Mariam Hassan Mohamad Abdulrahman H0257527

Lesson Plan Template

Name: Mathematics (shapes).
Personal Aims (What do YOU need to work on in order to grow professionally?
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Making the classroom a student-centered one (Reggio Emilia approach) not a teacher-centered one.
Practicing of how to make students understand well.
Thinking of how to manage time, classroom, and students.
Practicing to be more confident and give a better lesson to students.
Grade Level:

Subject:

Both levels of Kg

Mathematics (different
shapes)

Place:

In the carpet area and

different areas of the
classroom

Resources (what materials/equipment will you

and the students use? Be specific)
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Learning Outcome (School code and words):

Students will:

A big box includes different objects

(balls, books, notebooks, candles,
blocks, dices, artificial eggs, artificial
pizza, different pictures, etc)
Markers
Board of the classroom
The internet
Three different activities (low, medium,
and high levels)
Needed materials and resources of the
three activities: pictures of various
shapes printed on paper, wooden
colours, dry and watery glow, shiny and
not shiny objects used to design paper,
blocks, boxes with no covers, sand,
sticks, and pictures of shapes shapes.
A bell

Realize that shapes are found in

everywhere including our bodies.
Realize and recognize that there are many
shapes.
Identify names of various shapes.

Preparation (what do you need to make or check

before class?)
Before the beginning of the class and before the
arrival of students, I will need to make sure that the
whole classroom is organized and that all my needed
materials and resources are ready and in the correct
specific places. I will check if the internet is working. It
is significant to feel relaxed before demonstrating a
lesson where knowing that everything is organized
leads to feeling relaxed and confident.
Key vocabulary
1

Shapes
Circle
Square
Triangle
Rectangle
Star
Heart
Diamond

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Objects names such as a dice.

Introduction (warmer activity + teacher introduction/demonstration of small group

activities):
After welcoming everyone (students and the teacher (I) welcomed each other), and when all
students are gathered and sat in the carpet area, the teacher (I) will tell students that everyone will
be enjoyed today where they will be exploring, discovering, and learning new things or ideas by
themselves. Things that can be used as games. Things that are great and are significant as well.

Time: 15 min

Whole

The teacher will tell students that they will need to use their cognitive, physical, imaginational,
emotional, social, and personal skills as well as other skills to find things that are seen and found in
everywhere even in our fantastic bodies. Students will get some time to think deeply about the
things (this promotes their thinking and cognitive skills). Guesses of students will be heard, and the
teacher will not say if the answers are correct or not. The teacher will allow students to find that out
by seeking between different objects for the answer (objects are put in a big box, and students will
open this box by themselves and seek for the answer together without the teacher where the teacher
will guide students to use the box (the environment of the classroom provides students with objects
found in the box to discover by themselves)). Note that the teacher will observe students and will
not get to them unless they need her. The different objects that are within the box give the correct
answer where these objects present different shapes (circle, rectangle, triangle, square, heart, star,
diamond, etc).
Students will start exploring together, discovering together, and thinking together (it is possible
to find a child exploring, discovering, and thinking by himself or herself, but it is expected that the
child shares his or her discovers, thoughts, and ideas with his or her peers), and all of these
mentioned actions promote the development of students cognitive, physical (fine and gross motor
skills), emotional, social, spatial, naturalist, and personal skills as well as other different skills. If
the teacher finds students struggling, she will give them a clue that states to look at objects shapes.
She will ask students to say something about the objects shapes. Here, students will answer by
saying that each object has a specific shape (i.e. the ball is in the shape of a circle). Here, the
students will know that there are shapes and that objects have shapes. Moreover, here, students will
realize that the important and found things in everywhere including our bodies are actually shapes.

Time:
15 min

Small

Active Engagement (group working with the teacher):

A discussion will be made between the whole group of students and the teacher. Within this
discussion, questions will be asked by students and the teacher to each other (the teacher will try to
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involve herself with students as a student not a teacher to give students opportunities and encourage
them to do jobs by themselves). A question of the teachers questions states to find out names of
shapes. Any name of a shape is mentioned, it will be written on the board by the teacher or students
(if a student answers, the teacher will ask him or her to write it up on the classrooms board if the
child knows how to write it. If the child does not know how to write it, the teacher will write it for
the child). After writing shapes names, the teacher will encourage students to count the numbers of
the written shapes names. Here students will understand that there are many different shapes.
Students will share their emotions and thoughts with each other at this point, and the teacher will
encourage students to do so (remember that this lesson plan is based on Reggio Emilia approach).
Because of achieving the learning outcomes of this lesson, the teacher will ask students if they
want to know more about shapes. Students will participate and share their thoughts with the
teacher. The teacher will encourage students to seek for that (much information about shapes) in
the internet (together). She will see if they want to watch a video about shapes. If they do so, the
teacher will request students to tell her what to write in the internet, and relaying on students
requests, a video will be played.
Students will be allowed to access as they want to the areas of the classroom that have activities
within them. There are 3 various activities (low, medium, and high levels), and students are able to
do anyone of them or more if they decide to do so, but every area has a rule that sates the capacity
of assimilation of students. So, in every area, there is a limited number of children, and students
will be reminded of that by the teacher before going to complete the activities or play.
Independent Experience (small group activity 1):
Name of it: All shapes look remarkable.
What is it?
It is an amazing artistic activity that aims to allow pupils to design shapes by themselves
(shapes pictures are printed on a piece of paper) by using wooden colours or glowing shiny and
not shiny objects or stuff on the surface of the chosen shapes.
Independent Experience (small group activity 2):
Name of it: Lets build something.
What is it:
It is a challenging activity that asks students to use their brains (cognitive part) to think and
focus (pay attention) to build houses, buildings, or anything else by using different blocks (blocks
present shapes). Students decide on what to build and how. Students can work alone, with a

Mariam Hassan Mohamad Abdulrahman H0257527

partner, or as a group, and this leads to developing social, emotional, communicational, linguistic,
and personal skills (Morin, n.d.) (KidsMatter Early Childhood, n.d.).

