Kelsey Mercadante

Mrs. Lowery, Paul Munro Elementary School, 1st Grade

Date: Tues. October 6th, 2015
Time: 12:20-1:25

Day 2
Plane Geometric Shapes (Math Centers)
During this lesson students will engage in math centers involving geometric shapes.

SOLs: 1.12, 1.13

1.12 The student will identify and trace, describe, and sort plane geometric figures
(triangle, square, rectangle, and circle) according to number of sides, vertices, and
right angles.
1.13 The student will construct, model, and describe objects in the environment as
geometric shapes (triangle, square, rectangle, and circle) and explain the
reasonableness of each choice.

Blooms Taxonomy Levels: Understand, Analyze, Evaluate

Understand

Shapes are all around us, so it is important for us to name them and tell
where we can see them in everyday life.

Geometric figures are integral parts of the environment.

Know

A plane geometric figure is any two-dimensional closed figure.

A triangle can have sides that are all equal, or they can all be different.
A vertex is the point at which two line segments, lines, or rays meet to form
an angle.
Vertices is plural for vertex
Curves- what a circle has.
A triangle has three angles and three sides.
A rectangle is a quadrilateral with four right angles
A square is a rectangle with four sides of equal length.
A circle is a closed curve with all points in one plane and the same distance
from a fixed point (the center).

A square is a square regardless of its location in space; there is no such

geometric figure as a diamond.

Describe a circle
Trace triangles, squares, rectangles, and circles
Describe triangles, squares, and rectangles by the number of sides, vertices,
and right angles.
Sort plane geometric figures into appropriate subsets (categories) based on
characteristics (number of sides, vertices, angles, curved, etc.).
Identify the name of the geometric figure when given information about the
number of sides, vertices, and right angles.
Identify models of representations of circles, squares, rectangles, and
triangles in the environment at school and home and tell why they represent
those figures.
Describe representations of circles, squares, rectangles, and triangles in the
environment and explain the reasonableness of the choice.

Do

Assessing Learning:
Observation and participation.

Small groups: I will observe students while I work with them.

Centers: Students will record work in their math journal, or on a worksheet,
which will hold them accountable. Other teachers/aides will also be there to
help observe students, since I will be working with small groups.
On Friday, students will complete an assessment that involves everything we
have worked on during the week.

Materials:
Smart board
Mystery Shapes Task Cards with worksheet and laptops (A)
Shape Sort Table (M)
Pattern block shapes (L)
Geo boards and rubber bands
Hands-on book and Matching Shape Sheet from book
Laptops (7)
Headphones for iReady users
Passwords for iReady users
Find and Color Shape Worksheet or cut and sort sheet for early finishers

Procedure:
Prep: Gather and distribute Math sorting stations.
Engage: Think-Pair-Share - Review the 4 different types of shapes we talked about
yesterday. Have students share their thoughts and name the 4 shapes. Show shapes
on Smart board.
Explain Math Centers to students. Ask what you have to do again? - to make sure
they know
Centers:
Mystery Shapes Center and iReady: (A) KaDerrah, Parrish, Billy, Juan, Denver, Sofia,
and Carrington

Answer each task card and draw each shape in math journal.
THEN, when finished, have students go on iReady.

Shape Sort Table (M) Alexander, Jeremiah, Ava, Jada, and Hollis

Complete table by writing name of shape, tracing a pattern block of shape,

writing number of sides, and number of vertices of each shape (circle, square,
rectangle, triangle).

Sort Pattern Block Shapes (L) Antonio, Nolan, Marcia, Hailey, and Crawford

Sort shapes and then trace each pattern block shape in their math journal.
Label each shape (square, circle, rectangle, triangle). Have them sort in
different ways (sides, vertices)
Circle/highlight each vertex

Small Group with me:

Hands-on Book: Lesson 1 Identify Plane Shapes p. 66.

Students will identify plane geometric figures. Students will use geo boards to
create shapes.
Identify each shape.
Go over number of sides and vertices for each shape
Definitions of each shape
Circles have curves. They have no straight lines or corners.
You can turn these shapes, but they do not change, they are still the same
shape (Note: stress this when talking about the square. Make sure students
know that it is still a square when turned, NOT a diamond).
Give number of sides and vertices and have students guess shape by holding
up a pattern block.
Brainstorm items in environment that are shaped like a circle, rectangle,
square, or triangle. Write down a list of answers students come up with.
What other shapes are there? (rhombus, trapezoid)
Students can complete find and color shape sheet, if time.

Rotations: Meet with low group first, then middle group.

Closure:
Review shapes, number of sides, and vertices of each shape by reading out a few
clues/riddles of shapes and see who can guess the shape.