Teacher Education Lesson Plan Template

Teacher: Charis Sileo

Date: 10/5/2016

Title of Lesson: Plane Geometric Figures

tracing practice, attribute identification, and
vocabulary review

Cooperating Teacher: Mrs. Fuge

Core Components
Subject, Content Area, or Topic
Math: vertices, sides, and angles/right angles of a plane (2-D) geometric figure
Student Population
5 students (small group math station)
Learning Objectives
Students should be able to trace the geometric figure.
Students should be able to identify and label the number of vertices, sides, and angles/right angles
of the geometric figure.
Virginia Essential Knowledge and Skills (SOL)
MA.1.4.1 The student will identify, trace, describe, and sort plane and solid geometric figures
according to the number of sides, vertices, and right angles.
I CAN statements (all of the following are being incorporated into this small group lesson)
I can describe a circle.
I can trace triangles, squares, rectangles, and circles.
I can identify the number of sides, vertices, and right angles on a figure.
I can distinguish right angles from other angles.
I can describe triangles, squares and rectangles by the number of sides, vertices and right angles.
Materials/Resources
Geoboards (one for each student)
Rubber bands (one for each student)
Pencils (one for each student)
Shape worksheet (for tracing, recording, and identifying) - attached

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used

Strategy
Return
Identifying Similarities & Differences
45%
Summarizing & Note Taking
34%
Reinforcing Efforts & Providing Recognition
29%
Homework & Practice (in-class)
28%
Nonlinguistic Representations
27%
Cooperative Learning
23%
Setting Goals & Providing Feedback
23%
Generating & Testing Hypothesis
23%
Questions, Cues, & Advanced Organizers
22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy
Return
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Teach Others/Immediate Use of Learning

Practice by Doing
Discussion
Demonstration
Audio Visual
Reading
Lecture (teacher taught whole group lesson on sides,
vertices, angles, and right angles prior to small group)

95%
75%
50%
30%
20%
10%
05%

Safety (if applicable)

Remind students to be careful with how they manipulate their rubber bands, and with the pegs
protruding from the geoboard.
Time
(min.)

Process Components
*Anticipatory Set
Ask the students if they remember the activity we did in whole group math earlier that
morning (using white boards to practice drawing our plane geometric shapes, identifying
the vertices, sides, and angles, and using methods to label them such as circling the
vertices, drawing arrows towards the sides, and drawing a small box for any identified
right angle).
*State the Objectives (grade-level terms)
I can trace triangles, squares, rectangles, and circles.
I can identify the number of sides, vertices, and right angles on a figure.
I can distinguish right angles from other angles.
(3 out of the 5 previously listed are the only ones necessary for repeating to the students)
*Instructional Input or Procedure/Modeling
Explain and show how to use the geoboard and rubber band to make a shape. Explain
and show how to use the worksheet after creating the shapes (in order as shown on the
sheet) by first tracing the shape; next, labeling all shape components vertices, sides,
and right angles; then, by filling out the chart with the number of each of these
components; finally, by identifying the right angles apart from the angles in the shape grid
below the tracing chart by drawing small boxes.
*Check for Understanding
Ask the students if they know what they are doing, and if they understand the shape
vocabulary (vertex or vertices, sides, and angles/right angles).
*Guided Practice
Have students begin with the first shape shown on the worksheet (triangle), guiding them
as they continue through the first few steps, ensuring correct order and accuracy. Pause if
needed throughout and ask students why or how they recognized the vertices/sides/right
angles.
*Independent Practice
Allow students to finish on their own, only redirecting or correcting when necessary. If
more time is had before math station rotation, reinforce the learning concepts by holding a
discussion about the shapes and their components, how to identify them, etc.
Assessment
Informal assessment is carried out during the small groups work, and is later formally
evaluated/assessed for evidence of further instruction or enrichment needed.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

*Closure
Students clean their station, hand their papers to the teacher, and rotate to next math
station (independent).
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Students are allowed to choose which shape they wish to work on first they do not have to start
at the top shape. However, if the teacher has a group with students who particularly need more
structure and order, or who would feel distracted if they were working on a different shape than
their neighbor/peer, then the teacher can decide to have the students use the same order.
This lesson meets multiple learning styles kinesthetic (geoboard use), auditory (peer/teacher
discussion of shape components and sharing of student reasoning for identification), visual (tracing
shapes, identifying vertices, sides, angles with pencil, etc.).
Classroom Management Issues (optional)
Teacher will ensure geoboards and rubber bands are handled with safety, care, ad respect for
materials.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

Lesson went as planned; objectives were met and students were properly engaged in active
learning.
*Denotes Madeline Hunter lesson plan elements.
Intern Signature

Cooperating Teacher Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Date