TaylerRoebke

MathLessonPlan#1
LearningObjectives
Students(2ndgrade,50minutemathlesson)willdemonstratetheirunderstandingofshapesand
theirattributesbyoutliningshapesonaworksheetandbyseparatingarectangleonaworksheet.
CentralFocus
Thecentralfocusofthislessonisforstudentstodrawdifferentshapesandunderstandtheir
attributes.Studentswillalsobeabletosectionarectangleintoequalparts.
ImportantUnderstandingsandCoreConcepts
A. Theimportantunderstandingstobetaughtinthislessonarethatsquares,rectangles,and
triangleshavetheirownattributesandarectanglecanbeseparatedintofourequalparts.
B. Tracingshapesoncommonobjectscanshowustheattributesoftheseshapesand
rememberthemthroughthecommonobjects.
C. Thecoreconceptstobetaughtinthislessonincludingthemainattributesoftheseshapes
isthatwecanseeshapesinoureverydaylivesandseparaterectanglesinanysetting.
D. Theterms/vocabulary/academiclanguagetobeusedinthislesson:triangle,square,
rectangle,separate,equalparts,garden,parallel
Standards
1. CC.2.G.1Reasonwithshapesandtheirattributes.Recognizeanddrawshapeshaving
specifiedattributes;suchasagivennumberofanglesoragivennumberofequalfaces.
Identifytriangles,quadrilaterals,pentagons,hexagons,andcubes.(Sizesarecompared
directlyorvisually,notcomparedbymeasuring)
2. CC.2.G.3Reasonwithshapesandtheirattributes.Partitionarectangleintorowsand
columnsofsamesizesquaresandcounttofindthetotalnumberofthem.
LearningTasksandInstructionalStrategies
Opening:
StudentswillbeseatedattheirdesksasIpulluppicturesofshapesontheSMART
board.Iwillthenpassouttheworksheetsforthelessonandinstructthestudentstotake
outtheircoloredpencilsorcrayons.
Learningtasksandinstructionalstrategies:
o Onceallofthestudentsareseatedattheirdeskswiththeirworksheetsandcolored
pencilsorcrayonswewilltalkaboutthepicturesontheboardandtheir
worksheets(theyarethesame).(5minutesatthispoint)
o IwillfirstaskthestudentstolookattheICanDrawSquaresworksheetwith
robots.Oncewearelookingatthisworksheetwearegoingtotalkaboutsquares.
Iamgoingtoaskthestudentswhatpictureisonthisworksheet(theyaregoingto
respondarobot).Oncethestudentsanswermyquestion,Iamgoingtoaskthem
totakeoutonecoloredpencilorcrayon.Fromthere,Iamgoingtoinstructthe

