THIS SIDE OF SHAPES

EDU 214
DENISE WAY
SUBJECT INTRODUCTION

 Me: Good morning class,

 Class: Good Morning!
 Me: Today in our math lesson we are going to learn Geometry. We are going to describe, sketch, compare, and
contrast plane geometric shapes. By the end of the lesson you all will be able to identify these 8 different shapes,
in different sizes, you will have drawn them and you will be putting them into their own groups. The materials you
need to take out are a Pencil and your scissors. Do that now while I pass out your papers, 8 piece of paper for
each student.
DRAWING THE SHAPES

 Me: I’m going to draw the shapes on the board, make sure to pay attention and follow along.
 Triangle Square Rectangle

Parallelogram
Pentagon
Octagon

Hexagon
Circle
DRAWING THE SHAPES, CONT.

As I draw each of these shapes I say these descriptions.

 1. Triangle- has 3 sides, can have all sides equal, 2 sides equal or no sides equal.
 2. Square- 4 sides, all 4 sides are the same length
 3. Rectangle- 4 sides, opposite sides are equal in length
 4. Parallelogram- 4 sides, opposite sides parallel and equal in length
 5. Pentagon- 5 sides, Regular pentagons have 5 sides of equal length
 6. Hexagon- 6 sides, Regular hexagons have 6 sides of equal length
 7. Octagon- 8 sides, “octa” means 8, like an octopus has 8 legs
 8. Circle- no corners, perfectly round, ( Draw multiply sizes) this is always a circle no matter the size
REVIEW THE SHAPES

 Me: Now that you see all the shapes lets review their differences. So a Triangle has 3 sides. If a triangle had 4
sides is it still a triangle?
 Class: NO.
 Me: Good, your right it isn’t that makes it a square or rectangle or a parallelogram. So if I have a shape that has 8
sides that is a what?
 Student 1: An Octagon.
 Me: That’s right. Try to remember the trick for that one Octo means 8 just like an Octopus has 8 legs.
DRAW THE SHAPES

 Me: Next you all get to draw the shapes that I drew on the board. Do them one at a time, only one on each piece
of paper and you want it to be big, use up the whole page.
 At this point I will show the class a physical example of the instructions.
 Me: when you are done with drawing all of your shapes you will cut them out like this.
 I will cut out my example.
 Me: Ok your turn, let me know if you need any help. I’ll be walking around and making sure that everyone is on
ask.
SHAPE QUESTIONS

 Me: Now that you all have your shapes we are going to do an activity. I’m going to ask you questions about the
shapes and you are going to hold up the shape that answers the question like this. This shape has 3 sides. So I hold
up my triangle shape and I say the name of the shape. Does everyone understand?
 Class:Yes!
 Me: Ok lets began.
 1. This shape is perfectly round-circle
 2. This shape has 5 sides- pentagram
 3. This shape has 8 sides- octagon
 4. This shape has 6 sides- Hexagon
 5. This shape has opposite sides that are equal in length- rectangle
SHAPE QUESTIONS CONT.

 6. This shape no corners- circle

 7. This shape can have all sides equal, 2 sides equal or no sides equal- triangle
 8. This shape has opposite sides that are parallel and equal- parallelogram, square
 9. This shape has 3 sides- triangle
 10. This shape has 4 sides that are all equal- square
 11. This shape shares part of its name with an 8 legged sea creature.- octagon
 12. This shape has 4 sides- square, rectangle, parallelogram
CRACKER SHORTING TEST

 Me: Now that we are done with this please write the name of the shape on each of your paper shapes and
arrange them on your desk so that they don’t overlap.
 Me: For our next section I am passing out a handful of crackers to each of you. Please do not eat them until the
end of the lesson when I tell you too, if you do you can’t do the assignment. What you are doing with each of
those cracker is taking them and looking at their shape, don’t worry about their size, and lacing them on the same
shape paper that you made.
 Me: For Example if my cracker is a square I will put it on my paper square. I want you to do this with all your
crackers and raise your hand when you are done so I can check that you understand and then I will tell you that
you can eat your crackers.
REVIEW

 As the students start this process I walk around and check their work, I go to the student that have finished their
work and when everyone is done and eating their crackers I redirect the lesson to it conclusion.
 Me: Ok while you are all eating your crackers, today we learned the different shapes, we drew those shapes,
learned how many side the shapes have and then we shorted the shapes. Does anyone have any questions?
 Class:…
 Me: Ok good, make sure that we clean up all our crumbs from the crackers.
RUBRIC

Categories 25 15 10 5
Participation Students pay Students pay Students pay Students does not pay
attention to all the attention to the attention some of the attention to the
shapes and can answer shapes and can answer time and can answer shapes and can answer
all questions most of the questions only a few questions none or few of the
questions
Individual Work Student stays on task Student stays on task Student mostly on Student not on task
and finishes work in mostly and finishes task and finishes work and does not finishes
timely manner work eventually work

Cracker Shorting Student is able to Student is able to Student is able to Student is unable to
Test place all shapes with place most shapes place some shapes place shapes with the
the proper shape and with the proper shape with the proper shape proper shape and
does not become and does not become but was distracted by becomes distracted
distracted by size distracted by size size difference or by size difference
difference or eating difference or eating eating them. and eating them.
them. them.