Title: Shapes

By: Scott E. Engle

 

Table of Contents

Theme: The shapes of everyday life

Grade Level: First

General Subject Area: First Grade Mathematics

Specific Subject Area: Shapes and Symmetry

Goal: To investigate and learn different shapes

Unit Length: Once week

 

5 Lesson Plans:

Lesson 1 - Squares

Lesson 2 - Triangles

Lesson 3 - Symmetry

Lesson 4 - Circles

Lesson 5 - Rectangles

 

Topics Previously Taught:

 

General Objectives:

 

Assessment Techniques:

 

 

Take me to the assessment

 

Instructional Strategies:

Adaptation Strategies for all Learners:

Remediation Plan:

    Remediation will take place if students do not meet the standards required by the lessons.  Remediation will directly relate to the assessments and direct the students into reviewing key concepts.  If needed the teacher will meet with the students individually and review concepts to make sure that all standards are reached.  Remediation will be directly after the lesson and will not be postponed to any later time to ensure that the topics are fresh in the student's minds and can be easily reviewed.

 

Culminating Activity:

 

List of Standards being addressed:

2.9 Geometry

A - Name and label geometric shapes.

D - Find and describe geometric figures in real life.

E - Identify and draw lines of symmetry in geometric figures

F - Identify symmetry in nature.

G - Fold paper to demonstrate the reflections about a line.

Lesson 1

Squares/Geometry

First Grade

45 Minutes

Objectives:

In class, students will be able to identify, recognize, and create squares stating what characteristics and rules they with 95% accuracy.

PA Standards:

2.9 Geometry

A-    Name and label geometric shapes.

D- Find and describe geometric figures in real life.

Materials:

·        A variety of different sized squares for group use

·        Yarn

·        Large square for measuring

·        Paper for plotting

·        Old Magazines

·        Scissors

Resources:

·        Website

·        Textbook

·        Magazine

·        Encyclopedia

Procedures:

1.      Discuss the history of geometry with many examples of past civilizations and where it is at today. (7 min.)

2.      Display various sized squares (5 min.)

3.      Ask the students to tell what they know about that shape. (5 min.)

4.      Write down the following responses: (3 min.)

·        They have four sides

·        They have four corners

·        The sides are all the same

5.      Display a large square and use yarn to confirm that squares do indeed have sides that are equal in length. (5 min.)

6.      Help the students to make a large square using cubes. (10 min.)

7.      In a group students will cut out pictures of squares from magazines and glue them to a paper about squares given to them. (10 min.)

Assessment:

Students will be tested on what they learn through a few types of assessments.

·        Evaluation will consist of participation, following directions, and completing handouts and projects.

·        Students will be split up into groups and directed to make a picture using a square, which will be presented to the rest of the class, and hung up on the bulletin board.

·        Students will be asked about certain squares throughout everyday instruction to assess the student’s ongoing knowledge of them.

Closure:

We will take this time to review and reflect on squares, making sure that the students are aware of the different characteristics of the shape.

Lesson 2

Triangles

First Grade

45 Minutes

Objectives:

Given the request in class, students will be able to categorize triangles stating what characteristics and rules they have to be judged by the teacher.

PA Standards:

2.9 Geometry

A- Name and label geometric shapes.

D-     Find and describe geometric figures in real life.

Materials:

·        Triangle cut out of cardboard

·        Shopping Bag

·        Various sized triangles

·        Scissors

Resources:

·        Website

·        Textbook

·        Magazines

Procedures:

1.      Place a triangle cut out of cardboard in a shopping bag. (1 min.)

2.      Allow students to feel the cut out triangle through the shopping bag and describe it. (4 min.)

3.      After everyone has felt it, show the triangle to the triangle to the class and discuss the major characteristics of it. (10 min.)

4.      In a group students will cut out pictures of triangles from magazines and glue them to a paper about triangles given to them. (20 min.)

5.      Refer to the papers about triangles and squares to review. (10 min.)

Assessment:

Students will be tested on what they learn through a few types of assessments.

