Lesson Plan

Title: Introduction to triangles, squares, and rectangles

Grades: Kindergarten
Subject/Center: Art
Frame: Demonstrating Literacy and Mathematics Behaviour; Belonging and Contributing; Self-Regulation and Well-
Being; Problem Solving and Innovating
Time: 60 minutes
Lesson Description
On the carpet, students will be introduced to the triangle, square, and rectangle shapes. They will be asked about the
characteristics of these shapes and what distinguishes one from another. Students will then be able to create these
learned shapes with the use of popsicle sticks and are then able to decorate their newly formed shapes.
Stage 1: Desired Results
Fundamental Concepts/Skills
• Geometric properties
Big Ideas/Essential Question
Big Ideas:
• Shapes and figures have different properties and attributes
• We can understand and describe our world by looking at how shapes and figures work together
• Many of the properties in 2D shapes can also be found in 3D figures
Essential Question:
• Where do we see shapes in the world?
Ontario Curricular Overall Expectation(s)
• 1.: Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts
• 17.: Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and
describe the location and movement of objects, through investigation
• 22.: Communicate their thoughts and feelings, and their theories and ideas, through various art forms
• 31.: Demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music,
and visual arts
Ontario Curricular Specific Expectation(s)
• 1.6: Use language (verbal and non-verbal communication) to communicate their thinking, to reflect, and to solve
problems
• 1.7: Use specialized vocabulary for a variety of purposes (e.g., terms for things they are building or equipment
they are using)
• 1.8: Ask questions for a variety of purposes and in different contexts
• 17.1: Explore, sort, and compare the attributes (e.g., reflective summetry) and the properties (e.g., number of
faces) of traditional and non-traditional two-dimensional shapes and three-dimensional figures (e.g., when
sorting and comparing a variety of triangles: notice similarities in number of sides, differences in side lengths,
sizes of angles, sizes of the triangles themselves; see smaller triangles in a larger triangle)
• 22.2: Communicate their ideas about something (e.g., a book, the meaning of a word, an event or an
experience, a mathematical pattern, a motion or movement) through music, drama, dance, and/or the visual arts
• 31.3: Explore different elements of design (e.g., colour, line, shape, texture, form) in visual arts
Lesson Goals
• Identifying the characteristics of a triangle, square, and rectangle (how many sides, length of sides (square vs.
rectangle)
• Using proper terminology to identify the various shapes
• Creating the various shapes using popsicle sticks
Key concepts and/or skills to be learned/applied Background Knowledge
• Identifying specific characteristics of the shapes • Some prior knowledge of the names of some shapes
• Creating the various shapes • Gluing techniques (small vs. large amount)
• Demonstrate their knowledge through their
creation of the shapes
• Communicate ideas with proper terminology

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies
• Whole class • Whole class
• Independent • Class discussion
• Small group activity à activity completed individually
Materials Considerations
•Triangle, square, and rectangle cut-outs (to • Ensure educator has a list of terminology that is
show class) mentioned during the lesson (i.e., lines, angles,
• Visuals of shapes curved, straight, etc.) for reference
• Manipulatives of the various shapes • Have visuals prepared at the small table for students
• Popsicle sticks that require additional guidance
• White glue • Use manipulatives when necessary
• Various art supplies to decorate shapes
Accommodations
• Some students might have a hard staying on the carpet for a while, therefore, supply those students with
manipulatives that they can fidget with at the carpet
• Students that use visuals daily in the classroom might need visuals of the shapes at the small group table to
remind them of what the shape looks like
• Enrichment: Have students bring things from around the class that resemble a triangle, square, and rectangle
Stage 3: Learning experience and instruction
Motivational Hook (15 MINS)
Once the students are seated at the carpet, ask them if they know what a triangle is. Once students have shared their
ideas, introduce the triangle cut-out to the class. Ask students: “What can you tell me about the triangle?” Discuss how
the name of the shape represents its features (i.e., tri = three). Continue with the questions: “How do you know this is a
triangle?” Encourage discussion by asking questions such as:
“How many sides does this shape have?”
“What do you notice about the lines?” (Looking for: straight)
Focus on important characteristics. Continue with the demonstration of the square, followed by the rectangle - asking the
same/similar questions as stated for the triangle.
Explanation of the center (40 MINS)
After completing the demonstration of the three shapes, explain to students what the task is. Amongst other activities
that are placed on tables throughout the class, one table will be focused on the following:
Students are required to construct a triangle, square, and rectangle using popsicle sticks. They will be guided by an
educator (if needed), and are asked to decorate their shapes using the various art supplies gathered at the table. *Note:
Some students will not finish constructing all three shapes and will continue to finish the activity at an appropriate time.

Educator will take note that appropriate terminology and language is used. Educator will also take pictures to submit to
Google Keep portfolios throughout the lesson.
Close (5 MINS)
Ensure activity area is cleaned up properly. Ask students what they learnt and debrief whether they enjoyed constructing
their shapes. Remind students that they can play with their shapes at appropriate times throughout various activities
(once glue is dried and decorating is completed).
Link to Future Lessons
Students will use their knowledge of proper terminology of shapes to learn about other shapes (circle, oval, rhombus,
star, heart). Students can use their knowledge of two-dimensional shapes to link towards future lesson of three-
dimensional figures. This lesson prepares students to see shapes around them/ in their environment. It also prepares
them to be able to construct certain shapes using different kinds of shapes (tangrams).
Assessment
Students will be assessed as learning in this lesson. Anecdotal notes, observations, and photos will be submitted to their
Google Keep profiles throughout the lesson.