)
14.
I will then tell students to put their thumbs up in the air if they drew the circle the
same way I did and to put their thumb pointing down if they did not. (Technique from
class Thumbs up if you got it right (understood the topic) and thumbs down if
your shape looks different (did not understand the topic)
15.
Then I will tell them, if they did not draw their circle the way I did and their thumb is
down, to change their shape to look like mine and once they are finished to their thumbs
up in the air.
16.
Once everyone has their thumbs up indicating they have drawn their circle I will
take one last scan of the room to make sure every student has drawn a circle and take
note of those students who do not.
17.
I will then ask them to all put their thumbs down and pick their marker back up.
18.
I will ask the class what to tell me the characteristic of a circle. I will pick the first
student who has their hand raised quietly. If no one raises their hand I will stand and wait
for 10 seconds. If no one answers I will draw a name from the name sticks. If this student
does not answer question correctly I will draw two more sticks and see if either of these
students can answer the question.
19.
The answer to the question for the characteristic of the circle is that it has no sides.
20.
Once this question has been answered by the class, we will erase our boards.
(Steps 10-20: 2 minutes 15 seconds)
21.
Next, have the students draw a square. Then repeat steps 10-20. (2 minutes 15
seconds)
22.
Have the students draw a triangle. Then repeat steps 10-20. (2 minutes 15
seconds)
23.
Have the students draw a rhombus. Then repeat steps 10-20. ( 3 minutes
harder shape may take longer)
24.
Have students draw a hexagon. Repeat steps 10-20. ( 3 minutes harder shape
may take longer)
25.
Have students draw a trapezoid. Repeat steps 10-20. ( 3 minutes harder shape
may take longer)
26.
Next, I will tell the class they did a nice job on drawing their shapes and that we will
now be moving onto the next activity. I will also ask the 4 students who handed out the
white boards to pick them back up and put them back on the white shelf. I will also tell the
rest of the class to put their dry erase markers and erasers back into their art boxes. (2
minutes)
27.
I will then ask all the students to come sit at the front of the classroom on the floor
in front of the white board. (The students should move and be settled in the front in
1 minute.)
28.
While the students are moving towards the front of the classroom, I will grab the
pile of cut out shapes we used for the anticipatory set and I will take a seat in the rocking
chair in front of where the students will be sitting.
29.
Once the students are settled at the front of the classroom, I will explain to them
that we are going to look at the shapes we used at the beginning of class. I will ask them
to remember how at the beginning of class we were deciding how the shapes were the
same. Now, I will explain to them that we are going to be looking at how the shapes are
different as well. I will tell them that I am going to hold up two shapes at the same time
and we are going to talk about how they are different and similar. (45 seconds)
30.
I will begin by holding up the green square and the blue square. I will ask the
students to tell me what differences they see. I will call on the first hand I see raised or on

a student who has their hand raised and has not yet answered a question today. If no one
raises their hand to answer the question I will use the name sticks to draw names to have
students to answer. (I do think students will be able to point out differences quickly. This
will most likely result in no need to use the name sticks.) The answer to this question
should be that they are different colors and that the blue square is smaller than the green
square or the green square is bigger than the blue square. I will also ask them to raise
their hand and tell me the similarity between the shapes. They should be able to tell me
that both of the shapes are squares and that they have 4 sides. I will tell them good job
once we are done and move onto the next pair. (1 minute) (Visual/Spatial)
31.
Next I will hold up a blue triangle and a blue circle. I will ask the students to raise
their hand and tell me the difference between them. They should be able to tell me that
they are different shapes and that one is a triangle (with three sides) and one is a circle
(with no sides). I will also ask them to tell me a similarity. The answer to this question is
that both shapes are blue. (1 minute) (Visual/Spatial)
32.
We will then move on to two new shapes. I will hold up the yellow rhombus and the
yellow trapezoid. Because these are harder, less basic shapes, I will hold these shapes up
for the students to look at for a few more seconds. After a few extra seconds wait time, I
will ask the students to tell me what is different about these shapes. Because these
shapes are more challenging, answers may be delayed and I may have to rely on name
sticks. The students should answer that these two shapes are different because one is a
rhombus and one is a trapezoid. I more advanced could also be that the rhombus has all
equal sides and the trapezoid only has two equal sides. I will also ask the students to raise
their hand and tell me how these two shapes are similar. They should be able to point out
that each shape has 4 sides and is the color yellow. (2 minutes) (Visual/Spatial)
33.
Next I will hold up the green and blue hexagons. I will ask the students what makes
these two shapes different. The students should answer that one is blue and the other is
green. They should also be able to point out that the green hexagon is short and the blue
hexagon is long. I will also ask them to tell me the similarities. They should be able to tell
me that they are both hexagons and they have 6 sides. (1 minute 30 seconds)
(Visual/Spatial)
34.
I will say to the students, You all have done a great job at picking out lots of
similarities and differences of all different shapes. Next, I am going to give you a
worksheet. You will need to take your pencil out and begin working on this worksheet as
soon as I hand it to you. Once you are done with the worksheet, you must come hand it to
me. Once you have handed your worksheet to me, you may get your back-pack and jacket
from the closet and bring it back to your seat for the end of the day. (Technique from
book Ticket to Leave from page 104. While the student is not going to leave
the classroom, they will be handing me their worksheet as their ticket to get
ready for the end of the day and reading their reading counts book.) If you finish
early, you should pick out one of the reading counts books (point to where the books are
located at the front of the classroom) about shapes and read it until it is time to do our end
of the day procedures. (1 minute)
35.
Because this is a lot of information, I will ask the students to repeat back the
information to me. I will ask, So, what will we be doing when we get back to our seat?
Collectively they will most likely respond with, The worksheet! Then I will ask, What do
you do when you are done with the worksheet? They should tell me they will turn it in to
me. I will also ask them what they do after they turn it in and they should respond with
grab out back-packs and coats and reading math reading counts books. (1 minute)
36.
I will then tell the students to go back to their seats and get out their pencils. I will
pass out the worksheet. The worksheet comes from the Teachers Pay Teachers Website.
The worksheet was made by the user called Carries Creations.
https://www.teacherspayteachers.com/Product/First-Grade-Geometry-assessment-125315)
(1 minute)
37.
As students are working on their last worksheet I will walk around the room. I can
help students who are struggling and also collect the work that is done. I will also be able
to monitor those students who get done quicker and are getting their things and reading
their reading counts book.

