Lesson Plan Guide

Teacher Candidate: Kathleen Kelly Date: December 2, 2018

Grade and Topic: Kindergarten - Mathematics Length of Lesson: 40 minutes

Mentor Teacher: Kimberly Pruitt School: U of M - IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● This lesson plan is part of a unit plan on measurement and data.

LESSON OBJECTIVE:
● Given different shapes, the student will be able to classify the shape, place them into corresponding
groups, and count the number of shapes with 100% accuracy.
● Student will be able to name the shape without hesitation and be able to distinguish them by shape and
color.

STANDARDS ADDRESSED:
 Common Core Standard K.MD “Classify objects into given categories; count the numbers of objects in
each category and sort the categories by count”
 ISTE’s Standard Creativity and Innovation “Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology”

MATERIALS:
● Materials needed will be paper, pencil, and an iPad or computer
● Individually, students will also be using technology in a way that will test their knowledge on shapes
and classifying them.
● Application called, “Paint.”
●
BACKGROUND and RATIONALE:
● The key concept for this lesson is for the student to be able to identify shapes and accurately placing
them into groups. Students should be able to count how many shapes there are after grouping them.
● Students must have an understanding of how to count in order to know how many there are of one
specific shape. They must know the names of the shapes. For example, square, triangle, oval, etc.
● This connects with previous lessons because students will be building on their knowledge of
measurement and counting.
● I expect to build on this lesson in subsequent lessons by incorporating more shapes, increasing the
quantity of one shape, and by using them to explain what a pattern is.
● I will need to plan differentiated activities and assessments to make sure all students understand this
lesson plan. All students learn differently and one assignment may benefit another student more
compared to another. Also, one student may already know their shapes, depending on if they went to
preschool or if their parents practiced with them.

PROCEDURES AND TIMELINE:

● Introduction: To help my students become focused and motivated to learn this teaching segment, I will
allow my students to choose from two different shapes that are printed out on a piece of paper, a circle
 and a square. I will then ask them to create it into something. For example, one student may take the
square and turn it into a present, while another may take the square and turn it into a house. This
introduction allows them to see how shapes are seen in everyday life. (5 minutes)
● Procedures:
 First, gather the students as one large group and ask the question, “Can anyone
name a shape for me?” Give the students the opportunity to raise their hand and
answer the question. (3 minutes)
 Next, give each student an iPad or computer. This will be an interactive activity
for the students. When each student has their iPad, instruct the students to click on
the app called, “Paint.” Briefly explain to the students how to use the application.
Then, on a whiteboard in front of the class, draw one shape and explain what it is
called. Once you have done this, ask the students to draw the same shape on their
iPad. Ask a couple students to share their drawing with the class. Repeat this until
you have gone over all the shapes you have chosen. (20 minutes)
 For the second technology based activity, the teacher will pull of the following
video, https://www.youtube.com/watch?v=AnoNb2OMQ6s. The teacher can
project this video on a projector so the class can watch together. This video allows
the students to see how shapes are in every object. (5 minute)
 After the video, hand out the following chart to the students. Tell the students to
put a slash over the one box that does not match the shape. Give them about 10
minutes to complete this activity. Then, collect the worksheets. This will give me,
the teacher, the chance to see how each individual understands the standard. (10
minutes)

Circle Square Triangle

 ● Closure: To close this lesson, I will give each student a cut-out shape and ask them to find someone
who also has the same shape as them. The students are to then combine with any other groups that have
the same shape as this. This number will be different for each shape. This activity encourages
collaboration between the students. (5 minutes)

ASSESSMENT EVIDENCE:
● Here is the key for the worksheet given to the students. Check the student work and hand it back to them
the following day to go over as a class.

Circle Square Triangle

MODIFICATIONS:
● Students who have mastered the objectives can start to how to actually draw the shapes themselves.
They can start to learn the concept of sides and how many sides a specific shape has.
● Students who have not mastered the objectives will have more activities provided for them. They can
spend more time on the websites that the class used and sit down with me, the teacher, to go over it
individually.