Lessons Plans Week of: 3/5/18-3/9/18

Lesson Title: Shape Hunt Date: 3/8/18

Unit: 3 Lesson 3 Grade: Kindergarten
Subject: Math (Geometry)
Duration: 45-minutes total Materials/Resources: Vocabulary:

5-minute review/previous Chart paper, markers, Quadrilateral, two-dimensional,

knowledge
10-minute shared reading
5-minute new knowledge/
expectations
15-mimute active
engagement
10-minute closure
computers (for extension),
countdown timer (projected
on whiteboard), worksheets,
crayons, pencils, The Greedy
Triangle
three-dimensional, attribute,
circle, square, triangle, rectangle,
pentagon, hexagon, octagon

Standards: Essential Questions:

CCSS.MATH.CONTENT.K.G.A.1  How can we describe shapes in our everyday

Describe objects in the environment using lives? 

names of shapes, and describe the relative
 What makes shapes different from each
CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their other?

orientations or overall size.

Factual Knowledge Procedural Knowledge Conceptual Knowledge

Students will know: Students will be able to: Students will understand:
All shapes have unique Locate and identify 2-D & 3-D That all objects in our surrounding
attributes that distinguish shapes in their everyday are made of or contain shapes.
them from other shapes. environment(s).

Instructional Strategies: Thinking Skills/Student Reflection Skills:

Think-pair-share, direct instruction, graphic Classify and categorize, compare and contrast,
organizers, modeling, read-aloud make connections

Introduction/hook: Pre-assessment:

 Connect to previous knowledge: review
the names of the geometric shapes that
they are learning
 KWL chart (Know Wonder Learn): Know
and Wonder completed at beginning of
unit to assess previous knowledge of
shapes/geometry
Lessons Plans Week of: 3/5/18-3/9/18
Instruction (“I do” – teacher models):
 Read aloud: The Greedy Triangle. Read in entirety, pausing only to allow students to
predict upcoming events
 Prediction to: focus attention on reasoning, patterns, and problem solving while
incorporating what they already know about geometric shapes with the ideas presented in
the book

Guided Practice (“We do”):

 Discuss the idea that shapes are not just in books but are all around us. Have students point
out shapes seen in objects from the book (i.e. triangle in the sail of a boat or slice of pie).
 Pose question: “Who has been on a scavenger hunt before?”
 Explain activity for the day: “Shape Hunt” in classroom to find shapes in their everyday
surroundings
 Explain that shapes can be 2-D and 3-D- clarify these terms with examples
 Model: look around classroom to find a shape
o Chart found shape in appropriate category on Shape Hunt chart w/ student
prompting (triangle, square, rectangle, or circle).
o Draw picture of shape with color and details
o Ask: “how do we know this is a ____? What are this shape’s features?”

Independent Practice (“You do”):

 Present students with worksheet
o Explain process of completing worksheet
o Explain vocabulary
 Clarify expectations:
o Independent worktime
o Calm, safe bodies
o Pencils and crayons only
o At least 2 objects drawn per shape
o Details in drawings, and appropriate size
 Allow 15 minutes for students to go on Shape Hunt

Assessments:
 Formative:
o Pose questions during closure:
 How many shapes did you find?
 What types of shapes did you find?
 How can you describe the shapes that you found?
 What shapes were the hardest to find? Easiest? Why?
o Collection of completed worksheets
o Reflection on learning during lesson closure (recorded in teacher notes)

Closing:
 Pull students together and ask for volunteers to share findings to be charted on original
Shape Hunt chart paper
Lessons Plans Week of: 3/5/18-3/9/18
 Ask guiding questions to check for understanding (see assessment section for questions)
 Reflect on learning and new knowledge
o Ask: Share something new they learned and/or enjoyed
 Add to KWL chart

Extensions: Differentiation Considerations:

 Send home copies of Shape Hunt
worksheet and have students go on a
shape hunt at home.
 Kinesthetic movement for active
learners
 Visual supports (images, words)
 Including of visual timer for students
who struggle with transitions and to help
staying on-task
 Have students visit the Sammy’s Shapes
website where they can identify specific
shapes appropriate for their grade level
and locate and describe the shapes.
o Complete during free-choice
computer time