Kindergarten Mathematics Lesson Plan: Geometric Shapes Discipline/subject: Mathematics Grade level: Kindergarten Approximate length of lesson: 45 to 50 minutes

Topic: Geometry - Focus: Plane Figures An introductory lesson on geometric shapes. Rationale: This lesson is important because it introduces geometric shapes to the Kindergarten classroom. In this lesson, students are introduced to geometric shapes and their characteristics. With this lesson, students will be able to identify, describe, and recognize (in the real-world environment) geometric shapes. This introduction is essential because it is needed for future geometric thought. Students cannot go forward with geometric thinking until they are able to identify and recognize geometric shapes. Identification and recognition of shapes are the foundation for future geometric lessons and activities. Instructional Objectives: Students will be able to: Identify a circle, triangle, square, and rectangle. Describe characteristics of triangles, squares, and rectangles, including number of sides and corners. Describe a circle using words like round and curved Describe the difference between circles compared to triangles, squares, and rectangles. Recognize circles, triangles, squares, and rectangles in their environment. Recognize circles, triangles, squares, and rectangles regardless of size or position. Standards: K.11 The student will a) identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle) Materials:

Childrens literature book: Windows, Rings, and GrapesA look at different shapes written by Brian P. Cleary Pointer Shape Identification Worksheet Step-by-step instructions to Shape Identification Answer key Crayons or markers (specifically blue, orange, brown, yellow, black, green, purple, and red)

Rubric (to assess worksheet)

Procedure: Initiation: (approx. 10 minutes) 1. Introduce todays lesson and childrens literature -Today, we are going to learn about shapes. I am going to read you a book about shapes, but before I do, can anyone raise their hand and tell me a shape that they already know? -There are a lot of different shapes and they can be many different sizes. Some are alike and some are different. Some might look similar, while others look different. -I am going to read this book, Windows, Rings, and GrapesA look at different shapes. Listen carefully to see what it tells us about shapes because I think it might ask us questions at the end. -You might also notice some rhyming words in the book 2. Questions at the end of the story -What is a ___? Questions (circle, rectangle, square, triangle, oval) -What is the difference between a square and a rectangle? -How is a circle different from a square, triangle and rectangle? Development: (approx. 30 minutes) 1. Shape Search & Discussion (around the classroom; using the pointer) -Staying where you are here on the carpet, I want you to look around the classroom. Do you think you can find any shapes in the classroom? Raise your hand if you see a shape and/or if you can go point it out to us. -Raise your hand if you found a shape. Ok, you found one? Can you go point it out to us? Ok, yes now what shape is that? How do you know? Class do you agree with student name? Good job! -REPEAT -Can you find a square anywhere in the room? (Same for circle, rectangle, triangle, etc.) -Objects can be shapes too! What shape do you think this table is (rectangle)? What shape is the door (rectangle)? What shape is the clock (circle)? -So, we can find shapes inside the classroom and at our house because they are everywhere. They are different sizes too, right? -Maybe when you go home tonight you can see what shapes are at your house. 2. Introduce the next activity -Now, I have an activity for the class. It is a worksheet where you are going to color the different shapes, but you cant color the shapes just any color. -You have to listen carefully to the instructions to know what colors you have to use.

Im going to go over the instructions with you, step-by-step, and Id like you to listen carefully so you will be sure to color the shapes the right color. 3. Send the students back to their seats. 4. Pass out the worksheets -Ok, now what is the first thing we doPut our name on the paper? Does everyone have their name on their paper? Are you ready for the first step of the activity? The first one is (move to directions sheet) 5. Give the step-by-step directions -Repeat the directions several times. Each time, go over the step slowly and clearly. Try to make sure that everyone is ready, before moving on to the next step. Shape Identification Directions: a. How many circles can you find? Color them blue. b. How many squares do you see? Color them orange. c. Heres a challenge: If you see a shape with 5 sides, called a pentagon, color it brown. d. If you catch any stars hiding in between the other shapes, color them yellow. e. Can you find any ovals? Color them black. f. Do you see any triangles hanging aroundright side up, sideways, or even hanging upside down? Color those three-sided shapes green. g. If you see a rectangle, color it purple. h. Heres another challenge: If you find a shape with 8 sides, called an octagon, color it red like a stop sign. 6. Completion of the worksheet. 7. Collect the worksheets. Closing: (approx. 5 minutes) 1. Debrief and/or Recap (ask debriefing questions) Question Possibilities: (Raising your hand ) -What shapes did we learn about today? -Did you learn a new shape that you didnt know before? Which one? -Which shapes are the curved and round ones? (circles and ovals) -Do circles and/or ovals have sides? -Which shapes have 4 sides? (rectangle and square) Are they the same? -What shape has 3 sides? -Do you remember what the challenge shapes were called? They had a lot more sides, right (6 and 8 sides)?

Assessment Measures: Monitoring/ Observing At the end of the story, I will monitor the students responses to the questions. I will listen to see if they can describe shapes and give characteristics. I will listen for mathematical language and vocabulary. During the shape search, I will monitor their identification and recognition of shapes around the classroom. During the worksheet activity, I will walk around while the students are completing the worksheet. I will observe their identification of the shapes. I will see if they are following directions and coloring the shapes correctly. During the closing, I will monitor the students responses to the questions. I will listen for description and math language. Assessment The Shape Identification worksheet will serve as a written assessment to see if the students are able to identify all the shapes correctly. The Shape Identification worksheet will be assessed by me in accordance with a rubric I created. I will be able to tell if theyve reached mastery or proficiency in shape identification; or, if they will need additional practice. Since this was an introductory lesson, this assessment will help me gauge where the students are in the beginning of the week, and if the rest of the weeks lessons would need to be modified, or if they would be on track (hypothetically speaking if I had created the weeks lessons). Diagrams / Illustrations to Teach Concept(s): Not applicable to this lesson. Sources: Virginia Standards of Learning (Kindergarten Mathematics) Windows, Rings and GrapesA look at different shapes written by Brian P. Cleary www.mensaforkids.org - credit goes to Mensa Education and Research Foundation (2009). I got the idea and created my Shape Identification activity worksheet and instructions based on the ones they created (2.3 and 2.4). Curriculum Framework (Kindergarten Mathematics - Virginia S.O.L.s) Attachments: Shape Identification Worksheet Shape Identification Instructions Rubric