·        Evaluation will consist of participation, following directions, and completing handouts and projects.

·        Students will be split up into groups and directed to make a picture using a triangle, which will be presented to the rest of the class, and hung up on the bulletin board.

·        Students will be asked about certain triangles throughout everyday instruction to assess the student’s ongoing knowledge of them.

Closure:

We will take this time to review and reflect on triangles, making sure that the students are aware of the different characteristics of the shape.

Lesson 3

Symmetry

First Grade

1 Hour

Objectives:

In class, students will be able to assemble and draw symmetrical shapes and locate the line of symmetry with 95% accuracy.

PA Standards:

2.9 Geometry

E- Identify and draw lines of symmetry in geometric figures

F-     Identify symmetry in nature.

G-    Fold paper to demonstrate the reflections about a line.

Materials:

·        Butterfly pattern

·        Various symmetrical and nonsymmetrical shapes

·        Various small designs for decoration of the butterfly

·        Scissors

·        Glue

Resources:

·        Website

·        Textbook

·        Magazines

·        Encyclopedia

·        Library

Procedures:

1.      Pass out one shape to each child.(Some are symmetrical, some are not) (5 min.)

2.      Tell students to fold their shape in half and place them in the center of the classroom. (5 min.)

3.      Tell students to group the shapes into two separate groups and explain their reasoning. (10 min.)

·        If students do not group them into symmetrical and nonsymmetrical groups ask some leading questions.

4.      Introduce the word symmetrical and explain the line of symmetry.(10 min.)

5.      Cut shapes in half that are symmetrical and show the students that both sides are the same. (5 min.)

6.      Discuss things in the classroom that are symmetrical. (10 min.)

7.      In partners, have the students create a symmetrical butterfly.  Each group will be given one butterfly and pieces needed to decorate the wings.  One person will glue one piece to their side and the other will glue the matching piece to their side creating a symmetrical butterfly. (15 min.)

Assessment:

Students will be tested on what they learn through a few types of assessments.

·        Evaluation will consist of participation, following directions, and completing handouts and projects.

·        The students will be quizzed on shapes.  They will have to write symmetrical or non- symmetrical next to each shape.

·        Students will be asked about symmetry throughout everyday instruction to assess the student’s ongoing knowledge of it.

Closure:

We will take this time to review and reflect on symmetry, making sure that the students are aware of the different characteristics it as well as the line of symmetry.

Lesson 4

Circles

First Grade

1 Hour

Objectives:

Given an activity, students will be able to identify circles and state what characteristics and rules they have to be judged by the teacher.

PA Standards:

2.9 Geometry

A- Name and label geometric shapes.

D- Find and describe geometric figures in real life.

Materials:

·        Q-tip

·        Popsicle sticks

·        Crayon

·        Dental floss

·        Yarn

·        Plastic containers

·        Sand

·        Different sized coins

·        Coffee filters

Resources:

·        Website

·        Textbook

·        Magazine

·        Encyclopedia

Procedures:

1.      Bury a variety of coins in sand in large pans. (5 min.)

2.      Guide students to their sand pan and have them find the coins in the sand. (10 min)

3.      Ask the students what the characteristics the items have that they found in the sand. (5 min.)

4.      Lead a discussion about circles and the definition of them. (5 min.)

5.      Give students five different items: (5 min.)

·        Q-tip

·        Popsicle stick

·        Crayon

·        Dental floss

·        Yarn

6.       Pass out a paper divided into two sections: Items that do make a circle, and Items that do not make a circle. (10 min.)

7.      Students will test each item and see if they can make them into a circle.  If they can they will glue them onto the side that says Items that do make a circle, if not students will glue them on the other side. ( 20 min.)

Assessment:

Students will be tested on what they learn through a few types of assessments.

·        Evaluation will consist of participation, following directions, and completing handouts and projects.

·        Students will be split up into groups and directed to make a picture using a circle, which will be presented to the rest of the class, and hung up on the bulletin board.

