LESSON 1 - MATHEMATICS (1ST GRADE GEOMETRY)

**I.
****OVERVIEW OF LESSON**

A.
March
31, 2011

B.
60
minutes

C.
Ms.
Caldas

D.
Grade
1: Mathematics

**II.
****BIG IDEA**

**III.
****ESSENTIAL QUESTIONS**

1.
How
can composing and decomposing shapes help us understand part-whole
relationships?

**IV.
****PENNSYLVANIA STATE
STANDARDS**

**2.9.1. A:** Name, describe and
draw/build 2-dimensional shapes

**V.
****GENERAL OBJECTIVES**

The students will be able to understand
how to describe,
analyze, identify, and classify, different two dimensional shapes.

**VI.
****BEHAVIORAL OBJECTIVES**

The students will understand how to
describe,
analyze, classify, and identify different two dimensional shapes by
listening
to a read aloud of a book and creating their own shape pictures with
paper cut
outs.

**VII.
****INSTRUCTIONAL MATERIALS**

A.
“Ship
Shapes” By: Stella
Blackstone

B.
“Shapes,
Shapes, Shapes”
By: Tana Hoban

C.
Construction
paper

D.
Shape
cut outs

E.
Glue

F.
Crayons

G.
Lined
paper

H.
Pencil

**VIII.
****VOCABULARY**

A.
Comprehend

B.
Identify

C.
Name

D.
Create

E.
Reflect

**IX.
****INSTRUCTIONAL PROCEDURES**

A.
INTRODUCTION

The teacher will inform the students that
they will
be reading a fun book about different kinds of shapes and then that
they will
be making a picture afterwards.

B.
MOTIVATION

The teacher will ask the students what
shapes they
see every day. The teacher will
give an example of something in the classroom. The teacher will say
“The
chalkboard is in the shape of a rectangle, is there any other shape you
see
somewhere in this classroom?”

C.
DEVELOPMENT

·
The
students will meet the teacher at the carpet and listen to the
teacher read aloud “Ship Shapes.”

·
The
teacher and students will sit at the carpet and review the shapes
within the book and discuss different types of items one can make out
of
shapes.

·
The
teacher will then discuss composing and the equivalencies of shapes.

·
The
teacher will then show the picture book “Shapes, Shapes, Shapes” to
give the students an idea of how many different shapes are found all
around us.

·
The
teacher will then explain the activity.

·
The
teacher will then create an example with the help of the students.

·
The
teacher will then tell the students to return to their seats.

·
The
students will then create a picture of whatever they decide from
different cut out shapes.

·
The
student will write about what they drew with the lined paper that is
provided.

·
After
the students have completed their pictures, the teacher will number
each student off at the tables.

·
The
teacher will then tell all number ones to share, then number two,
and so on.

D.
STRATEGIES
FOR DIVERSE
LEARNERS

This activity is effective for a couple
different
types of learners. Moving from the carpet then back to their seats is a
good
idea when dealing with ADHD children in the classroom considering these
students are not able to sit in the same place for an extended period
of time.
This activity is also great for visual and hands on learners. The
visual
learners will benefit from the read aloud and the example given to
them. The
hands on learners will enjoy this lesson because they are able to
create their
own picture out of cut out shapes.

E.
SUMMARY
AND CLOSURE

The teacher will review all of the shapes
mentioned
throughout the book to make sure all the students understand how to
identify
each one.

**X.
****ASSESSMENT**

A.
FORMATIVE

The teacher will be able to understand
whether or
not the students understood how to identify each shape by interacting
with the
students by talking to them about the different shapes throughout the
books and
also walking around the room and observing all the students creations.

B.
SUMMATIVE

The students’ writing will be graded on a
rubric.
This rubric will have guidelines that the students had to follow with
their
writing about their pictures.

**XI.
****SUGGESTED INSTRUCTIONAL
STRATEGIES**

**W:** Before the lesson I will
inform the students what we are learning about/reviewing. I will
explain to
them why we have to learn about geometry and why it is important to us.
I will
also explain to them that they will be assessed by making shape
pictures out of
the different shapes we discuss and by writing about what they created
and why.

**H:** I will hold the students’
interest by informing them that we will be making a picture of whatever
we want
out of the shapes that we learn about. This will cause the students to
have to
focus on the shapes so they can start to think about what they are
going to
create.

**E:** This lesson is real to
the students and easy for them to connect to because they are able to
take the
shapes and turn them into anything they would like. They were allowed
to create
a picture of something that they enjoyed doing or anything that they
thought of
for that specific project.

**R:** The students will have to
reflect and revisit the information that they are taught while they are
making
their pictures and writing. They will revise their work by looking over
their
writing when they believe they are finished. They will also have to
rethink the
information in future lessons that pertain to geometry.

**E:** The students were able to
share their pictures and explain what they did and engage in
self-evaluation
and group discussion.

**T:** Some of the students
weren’t sure what to create out of the shapes. I directed these
students to
first paste the shapes onto the paper and then see if they can figure
out what
they want to draw from that. If some of the students see the shapes on
the
paper first it might be easier for them to create their picture.

**O:** The teacher-guided
activity was when the students and I were discussing the shapes
together and
making equivalencies. The students were then independent as they
created their
pictures and wrote their pieces.

**XII.
****REFERENCES**

Blackstone, S. (2006). *Ship
shapes*. Cambridge, MA. Barefoot
books.

Hoban, T. (1986). *Shapes,
shapes, shapes*. New York, NY.
Greenwillow books.

Randall, C. Warren, C.
Francis, F. (2005). *Mathematics:* Vol
3. Scott Foresman.

Parsippany, NJ: Pearson.