EDUC 2220- Educational Technology Lesson Plan Template

Shapes, Shapes, Everywhere!

Nicole Hampton
Kindergarten / Mathematics

Common Core Standards:

MEASUREMENT AND DATA
K.MD Describe and compare measurable attributes.
1. Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
2. Directly compare two objects with a measurable attribute in common, to see which object
has more of/less of the attribute, and describe the difference. For example, directly
compare the heights of two children and describe one child as taller/shorter.
Classify objects and count the number of objects in each category.
3. Classify objects into given categories; count the numbers of objects in each category and
sort the categories by count.
GEOMETRY
K.G Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes,
cones, cylinders, and spheres).
1. Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind, and
next to.
2. Correctly name shapes regardless of their orientations or overall size.
3. Identify shapes as two-dimensional (lying in a plane, flat) or three- dimensional (solid).

Lesson Summary:
Students will use ipads to walk around the room and scan the QR codes that show a shape.
Once each student has scanned one code, they will return to their seat and draw that shape
onto their paper in one of the 7 categories: circle, square, rectangle, rhombus, oval, triangle,
trapezoid. Once the student has drawn the shape onto their paper, they will go and scan
another QR code until they have scanned and drawn all 20 codes. When the QR codes have
all been scanned by each student, they will then collaborate with the rest of their table to see

if they categorized their shapes the same as the rest of the table as well as count the number
of each shape in each specific category. Next the entire class will go on a walking tour of the
school building to take pictures (with their ipads) of real life objects that match the shapes we
had just been studying. Once that section of the lesson is complete and the students have
found as many shapes as they could, we will download those pictures and print them out so
that the students can collaborate and work together to sort out those realistic pictures into
the different shape categories.
Estimated Duration:
Since I will be giving this lesson to kindergarteners, it will take place over a series of five
sessions of 45 minutes. This 45 minutes is the allotted time that they have for mathematics
everyday. So for the next 5 days, during math time the students will work on this assignment.
First, the students will join me on the rug to go over the 7 shapes. Once we have discussed
each shape, we will work our way through the flashcards for practice. Then the students that
I call on will take turns going up to the smart board and pressing the shape that they think
matches the word I say.
The second will consist of the students finding their ipads and walking around the classroom
to find and draw each shape into their notebooks. They will repeat that 10 times.
The third session is where they would count, categorize and collaborate with their
classmates to see if everyone agrees in the placements of the shapes.
During the fourth session, the students will go on a walking tour of the school to see which of
the 7 shapes they can find as actual real life objects. They will still be using their Ipads,
however, they will only be taking pictures of the shapes they see.
Fifth session includes me downloading those pictures onto a desktop and printing them out
so that the students can sort all of their tablemates pictures and decide if they are in the
correct category.

Commentary:
My approach to the lesson will be to sell it as interactive, technologically based,
collaborative, yet self assessing and independent at the same time. Student will first have to
work solo and have confidence in which category they place the shapes from the QR codes.
Then they will be given the opportunity to collaborate and work with the others at their table
to see if they agree.
A challenge I see occurring would be the fighting over scanning a specific QR code. For
example, if one student's ipad is taking a long time to read the code, then another impatient
student may want to start pushing, shoving, yelling, etc. I plan to work around this by saying
if you are waiting to just make a line behind the student and wait their turn.

