Fall 2017

ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Kathryn Beach
Lanna HiggsKindergartenMountain View Elementary School
10/31/17 to 11/1/17
Written plan submitted to the practicum teacher on 10/25/17

To be completed by the practicum teacher:

__ I have reviewed this initial plan and approve it as written.

__ I have reviewed this initial plan and approve it with the recommendations noted. I expect to have a revised plan
that reflects these recommendations on the day the activity is presented.
__ I have reviewed this initial plan and recommend modifications as noted. I expect to have a revised plan that
reflects these recommendations one week before the activity is presented.
__ I have received this revised plan at least one week in advance.

______________________________________ ___________________________
Signature of Practicum Teacher Date Received

TITLE OF LESSON My Shape Pizza

CONTEXT OF LESSON

This lesson is appropriate for my practicum students at this time as they have been learning to
recognize shapes and their characteristics over the last couple of weeks, and are just beginning to learn to
compare sets. Throughout this lesson, students will create a shape pizza with the pizza toppings made out
of shapes, compare how many of each shape their pizza has with their peers by constructing a bar graph unique
to their own shape pizza, and play a shape and number matching game with premade shape pizzas.
Over the last couple of weeks, I have helped children create their own book of shapes, in which they
traced the word of various, simple shapes, drew each one, recorded how many sides and corners each shape
had, and found and colored in each shape specified within a box of mixed shapes. I have also observed them
work in their journals, sorting shapes based on whether a certain one was the given shape or not, and assisted
children in completing worksheets for simple shapes. The worksheets involved finding and coloring in a
specified shape, tracing it, drawing the shape itself, as well as a picture of something in real life shaped like the
specified shape. Finally, I have interacted with the children in learning to sort based on shape, size, and color,
and played educational games with them that taught comparing sets using the words more, fewer, and
same.
Some students have not fully grasped the concept of shapes and understanding their unique
characteristics, yet, creating a pizza made of shapes is a fun and exciting way to deepen their understanding.
This is a lesson that students will want to participate in, and fits in the curriculum sequence in multiple ways by
refreshing students knowledge of shapes, helping them to realize that a pizza is made of shapes in real life, and
eventually comparing the amount of shapes on their pizzas to one another. Students will expand their
understanding of comparison through a bar graph, which is relatively new to them.

Page
1





OBJECTIVES AND ASSESSMENT
Know/Do (Learning Objectives)
1. The students will identify and
count how many of each topping,
or shape, they have on their pizza.
2. The students will shade in a bar
graph to compare the amount of
different toppings, or shapes, on
their pizza to other students
pizzas.
2
Fall 2017
ECED372
Assessment Plan
I will listen for language that indicates children know each shape and can identify
them correctly, such as Look, the pepperoni is a circle! while choosing their
toppings. I will look for them pointing to the different shapes and naming them,
and counting out how many of each shape they have as they place them on pizza,
or counting them out when tallying each shape after creating their shape pizza.
Once students figure out how many of each topping, or shape, they have on each
pizza, I will look for them comparing the numbers of shapes on their pizzas with
peers, saying things like I have 6 circles and you have 4I have more and you
have fewer! I will look for them shading in the boxes in the bar graph to be
different heights, based on how many of each shape they had on their pizza.
Page
 Fall 2017
ECED372

COLLECTION OF ASSESSMENT DATA

DATA Identifying Shapes Counting Shapes & Shading in the Bar Comparing Pizzas
COLLECTION & Behavior Behavior Graph & Behavior and Bar Graphs &
FORM Behavior
Student
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

Page 3

 Fall 2017
ECED372

RELATED VIRGINIA STANDARDS OF LEARNING (KindergartenMath)

Number and Number Sense

K.1 The student will
a) tell how many are in a given set of 20 or fewer objects by counting orally

K.2 The student, given no more than three sets, each set containing 10 or fewer concrete objects, will
a) compare and describe one set as having more, fewer, or the same number of objects as the other
set(s)

Measurement and Geometry

K.10 The student will
a) identify and describe plane figures (circle, triangle, square, and rectangle);
b) compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle)

Probability and Statistics

K.11 The student will
a) collect, organize, and represent data; and
b) read and interpret data in object graphs, picture graphs, and tables.

MATERIALS NEEDED

I will provide all shapes.

