303 K.G 1 K.G 2 K.G 3
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. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane,“flat”) or three-dimensional (“solid”).
Common Core Standards — Grade Kindergarten
GEOMETRY Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G 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 2 Correctly name shapes regardless of their orientations or overall size. K.G 3 Identify shapes as two-dimensional (lying in a plane,“flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes.
K.G 4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
Aligning Learning With the Content Standards: At the end of this section, students will be able to: • • • •
Recognize and describe solids and plane shapes. Know the names of shapes. Describe their shape and size. Use shapes to make pictures, patterns and models.
Math Language: Students should become increasingly familiar with such terms and phrases as: Circle, triangle, square, rectangle, cube, sphere, cone, pattern, shape, sides
Square
Cube Teacher Edition
Triangle
Rectangle
Circle
Sphere
Cone GEOMETRY 1, 2, 3
304 K.G 1 K.G 2 K.G 3
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. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane,“flat”) or three-dimensional (“solid”).
Lesson Plan: Title: 2 Dimensional Plane Shapes
It might be more appropriate to teach one lesson per shape which will be reinforced at regular intervals and by reference to everyday objects. Thus, depending on the prior knowledge of the students, these lessons might be best taught, spaced over a period of time. For some classes, where there is good conceptual knowledge already, it may be possible to move on further.
Time Required to Teach Each Lesson: 50 minutes Vocabulary:
Square, circle, rectangle, triangle.
Materials Required in This Lesson: Sharing Boards. Card or plastic shapes for squares, circles, rectangles, triangles. Daily wall chart displaying 2D shapes. Word cards showing the names of the shapes. Squares identified around the room with labels. 2D classroom objects or those brought in by the students. Paper and pencils or crayons to draw pictures. A Square Table for a collection of square objects. Objective: • Students will learn the characteristics of 2D shapes. • Students will learn the names for 2D shapes. • Students will learn to recognize shapes in everyday life. • Students will learn that a picture can be made up of more than one 2D shape. What Students Should Know Already: Concepts: Students may have different concepts about shapes, their characteristics and names. Skills: Students should be able to use the names of some of the shapes correctly.
GEOMETRY 1, 2, 3
Teacher Edition
MR 1.1 MR 2.1 MR 1.2 MR 2.2 K.G 1 K.G 2 K.G 3
305
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. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane,“flat”) or three-dimensional (“solid”).
Lesson Structure: Learning Targets: To introduce and discuss 2D shapes
(This lesson can be repeated and reinforced throughout the year.)
Introduction (5 – 10 minutes):
Show each of the shapes at a separate lesson if necessary and discuss the attributes. Lesson 1 – square Lesson 2 – circle Lesson 3 – rectangle Lesson 4 - triangle Then have a lesson where the shapes can be compared.
• • • •
• •
Show students a square of cardboard and talk about its characteristics. Look around the classroom for shapes that could be described. Talk about squares and have students describe them. Discuss the characteristics of each of the shapes in different lessons. • A square has four sides of the same length. • A circle has no straight edges and is curved. • A rectangle has four sides that are not all the same length. • A triangle has three sides. Talk about objects on the square table. (Prepare a similar table with round/rectangular/triangular objects.) Talk about the square box that we use for pencils/cubes etc.
Middle (10 – 15 minutes): Guided teaching: • Compare 2 squares of different sizes and have students discuss them. • Show students some pictures where squares are present and have them identify them. • Have students find an object in the room that is square to show class and discuss. • Show students the written form and point out the spelling. Teacher Edition
GEOMETRY 1, 2, 3
MR 1.1 MR 2.1 MR 1.2 MR 2.2
306 K.G 1 K.G 2 K.G 3
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. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane,“flat”) or three-dimensional (“solid”).
Activity (20 minutes): Have students draw around square cards and write a label. Have students look around the room and draw three things that are square. Encourage discussion and ensure that students are using appropriate vocabulary. Have students draw some pictures that contain squares; e.g., houses with square windows etc. Have students try to draw other shapes circles, squares, triangles and rectangles on their sharing boards. Discuss students drawings and ideas. Summary (5 minutes): Discuss with students what they have discovered and ask questions to understand their reasoning. • Tell me why you know that this is a square. • Show me a square window/square table. Teacher Assessment Notes: Names/Initials: Students exceeding objectives: Students yet to achieve objective: Students Absent: “Circle - the Latin root for this word is “circus.” The traditional shape of the roofless enclosure used for chariot racing, where the chariots ran in a circular direction.” “Tri as in triangle comes from Latin, French and Greek origins and means “having three” and in the case of the triangle, there are 3 sides.”
Note to Teachers: It will be necessary to repeat this lesson, and work through all the written exercises depending on the response of the class. These concepts are best developed through practical activities in the classroom and in the home with constant reference to different shapes. GEOMETRY 1, 2, 3
Teacher Edition
307 K.G 1 K.G 2 K.G 3
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. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane,“flat”) or three-dimensional (“solid”).
Square
A square has four sides of the same length.
Circle
A circle is curved all the way around.
Rectangle
A rectangle has four sides.
Triangle
A triangle has three sides.
Review the shapes on this page with students, and work together to model one of each shape for the classroom wall. Have students describe the shapes and their attributes. Talk about the names for the shapes, some of which the students may already know. Explore similarities and differences i.e., straight sides/curves, 4 sides/3sides etc. Students can make shapes of their own as a classroom display. This session can also be used as a valuable assessment opportunity. Teacher Edition
GEOMETRY 1, 2, 3
308 K.G 1 K.G 2 K.G 3
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. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane,“flat”) or three-dimensional (“solid”).
Student Exercise: Shapes Put a check beside the two shapes that are the same.
Explain to students that they need to find the shapes which are the same and put in their check mark. Ensure that students consider the attributes of each shape to help make their choices GEOMETRY 1, 2, 3
Teacher Edition
309 K.G 1 K.G 2 K.G 3
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. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane,“flat”) or three-dimensional (“solid”).
Student Exercise: Shapes Copy and draw these shapes. Write the word.
Draw the shape.
Square
___________
___________
Circle
___________
___________
Rectangle
___________
___________
Triangle
___________
___________
Discuss the instructions with students and refer to wall charts.
Teacher Edition
GEOMETRY 1, 2, 3