studenttotracetheheadoftherobotwithme.OntheboardIamgoingtotrace
theheadoftherobotwiththestudents.Iamgoingtoexplaintothestudentsthata
squarehasfourequalsides,eachofthesesidesarethesamelength.NextIam
goingtoinstructthestudentstotracethebodyoftherobotontheirown.Iamthen
goingtotracethebodyoftherobotontheboardandthenwatchthestudents.Iam
thengoingtoaskthestudentswhattheydid(theyaregoingtorespondtheytraced
thebodyoftherobot)Iwillthenaskoneofthemtotellmewhattheshapeofthe
bodyoftherobotis.Iwillcallononestudenttotellmethattheshapeofthebody
oftherobotisasquare.Iwillthenaskanotherstudenttotellmehowmanysides
ofasquarethereare,andthenIwillaskanotherstudenttotellmeaboutthesides
ofthesquare(tellmethatallthesidesofthesquareareequal).ThenIwill
instructthestudentstofinishtracingtherobotandcoloritin.Duringthistime,I
amgoingtobewalkingaroundtheroomobservingthatthestudentsaredoing
theirworkandaskingthemquestionsaboutthesquares.(15minutesatthispoint)
Inorderforthislessontobesuccessfulthestudentsmustlistentomy
questionsandparticipate.ThestudentsmustanswermyquestionswhenI
askthembyraisingtheirhandsandkeepingquietwhenanotherstudentis
speaking.Thestudentswillalsohavetotraceeachbodypartontherobot
inordertounderstandthattheyareallsquares,andonceagaintheywill
havetoanswermyquestionswhenIaskthemasIwalkaroundtheroom.
Iwillbeusingdirectinstructionandinquireinthislesson.Thiswillalso
belargegroupinstruction.
o ThenIwillhavethestudentslookattheICanDrawTrianglesworksheetwith
icecreamcomes.Oncewearelookingatthisworksheetwearegoingtotalk
abouttriangles.Iamgoingtoaskthestudentswhatpictureisonthisworksheet
(theyaregoingtorespondicecreamcones).Oncethestudentsanswermy
question,Iamgoingtoaskthemtotakeoutadifferentcoloredpencilorcrayon.
Fromthere,Iamgoingtoinstructthestudenttotracethebottomofoneicecream
conewithme.OntheboardIamgoingtotracethebottomofoneicecreamcone
withthestudents.Iamgoingtoexplaintothestudentsthatatrianglehasthree
equalsides,eachofthesesidesarethesamelength.Iamthengoingtoaskthe
studentsagainhowmanysidesofatrianglethereare(theywillallrespondthree
together).NextIamgoingtoinstructthestudentstotracetheremainderofthe
bottompartsoftheicecreamconesontheirown.Iamthengoingtotracethe
remainderoftheicecreamconesontheboardandthenwatchthestudents.Iam
thengoingtoaskthestudentswhattheydid(theyaregoingtorespondtheytraced
thebottomhalvesoftheicecreamcones)Iwillthenaskoneofthemtotellme
whattheshapeofthebottomoftheicecreamconesare.Iwillcallononestudent
totellmethattheshapeofthebottomoftheicecreamconeisatriangle.Iwill
thenaskanotherstudenttotellmehowmanysidesofatrianglethereare,and
thenIwillaskanotherstudenttotellmeaboutthesidesofthetriangle(tellme
thatallthesidesofthesquareareequal).ThenIwillaskthestudentstoraisetheir
handandremindmehowmanysidesofasquarethereare.ThenIwillaskthem
toremindmeagainaboutthesidesofthesquare.ThenIwillinstructthestudents