Independent Experience (small group activity 3):

Name of it: Lets draw shapes.
What is it?
It is an interesting activity that requires students to use their brains to think and focus and to use
their fingers (fine motor skills) or a stick to draw shapes in sand. Students decide on what shapes to
draw. To remind them with the shapes shapes, a variety of shapes pictures will be provided. This
activity helps children or students to practice and develop their fine motor skills as well as
practicing and learning how to draw shapes correctly and how shapes look like exactly.

Mariam Hassan Mohamad Abdulrahman H0257527

Explain how you are going to differentiate:
Students will be able to do any activity, one activity, two activities, or all the activities (this is
up to them and their speed) where there should be a closing time before the end of the class. The
closing time is short, so students will be able to play as much as they want to (the time of the
activity can be 15-18 minutes. It is possible that more 2 minutes be given to students). The ideas,
requirements, and used materials are different in each of the three activities which makes the
activities vary from each other. Note that if students are not done of the activities (their work is not
completed, and they want to complete it), they will be able to get back to complete the activities
during the day (at another time), so they feel satisfied.
Closing:

Time:

Whole

15 min

The teacher will use a bell to make students understand that it is the time of tidying up. Students
should finish the tidying up part in 2-4 minutes. The teacher will help students as well, so it is sure
that they finish tidying up within a maximum of 4 minutes.
The teacher will use a bell again to gather students again in the carpet area of the classroom.
The teacher will begin asking students questions such as: was it fun to learn about and discover
different shapes? what did you enjoy the most of learning about shapes? will you tell your family
about different shapes?
The teacher will thank and prise the students for their whole used effort, attitudes, and
contributions, and by that, the session is totally finished.

Assessment:
Students understanding will be assessed by observations and their answers of certain asked questions.
Completing activities is another way of assessing students understanding.

Select (S):
Identify a lesson and what standards are you addressing:
It is a mathematical lesson teaches children different shapes, and the main standard that I have
wanted to address is allowing children to do the whole work by themselves (students-centered
classroom and based on Reggio Emilia approach).
Describe (D):
Who is the lesson for? It is for children that are at the preschool stage.
What are you trying to achieve in your lesson? Allowing students to teach themselves shapes.

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What will the students do? In general, students will need to do jobs that make them learn. The
jobs are games actually, and these jobs or games involve exploring, discovering, thinking,
collaborating with others, sharing, and moving around.

Note that this whole activity promotes different multiple intelligences in little children who are at the
preschool stage. It also leads to being exceled in different types of intelligence due to giving children the
opportunity to do this activity (Multiple Intelligences Immersion, n.d.). Here is how it does that and in which
types of intelligence it does that:
- When little children:
1- get chances collaborate with others and talk or communicate verbally and non-verbally with others
(express their wants and needs), they develop Interpersonal Intelligence and Linguistic Intelligence
where acting with others, communicating with others, and speaking are key aspects of the both
mentioned types of intelligence. Verbal communication requires the usage of words to communicate,
whereas non-verbal communication requires the usage of no words (body language, eye contact,
facial expressions, posture, voice (tone, pace, pitch, and volume), appearance, and hand gestures)
(What is Communication?, n.d.).
2- think, imagine and visualize actively different topics such as being an artist (all activities), they
promote Spatial Intelligence where children become able to think in three-dimensional terms.
3- use their fingers (fine motor skills) to hold and control objects such as a stick, and use their bodys
muscles to move around (gross motor skills), they promote Bodily-Kinesthetic Intelligence where
this intelligence requires the usage of the body (its parts as well as fine and gross motor skills).
4- observe details of things or subjects by using their senses, they promote the development of naturalist
intelligence.
5- Identify or recognize different shapes, they promote logical-mathematical intelligence.
As a result of exercising (doing the activity), childrens dominant intelligences become stronger, while
childrens weaker intelligences can be awakened.

Mariam Hassan Mohamad Abdulrahman H0257527

References
Kate. (2014, May 23). THOUGHTS ON LEARNING MATHS. Retrieved from An Everyday
Story: http://www.aneverydaystory.com/2014/05/23/reggio-emilia-math/
Kate. (2015, February 18). 25+ HANDS-ON ACTIVITIES FOR EXPLORING SHAPES &
PATTERNS. Retrieved from An Everyday Story:
http://www.aneverydaystory.com/2015/02/18/shapes-patterns-activities-kindergarten/
KidsMatter Early Childhood. (n.d.). Retrieved from Kids Matter:
http://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component2.pd
f
Morin, A. (n.d.). Skill Development From Birth to Age 5. Retrieved from Understood:
https://www.understood.org/en/learning-attention-issues/signs-symptoms/developmentalmilestones/skill-development-from-birth-to-age-5
Multiple Intelligences Immersion. (n.d.). Retrieved October 4, 2016, from Child First:
http://childfirst.com.sg/curriculum/multiple-intelligences-immersion/
What is Communication? (n.d.). Retrieved from SKILLESYOUNEED:
http://www.skillsyouneed.com/general/what-is-communication.html