USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda
Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3
Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her

MAFS.K.G.2.6
Compose simple shapes to form larger shapes. For example, Can you join these two triangles with
full sides touching to make a rectangle?
http://www.cpalms.org/Public/PreviewStandard/Preview/5306
MAFS.K.G.1.2
Correctly name shapes regardless of their orientations or overall size.
http://www.cpalms.org/Public/PreviewStandard/Preview/5302
Students make larger shapes from smaller/other shapes.

C: Given smaller shapes, A: students B: will be able to build larger shapes from smaller shapes
While using the correct names for each shape D: with no errors in naming the shapes.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda
Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?
What background knowledge is

Shapes are all around us and students need to be able to identify the shapes that are in their home,
playground and streets, etc.
I will be teaching it in a game format because students will not even know that they are learning and
thinking, they will just think that it is a game.

Formative
I will have students build shapes with a partner, and then I will have students complete an exit ticket to
show wat they know.
Summative:
Students will complete the Unit 4 review test individually the next day, to wrap up the unit.

Teachers will need to know what shapes can be used for form larger shapes and why those shapes fit in
to compose the larger shape.

Students would need to know what shapes are, the sides and vertices of the shapes and to be

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda
Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3
necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this
content?

able to identify the correct name of the shape.

Students might get confused about the name of the shapes and pronouncing them correctly.

Lesson Implementation
Partner Work
Demonstration- How to form larger shapes from smaller shapes
Exit Tickets-to show what the students have learned.

Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in
science, you would detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).

Where applicable, be sure to

address the following:
What Higher Order Thinking

5mins

Teacher

Higher Order Thinking Questions

a. Why is it important to be able to see shapes in other objects?
b. What shapes can you combine to make a _______ (pentagon, square,

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda
Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3

(H.O.T.) questions will you

ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

hexagon etc.)?
c. What helps you decide whether or not a smaller shape can help to make
a larger shape?
d. What shapes can you create if you combine two triangles?
5 mins

Teacher

5 mins

Both

1. Before I start the lesson, I will state the purpose of why we are learning
how to build shapes. This is important because many things in the
world are made up of shapes and students need to be able to identify
that shapes are all around us and should be able to notice that shapes
can form larger shapes.
a. Purpose: "Today you are going to be taking shapes and putting
them together to form a larger object.
2. Students will answer some higher thinking questions (from above.)
3. I will break students up into pairs so they can help each other compose
shapes.

20
mins

Both

Teacher

4. Students will spin the spinner and where ever the arrow lands on the
students will use that shape to see if it forms the larger shape. If the
shape doesnt fit to form the larger shape then the students will spin
again until they find the correct shape and this will continue until the
students have composed all the shapes. (For example, students can
compose 6 ways to form a hexagon, but they will only use one way.)

5 mins
5.
5 mins

Students
Both

Students will build the shapes and draw what shapes that they used to
form the larger shape in their math notebook.

6. I will walk around and observe that students are on the right track and
are not playing with the manipulatives and are working well with each
other.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda
Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3
7. Once students have built their shape then they can color it with the
proper colors and they will return to their tables.
8. Once students are done coloring I will hand them out an exit ticket so I
can see what they have learned.
What will you do if
What will you do if
Meeting your students needs as
people and as learners.

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain

9. I will use the rubric to assess their work.

a student struggles with the content?
I will have one-on-one time with students that are struggling to clarify what we are doing and why we
are doing it. Students that struggle dont have to complete all shapes only 3 shapes.
a student masters the content quickly?
Students will try to form real life objects using the 2-D shapes.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Shapes will connect to every cultural.
Some kids would like to be an architect and they would love this activity because it interest them.
If applicable, how does this lesson connect to/reflect the local community?
In the local community, there is a lot of construction happening, so students can look outside their car
window and identify the shapes that the construction workers are using.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students can start learning about 3-d shapes.
Students can start forming larger shapes in 4 different ways.
How will you differentiate instruction for students who need additional language support?

If students are having trouble drawing shapes, the teacher can draw the shape with a highlighter
and then students can trace the shape. The teacher can also give students a larger shape with the

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda
Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3
the accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

outlines of the composed shapes indicated with dotted lines or highlighter.