19 large brown circles to represent the pizza crust
19 large yellow hexagons to represent the cheese
190 small, brown, die-cut triangles to represent sausage
190 small, red, die-cut circles to represent pepperoni
190 small, white, die-cute rectangles to represent onions
190 small, green, die-cut squares to represent peppers
190 small, grey, die-cut hexagons to represent mushrooms
_______________________________________________________________________
1 cup, bowl, or bucket to hold each pizza topping, or shapefrom the practicum classroom
Glue Sticksfrom the practicum classroom
Crayonsfrom the practicum classroom
19 paper plates to create each shape pizza onI will provide these
8 premade shape pizzas for My Shape Pizza Match GameI will provide these
8 matching description cards for My Shape Pizza Match GameI will provide these
19 premade outlines of bar graphs for students to shade inI will provide these

Page 4

 Fall 2017
ECED372

PROCEDURE

Preparation of learning environment-

On one table, I will set up the activity by placing 20 of each die-cut shape at a time into its own
bowl, so that there are five bowls of different, small shapes. Next to the bowls I will lay out a
stack of 19 paper plates, 19 large brown circles, 19 large yellow hexagons, 19 My Shape Pizza
Has fill-in-the-blank cards, and 19 My Shape Pizza Bar Graph worksheets. There will also
be a basket of glue sticks and crayons on the same table. Next, I will lay out the 8 premade
shape pizzas and 8 matching description cards on a second table, mixing them up, flipping them
all over, and lining them up in 4 rows of 4.

Engagement and introduction of the lesson-

I will introduce the activity to the children by pulling them aside to the two tables in groups of
four (and one group of three), telling them that they will each be making their very own pizza
shape pizza, that is. I will divide the group into two, with two students at one table and two
students at the other. I will explain to them as a group that at the first table, they will create their
own shape pizza with the materials laid out, and fill in the paper with how many of each topping,
or shape, their pizza has. Next, they will complete their bar graph at the same table, shading in
the boxes with crayons. I will also tell them that they will be playing the My Shape Pizza
Match Game at the second table with a partner (unless it is the group of 3). When each table is
done with their activity, the smaller groups of two will switch tables, so that each student has the
opportunity the make a shape pizza, and play the game.

Implementation of the lesson-

I will tell the two students making their shape pizzas that they must start with a paper plate, and
place a large brown circle on top for the pizza crust, and glue a large yellow hexagon on top of
the crust for the cheese. From there, they can dig through the bowls of smaller shapes, gluing up
to ten of each shape on their pizza. As they glue their toppings on, I will ask them what shape
each topping is, and how many they have glued. When they are finished creating their shape
pizzas, I will demonstrate for them how to complete the bar graph, using the first column of their
bar graph as an example. I will ask questions like, How many rectangles does your pizza
have? and say, Now shade in __ boxes on top of each other in the bar graph, since your pizza
has __ rectangles. Next, I will tell the two students who made pizzas and bar graphs to compare
the number of each topping they had on their pizzas, using the words more, fewer, and
same. They can refer to the height of the bars in the bar graphs to figure this out, or just count.

With respect to the matching game, the two students will help each other in matching each pizza
to its card. One student will flip over a pizza card, and one student will flip over a description
card. Together, they will count the number of each shape on the pizza, and see if it matches the
number of each shape on the card. They may have to ask one another for help in figuring out
what numbers the description cards have on them. If the amount of each shape on the pizza and
amount of each shape on the description card match, they have found a pair. The two students
will continue until all matches have been found. If it is the group of 3, then one student will find
all of the matches with help from the teacher (myself).

Closure-
When the two students are finished at both tables, I will have them regather as a group of four
and explain to them that even pizzas, a real-life object, have shapes. I will help them to
understand that the crust and cheese were shapes as wella circle and hexagon. I will review
their bar graphs with them and as a group, compare all four bar graphs to one another, using the
words more, fewer, and same.

Page 5

 Fall 2017
ECED372

Clean-up
At the first table I will have the children place their shape pizzas aside on the table and put any
scattered die-cut shapes back in their bowls. I will also have them put crayons and glue sticks
away, making sure the glue caps are on completely. At the second table I will tell the children to
flip over any cards so that the front cannot be seen, and return them to their original formation. I
will then rotate each group of four students, until the lesson is done and cleaned up completely.

DIFFERENTIATION

Students who are still grasping the names and characteristics of different, simple shapes have the opportunity
to continue practicing with such shapes by identifying and naming them. If needed, students are also given more
practice comparing sets using the number of each topping, or shape, on their shape pizza. They can first compare the
number of each topping they have individually, and then compare their shape pizza to a peers. On the other hand,
students who need an additional challenge are given the opportunity when shading in a bar graph in order to compare
their shape pizza to their peers, because not only are they using words like more and fewer, but they are creating a
visual to represent the comparison. The visual that the bar graph creates will also be beneficial for students to look at
who are having trouble understanding comparison.
With respect to the matching game, students will be given more practice recognizing numbers on shapes on the
cards, and having to count the number of each shape on the pizzas to match the cards. If a student does not know a
number, they can first try to get help from the student they are working with.
Even students with varied learning styles and abilities, student who speak limited English, are from different
cultures, and who may have health or physical limitations can successfully participate in this activity; they will
understand that they are creating a pizza and that pizzas have different toppings, and they all know how to and can use
glue and crayons. This is a fun lesson for everyone.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

The students may not know how to write all of their numbers on the My Shape Pizza Has fill-in-the-blank
cards. In this case, I will identify the students who are having trouble, and not only show them how the number is
written, but let them know that if they are trying to write the number 8, that they can draw eight lines in the blank
space instead.

Page 6