College of Education

Division of Teacher Education

Lesson Plan Format
Name: Jennifer De Leon
Resource: First grade standards & Engaage NY
I. Standards:
1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g.,
color, orientation, overall size); build and draw shapes to possess defining attributes.
CCSSM: Mathematical Practice:
1 Make sense of problems and persevere in solving them.
6. Attend to precision.
7 Look for and make use of structure.
ELD: Grade 1
Speaking and Listening Standards K-5
1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in
small and larger groups.
6. Produce complete sentences when appropriate to task and situation.
II. Objectives :
Mathematics: Given four two-dimensional shapes, students will find and name shapes based on defining attributes of sides
and corners with 90% accuracy.
English Language Arts: Students will define and give 4 examples of two-dimensional shapes in their math journal using
academic vocabulary taught in the lesson.
III. Description of Content:
Students will gain conceptual understanding of two dimensional shapes through a guided discovery activity using defining
attributes and corners. Students will be introduced to the vocabulary two-dimensional, trapezoid, rhombus, square, and
special rectangle.
IV. Curriculum Connection:
Unit Topic: Identifying, Composing and Partitioning Shapes.
Previous lesson: In the first lesson of this unit, students classified shapes based on defining attributes and learned the
difference between defining and non-defining attributes of shapes (color, shape, etc.)
This lesson: Students will find and name two dimensional shapes including trapezoid, rhombus, and squares based on
attributes.
Next Lesson: Students will name three-dimensional shapes including cone and rectangular prism, based on defining
attributes of faces and points.
V. Literacy:
Receptive:
Listening: listen to directions from teacher and listen to class and group discussions.
Reading: be able to repeat printed vocabulary and follow when teacher reads activity directions.
Productive:
Speaking: share personal ideas and thoughts and respond to teacher and peers thoughts and ideas.
Writing: correctly write example problems and corresponding solutions.
VI. Materials and Resources:
Sprint worksheets (17)
Straw Kit (2 fulllength, 3 halflength, and 2 quarter length straws) (1)
Chart Paper (1)
Document Camera (1)
Open and Closed Shape Images (4)
TED 2015-2016

College of Education
Division of Teacher Education
Lesson Plan Format
Math Journals (17)
VII. Instruction:
A. A. ENGAGEMENT (Motivational Activity):Fluency Practice
Sprints (never give a sprint that the weakest student in class cant at least get 11 answers right)
Step 1: a. Students engage in sprint
Step 2: a. Teacher assigns partners and passes out numeral cards
Step 3: a. Students will be asked to arrange numeral cards from 0-10
Step 4: a. After handing out the = sign, the teacher will write four numbers on the board (e.g., 9, 10, 2, 1).
b. Partners take the numeral cards that match the numbers written to make two equivalent subtraction
expressions (e.g., 10 9 = 2 1).
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
Open- ended Phase
Step 5: a. Teacher uses Elmo to demonstrate. Lee has 9 straws. He uses 4 straws to make a shape. How many
straws does he have left to make other shapes?
b. Students discuss possible answers at their tables.
Extension: What possible shapes could Lee have created? Draw the different shapes Lee might have made using 4
straws. Label any shapes whose name you know.
Convergent Phase
Step 6: a. Teacher will ask students to take out their math vocabulary book.
b. Students write the vocabulary word (triangle, rectangle, rhombus, square) and draw shape as the teacher
writes on the Elmo.
Step 7: a. Teacher explains to students that yesterday they made all of these shapes with their straws and that today
they will name them based on their attributes, or characteristics.
Step 8: a. Teacher holds up the triangle card and says the word triangle actually describes something about the
shape. Says the word slowly to show that tri means three and three angles tells us it has three corners. Mention that
triangles have three sides.
b. Students explain or touch each of the three corners of each shape to confirm that they are all triangles
(ensure that students point out that all the triangles also have three straight sides. Tape the triangle description
card under triangles).
Step 9: a. Teacher tries another card. (Hold up the hexagon card.) A hexagon is a shape with six straight sides. Do
we have any hexagons on our chart? (Point to the two hexagons on Chart 3.)
b. Yes, these shapes have six straight sides!
Step 10: a. Teacher tapes the card on the chart near hexagons and asks do we have any other hexagons on these
charts?
b. Students respond.
Move to the rectangle and square description cards
Step 11: a. Teacher explains that a rectangle is a shape with four square corners, or right angles.
Step 12: a. Do we have any rectangles on our chart? Use your square corner tester to check.
b. Students point to any rectangles on the charts, and explain why they fit the description.)
Step 13: a. Teacher ensures that students include the squares as shapes that fit the description. Adds rectangle cards
under shapes. Asks students if any of these rectangles have another name they might know.
b. Students respond.
Step 14: a. Teacher confirms. A square is a type of special rectangle with four straight sides of equal length. (Tapes
a square card under the rectangle card.)
TED 2015-2016

