Math Lesson 11-29

Subject: Math Activity: Classifying and Finding Triangles Setting: General Education Kindergarten # of Students:26

Statement of Objective: The students will be able to distinguish a side from a corner on a shape by answering the Accommodations
*Observable/Measurable (A,B,C,D) correct way when asked to identify what the teacher is pointing to by answering 2/2 questions
*GLCE/IEP correctly (we have done this before).
The students will be able to show with their fingers the number of sides and corners that a
triangle has without looking at a triangle, by answering at least 1/2 questions correctly.

Standard:
K.G.A.1 Describe objects in the environment using names of shapes and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind, and
next to.
K.G.A.2 Correctly name shapes regardless of their orientations or overall size.

Materials: Number strip on wall, pointer, plastic triangles, projector, whiteboard, orientation cards, Carpet spot for Luis
*Prepared and organized student activity book worksheet pg. 94, number pattern poster Carpet chair for Wael
*Available for all

Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how, and when
for strategies
*Clear directions
Guided Practice:
*Activity related to presentation/objectives
*Active student participation
~provide rationale for assignment
~multi-sensory and real world
~instructional dialogue
*Transfer of control
~students explain, justify, clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback: praise, prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust instruction
*Management/monitoring
~scan, circulate, assess, support, praise
Students are seated at the carpet. Remind students of the score board. Ensure students are in
their carpet spots to
Quick Practice reduce distractions
Say and show patterns in teen numbers with finger freezes:
Display number pattern poster. Go through numbers 10-19 by using the flash and freeze
method (ex: for 11, flash 10 fingers, freeze, then flash 1 finger while saying “ten and one”.
Say numbers 11 through 20 in order
5 minutes
Activity 1 – Attributes of Triangles
Give each child one plastic triangle (try and give students at the same table different shapes
and sizes). As you pass out the triangles, the students will begin examining their shape. Write the word
“Who knows the name of these shapes?” Project one triangle shape on the board and point to ‘triangle’ on the board
one of the sides. “What is the name of this part of the triangle? Let’s count the sides” Point to to make the connection
a corner. “Who remembers the name of this part of the shape? Let’s count the corners.” between the word and
“With someone sitting next to you, compare, or look at what is the same and what is different the shape.
between your triangle and other people’s triangles.” Have a class discussion about how
triangles all have 3 sides and 3 corners; they can be different sizes, different colors or in
different positions; some have equal lengths, and some do not.
8 minutes
Transition: Have students pass the triangles to the left and have the paper passers pick up the
triangles.
Activity 2 – I Spy Review the visual cards
Play I Spy around the classroom. “I spy with my little eye a rectangle”. Students will raise their to access students
hand and name things that they see in the classroom that is a rectangle. If students don’t guess background knowledge
the object, or once they guess it, draw it on the board (for a door, draw the rectangle door, the
rectangle window and the circle handle). “How do we know that the door is a rectangle? (it has I spy keeps more
4 sides, the 4 sides are not equal sizes) Everyone draw a rectangle in the air. What other shape learners engaged
is on our door? Let’s draw a circle in the air. If I say ‘the circle is ____ the door’ what word
could I say there? ‘Above, below, beside, in front of, behind, next to or inside? How many Connecting real life
shapes make our door?” Continue with circle (dot on the number strip) and triangle (tip of objects to shapes
pencil in “my pencil grip” poster).
10 minutes

Transition: display student activity book worksheet pg. 94 on board.

Go through shapes at the bottom of the worksheet. Have students volunteer to name each
 Math Lesson 11-29

shape and then as a class count the number of sides and the number of corners on that shape. If students get stuck
“we need to be architects and figure out which of these shapes we need to use to create our with shape naming, ask
dog house!” Have students volunteer to come up to the board and circle a shape that is where we can look to be
needed for the dog house. “How did you know that was the shape that we needed? Does it reminded of the
have the same number of sides that we need in our picture?” shapes? On the back
10 minutes board.
Closing: Formative assessment: point to a side on the triangle in the picture. “Is this a side or a corner?
*Adequate time Put one hand in the air if it’s a side and two hands in the air if it’s a corner. How many sides
*Students summarize content and does a triangle have? Show me with your fingers.” Repeat for the corner of the triangle.
accomplishments 5 minutes
*Assess/identify new goals
*Link to future learning

If there is time at the end of the lesson, have all students stand in a circle. “We are going to create a triangle using our bodies! We want one body to be one side
of the triangle, so how many people do we need to make our triangle?” Pick 3 volunteers to go to the middle of the circle and lay on the ground to create a
triangle. “Is _____’s body a side or a corner? Is the part where _______’s hands and _______’s feet meet a side or a corner? How many people do we have? So,
we have 3 sides. How many points do their feet and their hands meet? So, there are 3 corners.”