38.
Finishing the worksheet, getting their back-packs and coats, and reading their
reading counts will take us to 2pm. If students do not finish the worksheet by 1:58pm I will
ask them to please turn what they have done to me and to go get their things from the
closet. When it hits 2pm the lesson plan will be officially over and I will ask students to
take out their assignment books for the end of day procedure. (The math homework for
the evening will be introduced when students write down their homework in their
assignment books during the end of the day procedure. (24 minutes This amount of
time at the end of the day should give students enough time to complete the
assignment and gather their things from the closet. This will also allow cushion
time if some of the steps during the lesson plan if it takes longer than expected.
This also allows me more time, as the teacher, to walk around the room and give
individual help to those students who need it.)
Provisions for Individual and/or Group Differences: XXX
Closure:
The anticipatory set helped students to identify shapes and group them with other shapes that
are the same. Drawing the shapes on the white boards allowed students to compose shapes.
Holding up the two shapes and having students compare and contrast the shapes allowed them
to categorize shapes and see their differences. The worksheet given to the class had the
students use all their gained knowledge. I will be able to look over the worksheet to be sure the
students understood everything they learned during the lesson.
Evaluation of Learning:
Remediate: Each student will work on the worksheet given out at the end of the lesson.
Extend: For those students who get done quickly with the review worksheet, they will be reading
a reading counts book that has to do with shapes. There are multiple of these books located at
the front of the classroom for students to choose from. This also allows them the opportunity to
gain more reading counts points while also learning more about their shapes and math.
Homework: The students write their homework in their assignment book during the end of the
day procedure. Their homework is also already placed in their take home folders for them. In
their folders they will find a fun shape activity for them to do at home. They will find a food or
think of their favorite food that is the same shape as a square, a triangle, and a circle. They will
draw a picture (Bodily/Kinesthetic) of each food item and write (Verbal/Linguistic) the name
of the food.
Independent Practice:
The students will complete the fun food shape homework that is explained above.
Name ____________________________
Shapes Homework
Directions: Think about some of your favorite foods or go look at the food you have in your
kitchen! What foods are the shape of a circle? A triangle? A square? Draw and color 3 pictures of
food in the boxes below. One piece of food should be the shape of a circle. Another piece of food
should be the shape of a triangle. The last piece of food should be the shape of a square. Then,
write the name of each food!

Circle

Food:_____________________________
Triangle

Food:_____________________________
Square

Food:_____________________________

Name ____________________________
Shapes Homework
Directions: Think about some of your favorite foods or go look at the food you have in your
kitchen! What foods are the shape of a circle? A triangle? A square? Draw and color 3 pictures of
food in the boxes below. One piece of food should be the shape of a circle. Another piece of food
should be the shape of a triangle. The last piece of food should be the shape of a square. Then,
write the name of each food!

Circle

Food:_____________________________
Triangle

Food:_____________________________
Square

Food:_____________________________