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TEMPLATE

Your Name: Sarah Baker

Total Lesson Duration: 60 minutes

Grade: First

Topic: Naming Shapes

Goal(s)

(What is the most important thing related to the math topic as envisioned in your

lesson plan that your students will learn in this lesson?)

rhombus, and a square as a special rectangle, based on defining

attributes of sides and corners.

Triangle: Shape with three sides/angles

Rectangle: Shape with four square corners, or right angles

Rhombus: Shape with four straight sides of equal length

Square: Special shape that is both a rectangle and a rhombus (shape

with four right angles and four sides of the same length)

Trapezoid: Shape with four straight sides and corners but they are not

all the same length and not all square corners

Hexagon: Shape with six straight sides

Note: Students may not use these exact definitions

(from the Eureka curriculum), but they should demonstrate an

understanding of these even if in kid-friendly language.

Materials & Resources Needed

Knowledge students may already have (term, definition, and/or image):

o Circle

o Hexagon

o Rectangle

o Square

o Triangle

Real-life pictures of the following shapes - 26 total, 4 or 5 of each

o Triangles

o Rectangles

o Rhombuses

o Squares

o Trapezoids

o Hexagons

Labels with shape names and definitions

Sequencing Group Work

(List how your students will be working throughout the different parts of your lesson,

for instance: Whole Group Pairs Whole Group. Explain how this sequence supports

any of the 5 practices to orchestrate math discussions.)

Sequencing the instruction in this way will help me to connect my

students responses. I will first draw on what they learned the previous

day and then ask them to work with the shapes they had started to

play with. They will form their own ideas about shapes and then share

with others to practice articulating their ideas and seeing multiple

perspectives. As my students explore the shapes and we discuss as a

class, they will be able to see other ideas about why a shape is an

example or nonexample, and how we can see them in different ways.

Academic, Social and Linguistic Support

(Provide 3 specific ways in which you will use academic, social, and linguistic

resources to support the learning of your students. Locate these ways across the

three parts of your lesson (Launch, Explore, Discuss). These supports should reflect

ideas from our course readings.)

signals and strategies my mentor teacher already has in place for these

(thumbs up/down, safe spot, voices quiet sign). I will also use familiar

language of voice levels, starfish students, and in-bounds bodies/voices

to promote positive behavior with all students.

I will differentiate the shapes that I give my students based on their

ability levels. Students stronger in math will receive the shapes with

more sides or varying side lengths for more of a challenge.

Group work is not something my students do every day so I will model

what I expect it to look like before asking them to do it. This is an

important social support so that my students can practice collaborating

and communicating successfully instead of focusing on independent

work.

Teacher: Today we are going to further explore the shapes you began

working with yesterday! Can someone remind me what you and Mrs.

Wizner talked about?

Student: We learned about attributes of shapes, like the number of

sides and corners that shapes can have. (If students do not use the

term attribute, scaffold them to provide the term or remind them of it.)

Teacher: We can sometimes see shapes in real-life objects! I have

some pictures here for you today to practice. Youre each going to get

one and they may or may not be things youve seen before. Thats

okay! Shapes are used in all sorts of things, not just math class. We are

going to decide what kind of attributes our shapes have an sort them

into groups. You might even know some of the shape names, already.

What are some kinds of things we can look at it in our shapes to tell

what ones might be alike? What are the attributes we should pay

special attention to?

Student: Number of sides, number of corners, side lengths, angles,

etc. (Lead them to these responses if they are not provided.)

Teacher: Exactly - the attributes you learned about yesterday! Now, as

I hand you your shape I want you to study it. I want you to focus on

your very own shape first so I should hear zero voices.

Students: (Receive shape from teacher and begin to study it silently.)

Teacher: Okay, now that youve really studied your shape. Now its

time to look at another shape. Turn and talk to tell your partner about

your shapes attributes and show it to them. If you agree with your

partner, give me a thumbs up. If you and your partner disagree, give

me a thumbs down. Its okay to disagree since were still learning

about shapes!

Students: (Turn and talk. Show with thumb whether they agree or

disagree with their partner.)

Teacher: (If there are students with thumbs down, ask them to share

their shape and have each partner explain their thinking. If not,

continue on with classification.) You might have heard shape names

before. Lots of times we can find different examples of the same type

of shape so were going to see if we can sort our shapes into groups!

