Daily Lesson Plan

Name: Hillary Hersman Date: 4/16- 4/20

Subject: Math Topic: Geometry

Grade: 1st Length of Lesson: 90min days

The Big Idea:

Standard: Geometry

Cluster: Reason with shapes and their attributes

Objective: M.1.19
Distinguish between defining attributes (e.g., triangles are closed and three-
sided) versus non-defining attributes (e.g., color, orientation, and/or overall
size); build and draw shapes to possess defining attributes.

M.1.20
Compose two-dimensional shapes (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

Specific Objective: Students will perform at a class average of 80% mastery to show
understanding of the content area.

Materials:
Straws
Pipe cleaners
Wooden Shapes

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Construction Paper: cut into shapes
Fox Parts to attach to shapes

Direct Instruction:
MONDAY: Discuss the attributes of different 2 dimensional shapes. Compare shapes with
students. Be sure to note that a color or the size of a shape is not a defining attribute to what
shape it is.

Tuesday: Review 2 dimensional shapes and their attributes with students. Have a pre-made
shape pizza and discuss the pizza with students. Prove an example to students as to how they
will add shapes to their pizza and record how many of each shape they have added.

Wednesday: Review 2 dimensional shapes and their attributes.

Begin comparing 3 dimensional shapes by using their defining attributes. Introduce the “what
does the fox say” activity to students.

Thursday: Review 2 dimensional and 3 dimensional shapes. Introduce to students how they
will complete a “what does the fox say” activity on their own. Students will be assigned their
own 3-dimensional shape and have to list the defining of attributes of that shape on their
project.

Guided Practice:
Monday: The class will identify different shapes that are drawn on the board, and compare
these shapes. Students will be given various length straws and pipe cleaners. Students will use
these items to create the shapes that have been discussed in class,

Tuesday: Give students supplies to make their own pizza. Use the “my pizza has” worksheet so
students can determine how many of each shape they used on their shape pizza. Students may
have assistance from the teacher in determining how many of each are on their pizza.

Wednesday: Begin the “what does the fox say” activity with students. Create a classroom
poster for this for students to observe when they create their own. Work as a class to do this.
Review each shape that the students could receive for their project.

Lesson Closure:
MONDAY: Bring different sized shape creations to the front of the class. Compare the shapes
and how they are different sizes, orientations, and colors.

Tuesday: Students will go around the room and record how many of each shape are on other
people’s pizzas. – Create sentences that compare two 2 dimensional shapes. Allow for the class
to determine which shape is being described.

WEDNESDAY: Create sentences that compare two 3 dimensional shapes. Allow for the class to
determine which shape is being described.

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THURSDAY:
Students will present their shape project and tell about their shape’s defining attributes. The
students will use a wooden 3-deminsional figure to show the class where the face, vertices, and
edges is on their shape.

Independent Practice:
MONDAY: Students will create shapes of their choosing and record these shapes on a piece of
paper.
Tuesday: Students will work to complete their pizzas and use their worksheet to determine
what shapes are on their pizza. Students will then go around the classroom and record how
many shapes of each are on their classmate’s pizzas.

WEDNESDAY: Students will create a “What Does the Shape Say” booklet to keep and reference
for the remainder of the week. This booklet will make students familiar with the new shapes,
and also give them a guide for determining the different attributes of shapes.

Thursday: Students will complete their own “what does the fox say” characters with shapes.
Students will work independently to construct this project. Students will independently use
their booklet to assist them in writing the attributes of their shape.

Assessment:
FRIDAY
Students will be assessed by a subtraction quiz at the end of the week. Students will complete
the quiz with 80% to show competency in identifying attributes of two dimensional shapes.

Lesson Reflection: