Lesson Plan Math 2d and 3d Shapes
Lesson Plan Math 2d and 3d Shapes
Breanne
Teacher Name(s) Kindergarten
Taylor Grade Level(s)
Learning
Objective(s)
SWBAT identify 2-D objects
SWBAT recognize characteristics of 2-D shapes.
For example:
The classroom clock is a
Which object in the classroom
circle! It has no sides and
is a
SWBAT identify 2-D the other shapes have sides
square/triangle/circle/rectangle?
objects to them.
Why do you think it is that
Our desk is a rectangle! It
shape instead of another?
has four sides like a triangle
but two are longer.
For example:
It has four sides.
How many sides does a It has no sides.
square/triangle/circle/rectangle It has 3 sides
SWBAT recognize have?
characteristics of 2-D Because it has 3 sides like a
shapes How is the selected object triangle.
within the classroom a Because two sides are
triangle/rectangle/square/circle? longer than the other.
Because it is round and has
no sides like a circle.
Teacher Tasks
copies of the booklet before class.
Print
Trouble shoot smartboard and computer.
Transition Once children are finished or time has reached its limit, I will ask
children to hand in their sheet.
Music box will play again to gather children to the sitting area.
Closure/Cliffhanger Time
Allotment
Assessment o The booklet is an assessment tool. Assessment will be
of Learning: done informally through the provided questions and through
observation. As students answer questions, this will help me
determine whether they recognize these shapes characteristics.
o As students bring in their sheet in order to receive a
sticker, I will be able to determine whether more guidance is
needed and whether the students understood the lesson
instructions.
o Additionally, observing students capabilities of
determining which objects are each of the mentioned shapes will
help me determine whether they are able to identify 2-D objects.
o Afterwards, I will record whether children were able to
meet the lessons objectives on the checklist provided below. This
will be added to my collection of formative feedback. By filling
this in for each child afterwards, I will more thoroughly
understand who may need more specific help. Teacher comments
helps me remember specifics, such as when a student was able
to meet criteria but struggled most with, for example, drawing
the shape.
STUDENT: CHECKLIST CHECKLIST TEACHER
CRITERIA: CRITERIA: COMMENTS:
Did the child identify Did the child
2-D objects within the recognize
classroom? characteristics of 2D
shapes?
During the first lesson, it was slightly difficult to move on at the right
time. I did not want to explain the three pages on the activity booklet at
the same time, for I was concerned that it would be overwhelming.
Instead, I stopped the children to explain the next page when at least
2/3 of the class is done. The first time doing this was relatively messy,
for children who were not done were not wanting to stop and listen.
What didn’t? Why not?
During the next lesson, I instead had children go to the teacher instead
to check their work and after receiving their sticker, I had the teacher
they went to explain briefly what the next page was. This went better,
for those behind did not feel pressured or behind while those who were
ahead did not get bored waiting.
What would you do I learned through this lesson how important it is to make activities
differently next time to interesting to children. If I merely presented the booklet to children
without having them, for example, put on their invisible detective
glasses, then they may not have been as engaged. I also realized that
moving while working help children not become fidgety during learning.
During this lesson, since assessment was done during the activity, I
further promote
optimum learning for all allowed children to take their booklet home. However, if needed, I could
students? keep the booklet for a period of time to more thoroughly assess the
work done. This way, I could take some time to discuss with particular
children who may have struggled with, for example, drawing the shapes.
This sheet could be used during class catch up time to practice drawing
shapes.