College of Education
Division of Teacher Education
Lesson Plan Format
Step 15: a. Teacher explains that a rhombus is a shape with four straight sides of equal length. Do we have any
rhombuses?
b. Students point to shapes with four straight sides of equal length, including the shape that is already
labeled with square and rectangle.
Step 16. a. Teacher tapes the description card below the drawing as students explain how each shape fits the
description. (Yes, a square is a special kind of rectangle, and it is also a special kind of rhombus.)
Step 17: a. Teacher points to the example of a trapezoid on the chart. Does anyone know what this shape is called?
(If no one knows the name, tell the students it is a trapezoid.)
b. Students respond
Step 18: a. How is this shape the same as the other shapes we have defined?
b. Students respond. (It has four straight sides and four corners.)
Step 19: a. Teacher asks, how is this trapezoid different from the other shapes?
b. Students respond. (The sides are not all the same length, like the square. This trapezoid doesnt have four
square corners.)
Step 20: a. Teacher tell students that now they are ready to play Make the Shape with your partner. (Give student
directions.)

Heres how to play:

Each pair gets a stack of shape description cards and places 10 additional straws in their straw kit.
Turn over a card. Use your straws to make that shape, and put the card below your shape.
Take turns until one player has used all of his straws.
If you have more time, shuffle up the cards, and take turns trying to pick the cards that match the shapes youve

made.
Step 21: a. Teacher asks students to work on the problem set
b. Students work on problem set.
Closure Phase
Step 22: a. Teacher asks students to review their solutions for the Problem Set.
b. Students check work by comparing answers with a partner before going over answers as a class.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Step 23: a. Teacher will have students review their solutions for the Problem Set.
b. Students will check work by comparing answers with a partner before going over answers as a class.
VIII. Assessments:
Mathematics:
Pre-assessment: use students responses in engagement to assess students ability to be successful in the lesson.
Formative assessment: Teacher walks around to observe work and ask questions.
Summative assessment: application activity.
English-Language Arts:
Pre-assessment: use students responses in engagement to assess students ability to be successful in the lesson.
Formative assessment: Teacher walks around to observe work and ask questions.
Summative assessment: application activity.
Complete Exit Ticket
TED 2015-2016

College of Education
Division of Teacher Education
Lesson Plan Format
The teacher will go over the answers to see what needs to be retaught in preparation of the End of Unit Summative
Assessment
IX. Differentiation:
1. Scaffolds/Strategies to support academic language:
Visuals, group work, chorus, prompts
2. Scaffolds/Strategies to provide access to mathematics for all students:
Groups, visual, built on prior knowledge, hands-on, manipulatives, teacher circulates and asks questions, teacher translates
necessary terms to help students understand the lesson.
3. Extension:
Extension activity step #5

X. Accommodations and modifications:

Special Education: Students will have access to have words written out or be given picture cards to better understand the
material. They can sit closer to the teacher and the screen to be able to see the material.
English Learners: Students will be able to talk to their partners to help build language and can have things translated to
better understand the concepts presented. They can use sentence frames to describe the shape and its attributes.
Gifted or Advanced Learners: Students can write more in their journals about the shapes using more vocabulary. If needed
they can go on to more complicated shapes and describe their attributes. They can also be introduced to other attributes and
encouraged to create different shapes.
XI. Homework:
The students will finish the Application Activity if it is not done and complete the Homework
activity worksheet.
5-Excellent, full accomplishment 4-Good, substantial accomplishment 3- Acceptable 2-Fair, partial
accomplishment 1-Attempted, little accomplishment

TED 2015-2016