Child Development and Relation to Mathematical Instruction

While looking through several websites, we discovered that 2nd graders:

Use serious, logical thinking and are often thoughtful and reflective.
This will be helpful as students begin to think about classifying the geometric properties. They
will be able to think about the shapes, not just as circles or squares or triangles, but as objects
made up of 3 vertices, or 4 sides, and logically group them based on these attributes.
Can describe points of similarity between two objects.
Students will be able to use the new vocabulary that we teach them to further describe and
classify the objects that they see.
Take direction well, are developing a longer attention span, and respond well to frequent
encouragement
Students will be able to follow the instructions we give so long as they are clear. We should
build in encouragement along the way, so they do not feel discouraged at the new material they
are learning.
Learn best through active, concrete experiences.
Our lesson should include several concrete, exploration activities where the student plays an
active role.
Resource: http://www.glendale.k12.wi.us/2_char.aspx

Lesson Planning Form for Differentiating Instruction Calvin College Education Program
Teacher Becky and Emily
Date

1/16/14

Subject/ Topic/ Theme

Geometry

I. Objectives
What is the main focus of this lesson? 2 Dimensional Shapes
How does this lesson tie in to a unit plan? (If applicable.) No unit plan. First of two lessons.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
Students will be able to:
1) Recognize certain attributes of shapes (straight lines, curved lines, square corners, number of sides, number of corners, etc.)
2) Distinguish shapes in real-life that follow certain characteristics.
3) Construct their own shapes with geoboards and shapes following the teachers instruction

CCSS.Math.Content.2.G.A.1 Recognize and draw shapes having specified attributes, such

as a given number of angles or a given number of equal faces.1 Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.
II. Before you start
Prerequisite knowledge and skills.

They know basic shapes and how to describe and classify them based off of similar geometric
attributes.

Assessment
(formative and summative)

Formative- We will be able to see through the geoboard activity if they comprehend the
different characteristics of shapes and can create the correct geometric attributes based on
command from teacher.
Summative- Students will find real life examples based off of clues that they are given.

Identify those students (individuals

or groups) in your class who will
need special attention and describe
the level of support you plan on
giving them. Refer back to the
survey you did of your class.
Materials-what materials (books, Geoboards with rubber bands
handouts, etc) do you need for this Vocabulary on cards
Portable Whiteboard
lesson and do you have them?

Do you need to set up your

classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time Parts

We will be in small groups

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
5 min
1) We will get to know each other by going around in a circle, saying our names. With their name they will
tell their favorite shape, making it with their hands, and why it is their favorite shape. (Both, Becky
5 min Motivation
describes activity)
(Opening/
2) Set ground rules- Follow teacher directions promptly. (ex. Stay on task, raise hand to answer question,
3 min Introduction/
RESPECT the voice, answers, and opinions of classmates, etc.) (Emily)
Engagement) 3) Introduce Geoboards and ways to properly use them (keep rubber bands on ground or geoboard. They
should not be used as slingshots, weapons, thrown around, etc.) (Emily)
5 min.
1) Make 2 practice shapes: an animal and their favorite toy (Becky)
2) Hold up the practice shapes to see how different each of their shapes are from the shapes of their
classmates
15 min. Development 3) Introduce vocabulary: dent-in (concave), curve, straight, go the same way (parallel), points/corners,
sides, angles. Have students reproduce a shape on their geoboard with each new attribute. (Both)
4) After introducing each new term, we will ask students to show us an example of a figure with _____.
(concave attributes, curved sides, straight sides, certain number of sides/corners, parallel lines). (Both)
10 min.
1) Have students go on a shape scavenger hunt. They will be given clues that describe different shapes,
and must draw or write the name of a real-life object that fits the description. (Emily)
Closure
2) Bring it back together and discuss which shapes they have found that relate to the vocabulary. (Becky)
3) Talk about how some clues might lead to different objects. Not all clues or descriptions will be
equivalent to the same object (there is more than one answer). (Both)
Your reflection on the lesson including ideas for improvement for next time: