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Geometry Lesson Plan Kira Disse Teaching of Mathematics Dr. Stohr-Hunt

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Make a Shape

Introduction Lesson topic: Identifying geometric figures Length of lesson: 50 minutes SOL K.11 The student will a) identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle) b) compare the size (larger, smaller) and shape of plane of plane geometric figures (circle, triangle, square, and rectangle). Cognitive Objectives Students will: Recognize different geometric figures Materials and Advanced Preparation Large cut-outs of a circle, triangle, square, rectangle (along w/ tape) Tangrams/tile shapes Board with columns drawn out for each shape to be placed) Math journals Markers Worksheet Glue Scissors Teaching and Learning Sequence Introduction/Anticipatory Set Tell the class that we are going to read a book with some animals in it, and that you may need help from them to figure out which animal it is on the page Read Color Zoo for fun Ask students what they noticed about all the pictures and the different ways she made the pictures? What are the animals made out of? Shapes! Thats right, she used shapes to make pictures. What were some of the shapes you saw? Well, I happen to have some shapes in my bag here and I need a helper to help me pull one out and figure out which shape it is Lesson Development Have a student pull a geometric figure out of a bag. Ask the student what it is and how they know.

Disse 3 If the shape is a triangle, ask what they know about triangles; how many sides there are? Lets count. How many points are there? Lets count Do the same for the other shapes (show parallelogram and hexagon, but tell students we will learn more about them later) Model how to make an image (such as a cat) out of the tiles. Tell students that we are going to explore with these tile shapes and try to create other shapes and pictures by putting them together. Tell them to try and see how many different shapes (or pictures) they can create by moving their tiles around in different ways. Once a picture has been formed, they may trace it into their journals. After exploring with the shapes, creating images, ask the students if they could make one big shape, such as the hexagon (hold up to show), or square by putting together other smaller pieces, like a puzzle. Do you think its possible? Show them that it is possible by forming a triangle out of other shapes. Students will play around with their tiles a few more minutes, trying to form shapes. Closure Call students back over to the rug Ask students what they discovered about their shapes. Did you notice any ways to make other shapes? If so, use the students direction to make the shape on the board (using giant paper shapes and tape). Tell students that we are going to be heading back to our seats to work on a sorting project. Quickly review the properties of each shape. Pass out scissors, glue, and (teacher made) chart (with different columns for each shape). Explain that they will glue in the correct shapes under the appropriate category. Model the process. This will take about 15 minutes

Assessment Formative The teacher will take note of which students are explaining their discoveries of these shapes. The teacher will observe students while they are creating pictures, to see who is naming the shapes easily. The teacher will also observe whether or not students are placing the correct shapes into the correct categories (even when shown at an unusual angle or size). Summative

Disse 4 After observing each students discoveries with the geometric tiles and sort, the teacher will break students into groups according to comprehension. Groups of 3 or 4 students will meet with the teacher at the teacher/student work station and play a speed game where they must be the first person to identify/or grab the correct shape, after hearing the teachers description. The teacher will next hold up pictures of shapes used in the real world, and students must be the first to shout out the name of the shape. The last portion of the meeting, they students will work together to place shapes into their correct categories: Bigger triangle, smaller triangle, bigger square, smaller square, bigger circle, smaller circle, bigger rectangle, or smaller rectangle.

References Commonwealth of Virginia Department of Education. (2009). Mathematics Standards of Learning for Virginia Public Schools. Richmond, VA: Virginia Department of Education. Ehlert, Lois (1989). Color Zoo. USA: Harper Collins WGBH Boston. (1997). Teaching Math: A Video Library K-4. (Available from the Annenberg Foundation, Appended Materials Curriculum Framework K.11 SOL K.11 The student will a) identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle) b) compare the size (larger, smaller) and shape of plane of plane geometric figures (circle, triangle, square, and rectangle).

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Instructional Content and Strategies Organizer Instructional Content An important part of the geometry strand in grades K through 2 is the naming and describing of figures. Children move from their own vocabulary and begin to incorporate conventional terminology as the teacher uses geometric terms. A plane geometric figure is any plane, closed figure. Circles and polygons are examples of plane geometric figures. Presentation of triangles, rectangles, and squares should be made in a variety of spatial orientations so that students do not develop the common misconception that triangles, rectangles, and squares must have one side parallel to the bottom of the page on which they are printed. The van Hiele theory of geometric understanding describes how students learn geometry and provides a framework for structuring student experiences that should lead to conceptual growth and understanding. Level 0: Pre-recognition. Geometric figures are not recognized. For example, students cannot differentiate between three-sided and four-sided polygons. Level 1: Visualization. Geometric figures are recognized as entities, without any awareness of parts of figures or relationships between components of a figure. Students should recognize and name figures and distinguish a given figure from others that look somewhat the same (e.g., I know its a rectangle because it looks like a door, and I know that a door is a rectangle.) Level 2: Analysis. Properties are perceived, but are isolated and unrelated. Students should recognize and name properties of geometric figures (e.g., I know its a rectangle because it is closed; it has four sides and four right angles.). A square is a rectangle with all four sides of equal length. A circle is a closed curve with all points in one plane and the same distance from a fixed point (the center). Early experiences with comparing and sorting figures assist students in analyzing the characteristics of plane geometric figures. Attribute blocks, relational attribute blocks, and tangrams are among the manipulatives that are particularly appropriate for sorting and comparing size. Clay, straws, and paper and scissors are several manipulatives that are appropriate for constructing geometric figures. Instructional Modifications to Instructional Modifications to Major Instructional Strategies ASSIST Students CHALLENGE Students

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The teacher will provide pictures of images using shapes, to provide examples The teacher will give students their geometric tiles arranged in a many that students can clearly see how shapes are formed

Teacher will read book Class will discuss the attributes of various shapes Students will create images and shapes with geometric tiles, and trace these pictures made Students will verbalize how to create certain shapes Teacher will model some ways Students will sort shapes

The teacher will provide pictures of images made from shapes, that the student must replicate The teacher will ask the student more challenging questions, such as how many different ways can you make a hexagon, and what/how many shapes where used? The student will have to sort shapes based on number of sides and other attributes.

I pledge that I have neither given, nor received unauthorized assistance during the completion of this assignment. Kira Disse