Lesson Plan Template
Name: ______Shelby Hobbs______Grade Level:___2nd_____
Estimated number of days lesson will cover: ______One______
Lesson Subject/Title:· Introducing Plane Figures
· “Pigs on the Ball”
Performance Standards:
o M2G1
§ Students will describe and classify plane figures (triangle, square, rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular polygonal shapes) according to the number of sides and vertices and the sizes of angles (right angle, obtuse, acute).
o M2P3
§ Students will communicate mathematically.
· A) Organize and communicate their mathematical thinking through communication.
· B) Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
· C) Analyze and evaluate the mathematical thinking and strategies of others.
· D) Use the language of mathematics to express mathematical ideas precisely.
o M2P5
§ Students will represent mathematics in multiple ways.
· A) Create and use representations to organize, record, and communicate mathematical ideas.
· B) Select, apply, and translate among mathematical representations to solve problems.
· C) use representations to model and interpret physical, social, and mathematical phenomena.
Lesson Objectives (What students will know and/or do) :
· Students will be able to correctly identify a triangle, square, rectangle, trapezoid, quadrilateral, pentagon, hexagon, and one irregular polygonal shape.
Enduring Understanding:
· Students will be able to identify different shapes.
· Students will relate shapes to every-day objects.
· Students will be able to apply “greater” and “lesser” in terms of angles (obtuse and acute).
Essential Questions:
· How do we describe geometric figures?
Key Vocabulary:
· Right angle
· Straight line
· Parallel lines
· Triangle
· Square
· Rectangle
· Trapezoid
· Quadrilateral
· Pentagon
· Hexagon
· Semicircle
Time / Procedures / Differentiation / Materials/Resources / Assessment /
8:30 – 8:35 / Introduction
· Ask the students some of the shapes that they already know.
o They should already be familiar with at least the triangle, square, rectangle, and quadrilateral.
· Draw what shapes the students already know on the board.
· Ask the students some things that have a shape that we see every day.
o Stop sign, white board, tissue box, etc.
· Tell the students that we are going to read “Pigs on the Ball” and I want them to think about what is special about each shape. / -Different leveled questions to include different aspects of Bloom’s Taxonomy / -Pigs on the Ball
-White Board / -Prediction skills
-Prior knowledge
-Relating to experiences
8:35 – 9:50 / Instructional activities
· Read “Pigs on the Ball”
· As I am reading, I will ask questions to see if the students can determine what shape the course is that the pigs are on .
o The triangle, or the semicircle.
· I will also ask them if the book tells us anything special about that shape.
o Why did the two piglets put parallel to each other?
o Does this shape have edges or is it round? (semicircle) / -Asking questions that make the higher students apply what they are reading to their life. (Where else do we see parallel lines? Where can you find a right angle?)
-Asking lower students to think about where they have seen these shapes with their parents and what makes them different.
(Why is a triangle different than a square?) / -“Pigs on the Ball” / -Assess if students are able to differentiate between different shapes
-Assess if students are able to relate what they are learning to outside objects
Ask students to go back to their desks and draw a picture of the different shapes we have talked about. They should name their shapes.
· Tina the Triangle
· Scotty the Square
Once they have completed this, they are to make a “math monster” by drawing a shape out of a bucket. This shape will make the body of the monster. They then have to answer 5 math facts to determine the number of heads, number of eyes, number of arms, number of legs, and number of feet.
After they have correctly made their “math monster”, they turn it in to the basket and read until it is time to move on to reading. / -Students are able to relate the figures to something they will remember. Making names allows the students to creatively apply memorization strategies.
-The math monster also helps students. If it is harder for a student to describe a shape, they are assessed on ability to correctly draw it. / -Journals
-Construction paper
-Markers/colored pencils / -Monitor to make sure that students are correctly determining the shapes
-See if the students are correctly matching the first letters in naming the shapes.
-Determine if the students are able to use the shape in a way that involves other shapes as well.
Technology
No technology.
Lesson Reflection:
What worked well in your lesson?
What modifications did you make in your instruction for varying abilities of students based on your formative assessments?
What follow-up instruction related to your objectives is needed either for remediation or extension?
What would you still like to learn that might help you to better meet the diverse needs of your students?