PK-3 Lesson Plan

Name: Stephanie Sommers Grade: 2

Level: 2 Group Size: Whole (20)

Subject/Lesson Topic: Math/Identifying and drawing shapes

Objectives:
1. The learner will identify shapes having specified attributes.
2. The learner will create/draw shapes having specified attributes.

Standards/GLEs:
2.G.A1: Recognize and draw shapes having specified attributes, such as a given number

of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons,

hexagons, and cubes.

Contextual Factors:
Parkview Elementary - East Baton Rouge Public Elementary School
Small School
Limited family involvement
Families have limited money
Mrs. Heberts 2nd grade classroom
Students are group according to their academic level. (gifted classroom, low classroom, 2

average classrooms) This classroom is an average classroom.

Classroom desks are arranged in groups (4-5 desks facing one another)
20 Students Total
1 ELL Student He understands English fairly well, but needs to be monitored
1 student that gets pulled for special services (usually not in classroom during math)
2 students who can leave for special services if they are struggling and need additional

help (This is up to the teacher) (must go to special service instructor to take any tests)
1 student who doesnt do work unless teacher hovers over him (needs to be

reminded/checked on periodically)
3 students who need tests read aloud to them
1 Lead instructor
 1 Student intern
Limited space for activities

Teacher Materials/Resources:
Shape manipulatives
Toothpicks
Mini marshmallows
(20) Shape Matching Worksheets

Student Materials/Resources:
Pencil

Technology Integration:
Use of the projector to display how to make shapes.

Family/Community Connection or Extension:

A weekly newsletter will be sent home with the students discussing the math topic of the

week. Parents are encouraged to assist children with identifying shapes. They can do this

throughout the day at home or in the community. They can locate a household object and

ask their child what shape it is. For instance, when driving they can ask their child what

shape is the sun?

Teacher can email/call or write to parents if she needs to send or receive information
Class dojo (parents can see students behavior in the classroom) (another way of

communication with teacher and parents)

Pre-Assessment:
The students will be shown basic shapes to see if they can identify them. Students will
also be asked what the difference between 2D and 3D shapes is.
 o This will be recorded on a check list check off if the student shows evidence of
the skills
Student name: Can identify basic shapes. Knows difference between
2D and 3D shapes.
Student A
Student B
Student C
Student D

Lesson Procedure and Activities:

Introduction.
The teacher will hold up a 2D shape manipulative to the class and tell them the proper
name of the shape. She can draw it on the white board and write its name next to it. She
should be sure to mention how many sides the shape has.
o Example Square 4 sides 2D shape
Do this for all basic 2D shapes (square, rectangle, triangle, circle)
The teacher should then hold up a 3D shape manipulative to the class and tell them the
proper name of the shape. She can draw it on the white board and write its name next to
it. She should be sure to mention how many sides the shape has. She should also mention
what 2D shape makes up the 3D shape.
o Example Cube 6 sides -3D shape 6 squares make it up
Do this for all 3D shapes (cylinder, cube, cone, rectangular prism,
triangular prism, pyramid)
Activities.
The class will then have an opportunity to create the shapes using tooth picks and mini
marshmallows.
The teacher should have all supplies available to the students.
She will instruct them to make the first shape a square. (Hint: a square has 4 sides so
how many toothpicks and marshmallows should you have?)
The teacher should have one made so that they students can check their work when they
are done.
o After all the students complete their shape, the teacher will show hers on the
projector. As a class, she will have the students hold up their shape and say its
name.
 This will be done for all of the shapes. (triangle, square, rectangle,
cylinder, cube, cone, rectangular prism, triangular prism, pyramid)
For the circle since there are no side the students will have to use
just marshmallows to create. They will not be able to hold this
one up.
After all of the shapes are made they students will be given a matching worksheet.
They will be directed to match each shape to its corresponding name.
o Students should turn this sheet in so it can be used for formative assessment.
Closure.
To wrap up the lesson, the teacher will ask the students to identify shapes in the
classroom. She will prompt them by saying, who can tell me what object in this
classroom is a ____. The students will raise their hand and be called on. The teacher
can do this for as many shapes as she wants. She will then tell the students that as they
go through each day she wants them to locate shapes and identify their names. They can
do this when in the car, at school, at home, etc. because shapes are all around us.

Differentiation:
o Lower students Should work with partner or in table groups and receive

additional help from classmates.

o Average students Can work in groups to receive additional help, or they can

work alone.
o Advanced students Should complete worksheet on their own and then assist

other students when they are finished.

Formative Assessment/Evaluation:
The shape matching worksheet will be collected and used as an assessment. The teacher
can see which shapes the students are struggling with naming.
Student Square Triangle Circle Rectangle Cone Cube Cylinder Rectangular Triangular Pyramid
Name: Prism Prism

Studen
tA
Studen
tB
Studen
tC
Studen
tD

o The worksheet can be evaluated using a check list. Check if they got it correct