If students are having trouble composing shapes then they can compose simpler shapes (i.e.
rhombus or a rectangle)

Shapes(manipulatives)
Crayons
Pencils
Fill it up! worksheet
Rubric
Spinner

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda
Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3

Unit 5: Rubric

Creating Shapes

Student named all shapes used to make

the larger shape.
Student was able to name the larger
shape created.

Student named most of the shapes used

to make the larger shape.
Student was able to name the larger
shape created.

Student was unable to name most of the

shapes used to make the larger shape.
Student could not name the larger
shape created.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3
Fill it up! Worksheet
Name: ________________________________________________

Fill it up!
The first team to build their shapes win!

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3

Exit ticket
1. How many

2. How many

3. How many

4. How many

will fill a

will fill a

will fill a

will fill a

____________________

___________________

__________________

____________________

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3
Reflection
What was different in my lesson that I didnt plan was the instructions on the game. I tried
really hard to give very specific directions, but some students were still confused. I could have called
on a student to repeat the directions to see if they knew what they were doing and if not then I could
have re-stated the directions for students. I believe that I was nervous so I got flustered in stating the
directions.
If I were to teach this lesson to the same group of students, I would make sure that they knew
what they were doing and asked one of the students to restate the directions for clarification. I would
do the game again because the students really liked building the shapes and it was interactive instead
of what they usually do, which is work on worksheets. What surprised me in my lesson was that the
students knew that 6 triangles can make a hexagon. They knew that smaller shapes can make bigger
shapes. I knew that my CT was teaching them small aspects of building shapes from smaller ones
but I didnt know that students can look at a hexagon and see that 6 triangles can make it r a trapezoid
and a triangle can make a hexagon either. In my blog for chapter 20-geometric thinking and concepts
I speak about the different levels of Van Hiele which students can be on. (Van De Walle, 2016.
P.489-490). Click the link for more information. http://wandasantiago.weebly.com/mathreading-reflections/chapter-20-geometric-thinking-and-geometric-concepts-p-488-508
The Analysis
The students were able to learn to build shapes from smaller shapes. My teaching was
effective because all the students knew how to build the shapes from the smaller shapes given using
the manipulatives. The students really liked using the spinner and the manipulatives. They knew on
the exit ticket that I gave so students can show what they know some students knew what shapes can

USF Elementary Education Lesson Plan Template (S 2014)

Name: Wanda Santiago_(C.T.O. #2)___
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught: Kindergarten Math/Building shapes Size:
10/26/2016
Whole
class
LEVEL 3
build bigger shapes and some couldnt. This concept requires for students to practice and have visual
representations. Some students were really confused on what to do during the game, it may have
been because of my directions or it could have been because they were zoned out when the directions
were given. My next steps is to teach teen numbers and then come back to teach 3-D shapes to the
students.
To differentiate instruction I would start teach about 3-D shapes and students can start
forming larger shapes in 4 different ways. I will give students manipulatives and have them find 3-D
shapes in the classroom and eventually outside. I will group students with low achievers together and
high achievers together so they can learn from each other and start building their independence. I
would have made students build actual objects from the 2-D shapes and have the students rotate
stations.
For ELLs I could have written the names of the shapes in their first language so they can
identify them. If students are having trouble drawing shapes, the teacher can draw the shape with a
highlighter and then students can trace the shape. The teacher can also give students a larger shape
with the outlines of the composed shapes indicated with dotted lines or highlighter. If students are
having trouble composing shapes then they can compose simpler shapes (i.e. rhombus or a rectangle).
When stating the names of the shapes I was accurate, for example, instead of saying diamond,
I said Rhombus, because students need to know that the shape isnt a diamond but a rhombus for
future purposes. Some students said diamond and I said, Think about what you are calling that
shape, whats another name the shape has. I planned to facilitate SMP 5-using appropriate tools.
Students had to write the number of how many shapes can fill in another shape and write the name of
the shape that they were building. Overall it was a great experience to have working with shapes.