Instructional Procedures:
Day 1:
First 5 minutes: Learning the shapes- the students will join me on the rug to go over the 7
shapes (circle, square, rectangle, oval, rhombus, trapezoid, triangle).
10 minutes: I will discuss and go over each shape twice. We will then work our way through
flashcards for practice.
20 minutes: I will call on the quiet students who will take turns going up to the smart board
and pressing the shape that they think matches the word I say. For example, I say triangle.
Then the student I call on will go up to the board and tap the shape that they believe
matches what I said.
5 minutes: I will call for cleanup, students will walk back to their seats.
5 minutes: Debrief, go over flashcards one more time.
Day 2:
First 5 minutes: Introductory activity- Students will have already been assigned an ipad and
take it back with them to their seats. They will also have out their math folders.
10 minutes: I will explain what a QR code is, which icon on the ipad they will use and how
they will scan the codes. I will then give each student a handout that has the word of each
shape they will be scanning, separated throughout the sheet for them to draw under. I will
then walk through one complete scan and then draw the shape so that they know what they
are expected to do. Students will then tap on the QR code reading app.
20 minutes: Students will then walk around the room to find the 10 QR codes, scan them,
and draw each one in their folders into the category they think it belongs to.
5 minutes: I will call for cleanup, students will walk over and plug ipads into the cart and then
put their folders away.
5 minutes: Debrief, what shapes were there?
Day 3:
First 5 minutes: Introduce next step in shape activity- Student will open their folders to the
handout that their shapes are on. No ipads are needed for todays portion.
10 minutes: I will explain that today the students will be talking with their table members (4 of
them total) and discussing whether or not the shapes go in the categories they put them into.
Once most of the students have agreed in their group, they will count how many shapes are
in each category and write that number in the box provided on their paper. They will count
and write a number for all 7 categories.
20 minutes: Students will perform the instructions I have just given them with as little arguing
as possible and sort, count, and discuss the shapes in their categories.
5 minutes: I will call for cleanup, students will put their folders away.
5 minutes: Debrief, what did you learn?

Day 4:
First 5 minutes: Introduce next step in shape activity- Student will grab their assigned ipads
and sit at their seat. No folders are needed for todays portion.
10 minutes: I will explain the rules for walking around with the ipads and that they are
expected to stay in a single file line, with bubbles in their mouths (no speaking) because
other students will still be having class. Two hands must be on the ipads at all times and they
are only to be on the camera app to take pictures of shapes (not each other, or themselves).
If there is any screwing/messing around or inappropriate behavior, the ipads will be taken
away from that student and they will lose ipad privileges. Once the students agree to the
rules, they will line up at the door.
20 minutes: Students will follow me as we quietly walk throughout the school to look for
shapes. The students will be taking pictures of the shapes they see that match one of the 7
we learned. They will be taking as many pictures as they can on their assigned ipads.
5 minutes: We will return to the classroom, I will call for cleanup. Students will walk over and
plug ipads into the cart and then put their folders away.
5 minutes: Debrief, what shapes did you find/see?
Day 5:
Before class I will go through the ipads and print out the pictures that each student took on
their ipad. I will then place all the pictures for the table in one bag for them to sort during the
activity.
First 5 minutes: Students will be in their seats and I will hand out the picture bags. Each
group will have the pictures they took. No ipads or folders are needed for this portion.
15 minutes: I will explain to them that the pictures in the bag are the ones they took of the
school yesterday. Their job is to take the pictures out and sort them into the 7 categories we
learned. Students will then sort them.
15 minutes: I will stop the class and tell them the next step to the sorting they are doing.
Each table, one at a time, will take up their pictures from ONE category and tape them up to
the big poster paper in the rug area. Once each group has place their categories onto the
paper, students will come sit at the rug. Together we will count the number of each shape
and I will write that number 3 different ways next to it. (example: 3, three, *** (three blocks) ).
5 minutes: Students will return to their seats.
5 minutes: Debrief, which shapes did we see the most of?