tofinishtracingtheicecreamconesandcolorthemin.Duringthistime,Iam
goingtobewalkingaroundtheroomobservingthatthestudentsaredoingtheir
workandaskingthemquestionsaboutthetriangles.(30minutesatthispoint)
Inorderforthislessontobesuccessfulthestudentsmustlistentomy
questionsandparticipate.ThestudentsmustanswermyquestionswhenI
askthembyraisingtheirhandsandkeepingquietwhenanotherstudentis
speaking.Thestudentswillalsohavetotraceeachpartoftheicecream
coneinordertounderstandthattheyarealltriangles,andonceagainthey
willhavetoanswermyquestionswhenIaskthemasIwalkaroundthe
room.
Iwillbeusingdirectinstructionandinquireinthislesson.Thiswillalso
belargegroupinstruction.
o NextIwillhavethestudentslookattheICanDrawRectanglesworksheet
withthegarden.Oncewearelookingatthisworksheetwearegoingtotalkabout
rectangles.Iamgoingtoinstructthestudentsthatthepictureontheworksheetis
ofagardenwheretherearedifferenttypesofflowersplanted.ThenIamgoingto
askthestudentstousealloftheircoloredpencilsandcrayonsforthisworksheet.
Fromthere,Iamgoingtoinstructthestudentstotracetherectanglewithme.On
theboardIamgoingtotracetherectangulargardenwiththem.Iamgoingto
explaintothestudentsthatarectanglehasfoursides,butallofthemarenotthe
same.Iamgoingtoexplaintothemthatthesidesthatareparallel,acrossfrom
oneanother,areequalinlength.NextIwillaskoneofthestudentstotellme
whattheshapeofthebodyofthegardenis.Iwillcallononestudenttotellme
thattheshapeofthegardenisarectangle.Iwillthenaskanotherstudenttotell
mehowmanysidesofarectanglethereare,andthenIwillaskanotherstudentto
tellmeaboutthesidesoftherectangle(tellmethatthesidesthatareacrossfrom
eachotherareequal/parallel).Then,Iamgoingtoteachthestudentsthata
rectanglecanbeseparatedintofourequalsquares.Iamgoingtohavethestudents
tracethelinethatcutstherectangleinhalfgoingupanddownandIwilldothe
sameontheboard.Iwillthenexplaintothestudentsthatbydrawingthisline
downthemiddleitseparatestherectangleintotwoequalsquares.Iwillthenask
thestudentstotracethesecondlinethroughthemiddleoftherectanglegoingside
toside.Iwillexplaintothestudentsthatthislinecutetherectangleinfourequal
squaresandinsideeachofthosesquaresaredifferentkindsofflowers,likehowa
gardenshouldbe.Iamgoingtostresstothestudentsthatarectanglecanbe
dividedintofourequalsquares.Iwillaskthestudentswhattheyaresupposedto
dotocreatefourequalsquareswithinarectangle.Iwillthenletthestudentscolor
intheirgardenwhilewalkingaroundtheclassroomaskingthestudentsabouttheir
trianglesandaskingthemabouttheattributesofarectangle.(45minutesatthis
point)
Inorderforthislessontobesuccessfulthestudentsmustlistentomy
questionsandparticipate.ThestudentsmustanswermyquestionswhenI
askthembyraisingtheirhandsandkeepingquietwhenanotherstudentis
speaking.Thestudentswillalsohavetotraceeachbodypartontherobot

inordertounderstandthattheyareallsquares,andonceagaintheywill
havetoanswermyquestionswhenIaskthemasIwalkaroundtheroom.
Iwillbeusingdirectinstructionandinquireinthislesson.Thiswillalso
belargegroupinstruction.

Closure:
o Iwillclosethislessonbyaskingthestudentstoputdowntheircoloredpencils
andlookupatme.ThenIwillaskthestudentsabouttheattributesofthedifferent
shapes.FirstIwillaskthestudentstotellmetheattributesofatriangle.Iwillcall
ononestudenttotellmethatatrianglehasthreeequalsides.Iwillthenaskthe
studentswhattheattributesofasquareare.Iwillcallononestudenttotellme
thatasquarehasfourequalsides.Iwillthenaskthestudentsabouttheattributes
ofarectangle.Iwillcallonastudenttotellmethatarectanglehasfoursides,and
thesidesacrossfromeachotherareequal/parallel(50minutestothispoint)

Differentiation/Modifications
TosupportELL/ESLstudentsIwillgivethemeachoftheworksheetsintheirnativelanguage.
Also,whenItaketimetowalkaroundtheclassroomIwillspendsomeextratimewiththese
studentstomakesurethattheyunderstandwhatwastaught.Forspecialeducationandspecial
needsstudentsIwillgoovertheworksheetswiththemattheirdeskswhenIamwalkingaround
theclassroomtoensurethattheyunderstand.Iwillaskthesestudentsindividuallytheattributes
ofeachoftheshapesandreiteratetheattributestothem.ThroughoutthelessonIwillspend
moreoneononetimewiththesestudents.FortheGifted/talentedstudentsIwillgivethem
differentworksheetswiththeshapesonthem.Theseworksheetswillonlyhavetheshapes
outlinesonceonthesheetandtherestoftheactivitywillbeforthestudenttocreatetheirown
pictureusingtheassignedshapes.DuringthelessonIwillmonitorallstudentsandmakeany
changesasnecessary.
Resources
A. Resourcesneededbystudents:ICanDrawSquaresworksheetwithrobots,ICan
DrawTrianglesworksheetwithicecreamcones,ICanDrawRectanglesworksheet
withgarden,crayonsorcoloredpencils
B. Resourcesneededbyteacher:Shapes:Squaresworksheet,ICanDrawSquares
worksheetwithrobots,ICanDrawTrianglesworksheetwithicecreamcones,
Shapes:Trianglesworksheet,Shapes:Rectanglesworksheet,ICanDraw
Rectanglesworksheetwithgarden,dryeraseboardanddifferentcoloredmarkers
AssessmenttoMonitorStudentLearning
Informalassessment:informalassessmentwillbedonethroughoutthelesson.Iwill
takenoteinthestudentswhorespondtomyquestionswhenIasktheclass;Iwillnotice
whichstudentsraisetheirhandstoanswermyquestions;whenspeakingtothestudents
whenwalkingaroundtheroomIwillaskthemabouttheirunderstandingofthematerial
andassessiftheyunderstandtheinformation
Formalassessment:therewillbenoformalassessmentforthislessonplan

