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Student: Rachelle Curasi Course: EDU 329 02 Grade: Kindergarten Topic: Geometric Shapes

Professor: Kraemer, Linda Date: April 16, 2014 Content Area: Math

INSTRUCTIONAL OBJECTIVE (Lesson Objective*) After teacher modeling and a group activity, students will identify the shapes on the attached worksheet with 100 percent accuracy.

STANDARDS AND INDICATORS Mathematics (CCCS): Geometry Correctly name shapes regardless of their orientations or overall size. Indicator: This will be evident when the students work collaboratively to identify two geometric shapes in the classroom. This will also be evident when students work independently to complete the worksheet on shapes.

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). Indicator: This will be evident when the students work on identifying the shapes of a picture as well as when they work in pairs to identify geometric shapes. It will also be evident during the group discussion.

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Indicator: This will be evident when the students use play dough and cookie cutters to create and identify at least three geometric shapes. This will also be evident when students create their own picture using one or more geometric shapes.

Compose simple shapes to form larger shapes.

Indicator: This will be evident when the students use tangrams to create and identify at least three geometric shapes.

MOTIVATION (Engaging the learner(s)*) The teacher will read The Greedy Triangle by Marilyn Burns and encourage thinking about the idea of all objects having shapes.

MATERIALS The Greedy Triangle by Marilyn Burns, geometric shapes worksheet, play dough, cookie cutters, an overhead projector, crayons, geometric shape picture(s), pencils

STRATEGIES (Learning Strategies*) Group Discussion: The teacher and students will discuss different types of geometric shapes, their sides, and their vertices. Teacher Demonstration: The teacher will identify and circle the geometric shapes represented in a picture on the overhead projector. Cooperative Learning: Students will be broken up in pairs and asked to work together on a classroom shape hunt. They will need to identify two geometric shapes in the classroom and share their findings with the class. Independent Study: Students will work independently on the geometric shapes worksheet. ADAPTATIONS (Exceptionality*) Students will be supplied with a chart containing pictures and names of the shapes to refer to throughout the lesson.

DIFFERENTUATION OF INSTRUCTION Tier One: After a class lesson on geometric shapes, students will work on identifying the shape(s) of a picture, the shapes will be color coded to help the students identify the proper shapes with 80% accuracy.

Tier Two: After a class lesson on geometric shapes, students will work on identifying the shape(s) of a picture with 80% accuracy. Tier Three: After a class lesson on geometric shapes, students will work on identifying the shape(s) of a picture with 80% accuracy. Students will identify the amount of sides and vertices for at least two shapes.

DEVELOPMENTAL PROCEDURES The students will use play dough and cookie cutters to create and identify at least three geometric shapes. (What are some types of shapes? Where can shapes be found?) Students will work independently on identifying the shapes on the worksheet. (What are some shapes we see in the classroom? What shapes are similar? What shapes are different?) Students will work in pairs to identify different geometric shapes. (What is this shape called? How many sides does this shape have? How many vertices does this shape have? Why is it a triangle, square, rectangle circle, etc.?) The lesson will finish when students share their group work with the class. The teacher will review one more time what was discussed during the lesson. (What are some types of geometric shapes? What are some real life examples of a geometric shape? What were some geometric shapes we identified in the classroom? What were the objects we identifying as having these geometric shapes? How many sides does a triangle, square, rectangle, circle have etc.? How many vertices does a triangle, square, rectangle, circle have etc.?)

ASSESSMENT (artifacts* and assessment [formal & informal]*) Students will accurately identify the shapes on the attached worksheet.

INDEPENDENT PRACTICE After the lesson on geometric shapes, students will create and identify at least three geometric shapes using tangrams.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention: The teacher and student will work together on an interactive CD-ROM to practice identifying geometric shapes, the amount of sides each shape has, and the amount of vertices each shape has. Academic Enrichment: Students will create their own picture using one or more geometric shapes and incorporate the name(s) of the geometric shape(s) to demonstrate their knowledge of the topic.

TEACHER REFERENCES Have Fun Teaching. Drawing Shapes Worksheet. Retrieved from http://www.havefunteaching.com/worksheets/math-worksheets/geometryworksheets/drawing-shapes-worksheet Ibiblio. Kandinsky Painting. Retrieved from http://www.ibiblio.org/wm/paint/auth/kandinsky/kandinsky.comp-8.jpg Marilyn, B. (1994). The Greedy Triangle. Scholastic Paperbacks.