·        Students will be asked about certain circles throughout everyday instruction to assess the student’s ongoing knowledge of the shape.

Closure:

We will take this time to review and reflect on circles, making sure that the students are aware of the different characteristics of the shape.

Lesson 5

Rectangles

First Grade

1 Hour

Objectives:

In class, students will be able to differentiate between rectangles and other shapes stating what characteristics and rules they have to 95% accuracy.

PA Standards:

2.9 Geometry

A- Name and label geometric shapes.

D- Find and describe geometric figures in real life.

Materials:

·        6 ˝” x 11” rectangle cut out (white)

·        4” x  5” rectangle cut out (blue)

·        ˝” x 11” rectangular strips (red)

·        Glue

·        Small star stickers

·        Toothpicks

·        Betsy Ross - the book

Resources:

·        Website

·        Textbook

·        Magazine

·        Encyclopedia

·        Library

·        Informative Book

Procedures:

1.      Hand out two square patterns to each student. (5 min.)

2.      Ask students to place both squares right next to one another and describe the new shape they have made. (5 min.)

3.      Explain the name rectangle and describe the characteristics of a rectangle and how they differ from a square. (10 min.)

4.      Ask students to locate things in the room that are rectangular. (5 min.)

·        Point out that the flag is rectangular

5.      Discuss the history of the flag while reading the story about Betsy Ross. (10 min.)

6.      Have students create a flag with red, white and blue paper. (15 min.)

7.      Review all of the shapes and discuss their differences. (10 min.)

Assessment:

Students will be tested on what they learn through a few types of assessments.

·        Evaluation will consist of participation, following directions, and completing handouts and projects.

·        Students will be directed to create a flag with the use of a rectangle.

·        Students will be split up into groups and directed to make a picture using a rectangle, which will be presented to the rest of the class, and hung up on the bulletin board.

·        Students will be asked about certain rectangles throughout everyday instruction to assess the student’s ongoing knowledge of the shape.

Closure:

We will take this time to review and reflect on rectangles, making sure that the students are aware of the different characteristics of the shape or the history of the flag.

 

Materials and Resources:

 

Materials:

A variety of different sized squares for group use, Large square for measuring, Paper for plotting, Old Magazines, Triangle cut out of cardboard, Shopping Bag, Various sized triangles, Butterfly pattern, Various symmetrical and nonsymmetrical shapes, Various small designs for decoration of the butterfly,  Scissors, Q-tip, Popsicle sticks, Crayons, Dental floss, Yarn, Plastic containers, Sand, Different sized coins, Coffee filters, 6 ˝” x 11” rectangle cut out (white), 4” x  5” rectangle cut out (blue), ˝” x 11” rectangular strips (red), Glue, Small star stickers, Toothpicks, Betsy Ross - the book

Bibliography:

Internet Websites:

Kidspsych.org: Retrieved October 1st from -

http://www.kidspsych.org/shapes.html

Sanford-artadventures.com: Retrieved October 2nd from -

http://www.sanford-artedventures.com/study/g_shape.html

Desktoppub.com: Retrieved October 1st from

http://desktoppub.about.com/cs/designelements/a/shapesintro.htm

Mathleague.com: Retrieved October 3rd from

http://www.mathleague.com/help/geometry/polygons.htm#triangle

Smm.org: Retrieved October 3rd from -

http://www.smm.org/sln/tf/s/shapewalk/shapewalk.html

 

Books and Periodicals:

Brown, Ruth. (1982). If at first you do not see.

        New York, NY: H. Holt.

Ziebel, Peter. (1989). Look Closer.

        New York, NY: Clarion Books.

Dr. Suess, Dr. Suess. (1997). The shape of me and other stuff.

        New York, NY: Random House.

Hutxhins, Pat. (1987). Changes, Changes.

        New York, NY: Atheneum.

Hoban, Tana. (1996). Shapes, Shapes, Shapes.

      New York, NY: Harper Trophy.

 

Webquest on Shapes Click here

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©Scott E. Engle - Rightengle.com