Cathy Drury Thursday, May 3, 2018

Mrs. Tangorra’s 10:50-12:00

First Grade
GoMath
Combining More Shapes
Essential Question(s)- How can you combine two-dimensional shapes to make new shapes?
Standards
01.G.02
Compose two-dimensional (rectangles, squares, trapezoids, triangles, half-circles, and quarter-
circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and
right circular cylinders) to create a composite shape, and compose new shapes from the
composite shape.
Learning Objectives Assessments

Students will be able to compose a new shape The teacher will assess for accuracy on
by combining two-dimensional shapes. student check independent practice work.

Materials
a: Projector
b: Go math video
c: on the spot video
d: online book
e: “What’s my shape” clue game
f: reteach/enrich
g: GoMath book chapter 12

Pre-lesson assignments and/or prior knowledge- This is a piggy back lesson. The students
know how to combine flat shapes to make another shape. The students will be able to tell me the
flat shapes and use vocabulary, like the shape names, to describe the shapes.
Lesson beginning- The teacher will have the students come to the rug by those who are sitting
nicely. The teacher will start off by explaining what we are going to do today. The students will
watch the interactive video from the GoMath book as a whole class.
Instructional Plan-
1. The teacher will go through the video with the special ed teacher. The teacher will ask
questions when acceptable and will solve the problems that the bird gives us in the beginning of
the video. The teacher will have the blocks close to them in case the students need a visual. The
teacher will then play a “on the spot” video.
2. The students will work on a page in the book with the teachers. The teacher will read the
essential question and have the students answer questions. The teacher will call the students to go
back to their desk and rip out two pages, one for homework and one for station/assessment.
3. The teachers will place the students in their groups and explain the station to them. This
teacher will be doing the game “What’s My Shape?”, which is like headband. Students will have
about 10 minutes at each station, then will rotate.
o Differentiation: Students will get directions rewarded if needed. Student A will need to be
told to focus a little. The students will be moving from the carpet to groups. Students who
need to move will be able to move around and have hands on activities within this lesson.

o Questions: Will this shape fit the outline? Which two shapes can you use? If I had this
shape, which shapes can I get from it? Does it matter where you put the rectangle and
square?

o Classroom Management: The teacher will say “look at me in 3…2…1…” if they are
being too chatty. The teacher will make sure students raise their hands but showing
nonverbal cues. The teacher will also use positive reinforcement for students who are
sitting nice on the rug.

o Transitions: Students will quietly go to their center moving clockwise. The students will
be told where to stand when they move from one group to another.

Closure- Before the students leave, the students will be told to write something they learned
about today’s lesson. The students will put the posit it note on the white board before they get to
go to recess.