Pre-Assessment:
SHAPES PRE-ASSESSMENT google doc
Before the first lesson, I will give the students a pre-assessment on their shapes. This

assessment will be a paper handout that has one of each of the 7 shapes on it. At the top of
the paper it says Color the CIRCLE red. Color the RECTANGLE purple. Color the
RHOMBUS blue. etc. This assessment will help me identify which students know the shapes
and which students can follow directions so I know how controlled I need to be.
Scoring Guidelines:
The quiz the students will be taking is cut and dry. If they colored the correct shape the
correct color they get full credit. If they didnt, they miss the point completely. This type of
grading will let me see exactly who is following directions.
For full credit (7/7) the student must have...

the circle colored red

the rhombus colored blue
the square colored green
the rectangle colored purple
the triangle colored yellow
the oval colored pink
the trapezoid colored orange

Post-Assessment:
SHAPE POST ASSESSMENT google doc
The day after the students finish the Shapes, Shapes, Everywhere! lesson, I will hand out the
post test. The post test will be the same quiz as the pre-test so that I can assess their growth
in the shapes as well as their ability to follow directions.
Scoring Guidelines:
I will be giving the same quiz I did for the post test as I did for the pre-test. If they colored
the correct shape the correct color they get full credit. If they didnt, they miss the point
completely. This type of grading will let me see exactly who is following directions.
For full credit (7/7) the student must have...

the circle colored red

the rhombus colored blue
the square colored green
the rectangle colored purple
the triangle colored yellow
the oval colored pink
the trapezoid colored orange

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of
gifted or accelerated students:
For this lesson, I think even a gifted student would be able to follow along. However, I might
alter it so that the gifted student was paired with someone so that there could be a buddy
system. For an accelerated student, I could give a bonus to whoever could find a new shape
that wasnt one of the 7 we talked about. If they could explain it to me and find some extra
shapes, then they could win a prize or move their name up one for positive behavior.
Discuss additional activities you could do to meet the needs of students who might be
struggling with the material:
For the students that are having a hard time understanding the material. I would send home
the pre-assessment sheet to their parents and have them work one on one with their child to
work on the shapes. WIth that, I would also send home flashcards with every student so that
they can practice at home and on their own outside of school.

Extension
For parents who are looking to see where I get my ideas from, they could go to
https://gradekcommoncoremath.wikispaces.hcpss.org/Assessing+KG3
and find similar worksheets to the pre/post assessment I created.
Common Core math is a common core website that gives formative assessment documents
for teachers to use. I personally didnt use the exact sheet, but did base my pre/post
assessment off of it.
For the kindergarteners who are looking to practice their shapes some more, they can go to
http://www.kidzone.ws/prek_wrksht/shapes/mixed.htm
for specific or mixed shape practice worksheets.
Kid zone is exactly what it sounds like. A place made for students to go and work. This site
has specific worksheets on each shape, as well as worksheets with mixed shapes and extra
shapes that arent apart of the 7 I taught.

Homework Options and Home Connections

Making home assignments technology based is challenging because not all students have
access to the same amounts of technology. However, new laws have been put in place for
6th graders in Hilliard to be assigned a personal ipad. If this could happen for
kindergarteners as well, then many activities and extra practice could be accomplished at
home. Assuming all students have access to at least some sort of computer, sites such as
extra math, st math, cool math, etc. are great places for young students to go and work on
their mathematics skills. If parents are on board with there students working on math and
getting extra practice at home, then this will ultimately benefit the student and their future in
learning.

Interdisciplinary Connections
Teaching shapes to kindergarteners not only falls under the category of mathematics, but
more specifically geometry. It also introduces the concept of identification and sorting.
Identification by the students acknowledging the different shapes and correctly saying which
ones are which. Sorting comes into play when the students are asked to move the shapes
into the different categories. Even though these arent necessarily different subjects that are
involved, there are still other attributes that are in play.
Materials and Resources:

For teachers

For
students

Key Vocabulary
Circle
Oval
Square

ipads
a cord to transfer pictures from ipad to desktop
a printer to print out desktop pictures
QR codes plus the code app
smart board

math folders
paper
pencils, markers/crayons
ipads
QR code reader app
smart board access

Rectangle
Triangle
Rhombus
Trapezoid
Additional Notes
I observed with kindergarteners for an entire semester and I believe that this would be a
realistic lesson you would see the teacher give. I believe this so much that I have asked if I
could give this lesson to my mentor teachers class and she has agreed.