Rationale
IbeginthelessonwiththepicturesontheSMARTboardtogetthestudentsinterestedinthe
lesson;Iamhopingthatthepicturesoficecreamcones,robots,andagardenwillpeaktheir
interest.Ithenaskthestudentstotakeouttheircoloredpencilstostatethattheywillbedoing
somecoloringinthislessonandgetthemmoreexcitedtodomath.Theoverallpurposeofthis
lessontolearntheattributesoftheseshapesandtoshowthestudentsthattheseshapesarein
everydaylifeaswell.Theclassroomteachingofdirectteachingandinteractingwiththestudents
willconnectwiththemandteachthemthematerial.
ReflectiononPlannedLesson
1. Howistheteachingyouproposeinformedbyyourknowledgeofthestudents?
TheteachingIproposeisbasedoffmyknowledgeofthestudentsbecauseIknowwhere
andwhatshapestheyhadpreviouslybeenfamiliarwithandhowtobesthavethestudents
understand.Thestudentshaveseentriangles,squares,andrectanglesintheirlivesbefore
soIworkedwithwhatknowledgetheymayalreadyhavetoteachthemaboutthe
attributesoftheseshapes.
2. Describethecentralfocusandpurposeforthecontentyouplannedinthelearning
segment.
Thecentralfocusofthislessonisthattheseshapesareoutinthestudentseverydaylife
andtheymaynotnoticeit.Theseshapesareinthefoodthattheyeatandthecharacters
thattheymaywatchonTVorreadaboutinbooks.Thepurposeofthecontentofthis
lessonistohavethestudentsunderstandtheseshapesandtheirattributesinreallife
situations.Thelearningsegmentincludesafunactivityforthestudentstocolorandlearn
theinformation.Byusingthecolorsandtheshapesofcertainobjectsthestudentswillbe
abletoremembertheattributesandrelatethemtothepicturestheytraced.
3. Howdoesthecentralfocusofyourplannedlessonsupportthestudentsinunderstanding
andachievingthelearningobjective?
Thecentralfocusofthislessonhelpssupportthestudentsknowledgeofcommonshapes
andtheirattributes.Thesestudentswillseetheseshapesusedincommonobjectsand
learntheattributesandrelatethemtothesecommonobjects.Thecentralfocuswillgive
thestudentstheabilitytoidentifytheseshapesandevenlydividearectangle.
4. Describehowthelearningtasksbuilduponeachothertohelpstudentsmakeconnections
betweentheskillsandcontent.
Thelearningtasksbuildupononeanotherbecauseitisthesameactivityforeachshape,
butwithadifferentpictureandlearningthedifferentattributes.Throughoutthelessonthe
studentswillbeaskedabouttheattributesofallthreeshapessotheycanseeandlearnthe
differencesbetweenthethree.Also,learningwhatasquareisanditsattributeswillhelp
whendividingarectangleintofourequalparts.