(Direct question to a student with a triangle example.) Could you bring

your shape up here? What can you tell us about your shapes

attributes?

Student: (Standing in front of board holding shape.) It has three sides

and corners.

Teacher: Great observation! Give me a thumbs up if you agree.

Students: (Display thumbs up or down.)

Teacher: (Address any confusion with thumbs down. Tape shape to

board.) Who else has a shape that looks like this one? Raise your hand

if you think you have an example to go in this same group.

Students: (Raise hands.)

Teacher: (Call on a student with hand raised and ask them to come up

responses, and taping to board for each shape. When no more

students think they have a shape for the group, move on to next

shape.)

Probing questions for this task might be:

What similarities do you see between the shapes you are all holding?

What differences do you see?

What did you learn about in math yesterday? (attributes) What kind of

attributes does your shape have?

Are there any shape names that you already know or have learned?

By number of sides

Triangles

Quadrilaterals

Side length

Regular

Irregular

Specific shape name

Triangle

Rectangle

Rhombus

Square

Trapezoid

Hexagon

Examples vs. nonexamples

Straight sides and closed corners

Curved sides and open corners

Teacher: I love how we all worked together during this activity and I

heard lots of ideas about geometry and the shapes that were working

with. Lets discuss the groups we just came up with! (Based on the

groups formed, discuss the attributes of each shape and work towards

the names. Students may be able to provide the name or only a

description, with which the teacher can follow with the math term.)

By side length (regular/irregular):

Probing questions include:

What do you notice about the sides of each shape? (the length)

Is there a connection between the number of sides and how long they

are?

Extension questions include:

Are two shapes always the same if they have the same number of

sides but different side lengths? Can we say that they are special types

of a certain kind of shape?

Why would or why would we not want to make shapes with the same

side lengths?

By number of sides:

Probing questions:

What is a special word we can use for the number of sides? (attribute)

How many sides do you see on your shape?

Extension questions:

Are there any differences between the shapes you put in the same

group? Can we describe them in more detail?

When we build shapes, can we use any number of sides we want to?

By shape name:

Probing questions:

What do you know about compound words? (They are made up of two

smaller words.) What part do you look at first? (the last part) Do you

know a shape name that is a compound word? (triangle)

If you had to divide your groups even further, can you find even more

differences between your shapes? OR If you had to make your groups

even bigger, can you find more similarities between your shapes?

Extension questions:

Rectangles, rhombuses, squares, and trapezoids all have four sides.

How do we tell them apart?

What are some other shapes names that we do not have here? (ex.

Pentagon, circle, cube, diamond) How would you describe those

shapes?

By example vs. nonexample:

Probing questions:

Why did you say some of these shapes were nonexamples?

What does an example shape have to have? (straight sides, closed

corners)

Extension questions:

How could we change the nonexamples to make them examples?

Are there any other examples or nonexamples you can think of that

remind you of these shapes?

Teacher: Lets review our shapes one more time. When we see a

shape that has [attributes of shape], we know that we can call it a

[shape name] and other people will know what were talking about.

Great! Lets add that word to our vocabulary. (Repeat similar

conversation for all shapes.) Now that weve talked about different

ways to sort and name shapes, I think youre ready to work on your

own! Im looking for a starfish student who is giving me their full

attention as we look at our problem set. (Give out starfish. Show

problem set on document camera and read problems aloud.) Supply

helpers, please come see me to get the problem set for your tables.

(Distribute problem sets to table helpers.) Ill dismiss the straightest,

quietest row first! Who can sit up tall with an in-bounds body and

voice? (Dismiss rows, starting with the quietest.)

Teacher: (Circulate to help as needed.)

Can one shape be fit more than one description? How do you know?

What is the best attribute to look at to figure out the shape? Is there

one?

Are there other types of shapes? (ex. open shapes, 3-D shapes)

Debate about definitions by providing more challenges and nonexamples:

Is an open shape still a triangle, square,

etc.? Why or why not?

What happens if we turn a shape upside

down? Is it still the same?

If the sides are curvy but connected, is it

still a triangle, square, etc.?

Are there any other shape names you know that we

didnt talk about today?

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