Background Info:
Teaching concepts, language, and use of shapes in a sheltered math class.
Content Objectives:
Language Objectives:
Common Core Standard: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
First grade Mathematics Geometry Standards
Vocabulary: Shape, Triangle, Oval, Square, Rectangle, Circle, corner, side.
Materials:
Procedures: 45 min.
Introduction: 25 min.
5 min: Introduce and write on board the student friendly topic and objectives for today: Topic: "Today we will learn about shapes." Objective: "We will be able to find shapes in real life and describe them using our vocabulary words."
Warm Up:
Pre-Read: 5 min. Go over some terms from the book they might not be familiar with such as: oval, circle, triangle, square, rectangle, diamond, caboose, etc.
Read: 10 min. "The Shape of Things" by Dayle Ann Dodds. On each page ask if the children see the corresponding shape. The last page allows room for children to call out shapes they see. This could be done by having students turn to the person next to them and tell them the shapes they see. Reinforce the idea of using the phrase: "I see a (object) in the shape of a (shape)".
Presentation: 25 min.
Introductory Activity: 5 min.
Secondary Activity: 10 min.
Assessment: remainder of time
Teacher Notes: After lesson is complete, I will fill in suggestions, pros, cons, and notes here.
- First grade classroom
- All advanced beginner English language learners.
- Sheltered math class
- Geometry Unit
Teaching concepts, language, and use of shapes in a sheltered math class.
Content Objectives:
- Learn the terms correlated with primary shapes.
- Know the attributes correlated with each shape.
- Distinguish between shapes by using the defining attributes.
- To recognize 3D shapes in the real-world
Language Objectives:
- Describe shapes by using defining attribute (number of sides,corners, etc.) of the specific shape.
- In written and verbal form, describe their shape monsters by using the attributes and new vocabulary.
Common Core Standard: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
First grade Mathematics Geometry Standards
Vocabulary: Shape, Triangle, Oval, Square, Rectangle, Circle, corner, side.
Materials:
- Solid colored craft paper, cutouts of circular eyes, triangular noses, various shapes of mouths like circle, half circle, etc., legs, and hands.
- Kid-friendly scissors, and stick glue.
- Worksheet with open space for describing monster: "My monster is in the shape of a...". The Shape Monster activity is an activity taken from this website.
- Physical models of a circle, oval, triangle, square, and rectangle. Made out of paper.
- Five 5 ft. pieces of string, each one is taped to its end (Take the cut end of each string and tape it to its other cut end, as if to make a circle).
- Various objects around the room already in place, that students will list down under shape categories.
- Shape Category sheet.
Procedures: 45 min.
Introduction: 25 min.
5 min: Introduce and write on board the student friendly topic and objectives for today: Topic: "Today we will learn about shapes." Objective: "We will be able to find shapes in real life and describe them using our vocabulary words."
- Introduce vocabulary and ask if there are words they are not familiar with. If any discrepancies arise with shape vocabulary, draw them on the board next to their title so the children can see. While you are drawing, make sure to describe the attributes you are drawing. Ex: "A triangle has three sides, 1, 2, 3, see?", etc. Describe shape defining attributes versus describing attributes like color, size, etc.
Warm Up:
Pre-Read: 5 min. Go over some terms from the book they might not be familiar with such as: oval, circle, triangle, square, rectangle, diamond, caboose, etc.
Read: 10 min. "The Shape of Things" by Dayle Ann Dodds. On each page ask if the children see the corresponding shape. The last page allows room for children to call out shapes they see. This could be done by having students turn to the person next to them and tell them the shapes they see. Reinforce the idea of using the phrase: "I see a (object) in the shape of a (shape)".
Presentation: 25 min.
Introductory Activity: 5 min.
- Have students go back to their desks.
- Introduce the new vocabulary: sides, corners, shapes. Do this by using the models or drawing them on the board again to reinforce.
- Hand out physical models of a square, a triangle, a circle, a rectangle, and an oval for students to touch and pass around.
- As they are passing the shapes ask the students to describe the shape by using the new vocabulary they have learned.
- Use the sentence, "This (insert shape) has (number) sides and (number) corners."
- Put students into groups of five (four or more people to a group).
- Hand out string to students.
- Explain that they will be using the string to form the following shapes: square, circle, triangle, rectangle.
- This can be done by them holding edges of the string. Model how to form a diamond with three students.
- Hold up a triangle and tell students to form this by standing up with partners.
- Rotate around the room and give feedback to the groups and answer questions.
- Repeat steps 5&6 for a square and rectangle.
- Then model a circle and ask students if they think it will work with points. Draw a circle on the board and describe that it has many points.
Secondary Activity: 10 min.
- Keep students in their groups.
- Handout Shape Category lists to each person.
- List off some examples of triangles in every day life.
- Ask students if they know of any in their home.
- Describe to students that they will be investigating the room for shapes.
- With their groups, they will look for everyday objects in the room that resemble a shape.
- They will then categorize the objects in the shape category worksheet.
- Once finished, we will go over some objects found as a class.
- Can ask students "How did you know this object was a (shape)?"
Assessment: remainder of time
- Have students go back to their own desks.
- Handout the monster worksheet.
- Model to students the monster you have made previously and write on the board: "My shape monster is funny. He is made out of a rectangle. The rectangle has four sides, and four corners. There are two long sides and two short sides. A rectangle I see in the classroom is the chalkboard."
- Show students the paper, the bins categorized by face features, handout scissors and glue.
- Allow them to work independently while revolving around the room and supporting with answers and questions.
Teacher Notes: After lesson is complete, I will fill in suggestions, pros, cons, and notes here.