Download Shapes Lesson Plan

Christopher Cobbs
4/24/2015
Plane Shapes Lesson Plan
Purpose:
These second grade students will build their conceptual understanding of plane shaped
polygons by investigating their properties in defining their names, sides, vertices and angles.
Through the van Hiele theory of geometric understanding we are approaching these students
from building their level 1 knowledge of visualizing shapes into level 2 of analyzing them. They
should already be able to visually see the differences in shapes so now they will attempt to
describe their properties. With the geoboards they will explore the creation of shapes through
the new vocabulary they learned in the introduction of the lesson.
Math SOL 2.16
The student will identify, describe, compare, and contrast plane and solid geometric figures
(circle/sphere, square/cube, and rectangle/rectangular prism).
Objective:
Given a model and graphic organizer, students will be able to name and identify characteristics
of the vertices, sides, and angles in a triangle, square, rectangle, and circle, to at least 80%
accuracy.
Given a geoboard, students will be able to create and describe polygons by its characteristics
such as names, sides, vertices, and angles, to at least 70% accuracy.
Procedure:
Introduction: (5-10 minutes)
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Students will have a worksheet and cure pipe on their desk. They will be asked to create
a capital “L” with the cure pipe and raise it in the air.
o The teacher will describe this as an example of an angel- “When two straight
lines share an endpoint. This is a special type of angle called a right angle
because one line is perfectly up and down or vertical and meets a perfectly flat
or horizontal line.” The teacher will rotate the angle to show that it does not
change. The student will draw and label a right angle on their worksheet as the
teacher does the same on the projected copy.
o The teacher will then show other examples of angles with the cure pipes and
students are allowed to do the same while they draw four more examples of
angles.
The teacher will then explain the different parts of polygons through the illustration on
the worksheet. The sides are the straight lines that make the shape. The vertices are
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the joint endpoints on the outside of the shape. The angles of a polygon are the joint
endpoints on the inside of the shape.
With this vocabulary built students will use their background knowledge to fill the
graphic organizer by identifying the shape and its characteristics with quantities and
words. They are to do this independently but may whisper to those at their table to help
if they get stuck (5 minutes)
Development: (30 minutes)
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After they independently fill out the worksheet we will compare our answers as a class
as random students will be called to share.
o The straight forward names and quantities of each characteristic will be written
through student responses as well as the following additional descriptions:
 Square- 4 equal sides, 4 right angles
 Rectangle- at least 2 equal sides, 4 right angles
 Circle- 0 sides; can be described as round or curved
Students will then be given directions for the next activity using the geoboards. They
are written on their worksheet as follows:
1. Create a shape on your geoboard. Begin with a type of triangle.
2. Guide your partner using words and numbers so that they can create the same
shape on their geoboard without seeing yours.
3. When you have finished giving directions show each other what shapes you have
made.
4. Draw the shape on the dotted paper if they are the same or both shapes if they
are different.
5. Write the name the shape. Label a vertex, a side, and an angle.
6. Switch roles and repeat the above steps. After both have created one triangle
you may move on to other shapes.
The teacher will model how this is done on the digital projector.
Behavior expectations will be established by telling students that they are only to keep
the rubber bands on the geoboards. If a student is caught shooting a rubber band then
their materials will be taken and they will have to use the dotted paper.
The teacher will walk around the room to observe students, guide their reasoning, give
feedback, and help struggling students.
Summary: (5-10 minutes)
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After the allotted time is up, the teacher will collect their geoboards and rubber bands
in the bin.
Students will have the opportunity to share the shapes they created on the digital
projector as the class will count the number of sides, vertices, and angles together.
Materials:
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20 worksheets (attached), 20 cure pipes, 20 geoboards, 20 rubber bands, pencils
Evaluation Part A:
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Students will be assessed on their abilities to follow the teacher guided directions in
creating angles and filling out the graphic organizer with the appropriate characteristics.
In addition the teacher will assess on their abilities to label their shapes on the dotted
paper including a side, vertex, and angle.
Evaluation Part B:
This lesson plan had several strengths through the many concepts being taught. I think
it began well with grabbing interest of students and engaging them into the activity. Students
shared their ideas of angles such as “the way you look at something;” another student stood up
and leaned her body to show an angle. With these ideas I explained that those are examples of
angles but when looking at lines and shapes they are when two straight lines meet an endpoint.
They could easily make the connections when I showed examples of angles throughout the
classroom and as the made the capital L with their pipe cleaners. The additional instruction of
what a side, vertex, and angle are in relation to shapes was clearly presented on the example
on worksheet. They had to reason through the quick explanation and model to see the
relationships they have with the shapes they have already been introduced to. When going
over answers they quickly caught on to the fact that all characteristics were the same. I asked,
“Do you think this for all shapes with straight lines?” I went on to draw an octagon as they
counted as a group the number of sides, vertices, and angles. This part of the activity served to
establish background knowledge procedural knowledge of shape characteristics.
In explaining the activity I neglected an important step that my practicum teacher gave
me feedback on. After giving out the geoboards I should of have them make a triangle and
quadrilateral as a group so that they could compare the difference between them. All I did was
show how I would do the activity on the projector. Overall the NCTM’s Process Standards of
communication, representation and problem solving were all addressed in the hands on activity
with the geoboards. I heard most students use vocabulary and other descriptive words to
explain how to create their shapes through a tool they do not normally use (only half of the
class had used geoboards up to this lesson). They were able to think critically as they tried to
recreate the shapes each other had made. I thought that there would be inherent
differentiation as students could choose what shapes to make. Those that struggled to create
shapes may have been left behind. I walked around and talked with those that were not
drawing their shapes and asked several questions to guide them. If I were to recreate this I
would definitely want to pair students by ability so that weaker students are with peers who
are helpful.
The closure of the activity was a bit unfocused. I chose to address a common
misconception students approached me with in their group activity in understanding that a
shape cannot have intersecting lines. I explicitly told them this then presented several
examples for them to determine what was and wasn’t a shape. After this, students were able
to come up and show examples of shapes they made on their dotted paper. I was very
impressed with the complex polygons many students were able to create and label with the
appropriate name, vertices, angles and sides. To wrap up the lesson I should have focused on
reinforcing those concepts and especially what a right angle is. Overall I think that a majority of
students met the objective however it was not as successful as the intended degree. If I were
to teach these concepts again I would break it down over several lessons and give students
more practice using the geoboards before throwing them out there in a group activity.
Name______________________
Date________________
Plane Shapes!
An angle occurs when ________________ lines share an endpoint.
Side
Vertex
Angle
Name
Sides
Vertices
Angles
Angles
Vertices
Directions:
1. Create a shape on your geoboard. Begin with a
type of triangle.
2. Guide your partner using words and numbers so
that they can create the same shape on their
geoboard without seeing yours.
3. When you have finished giving directions show
each other what shapes you have made.
4. Draw the shape on the dotted paper if they are the
same or both shapes if they are different.
5. Write the name the shape. Label a vertex, a side,
and an angle.
6. Switch roles and repeat the above steps. After
both have created one triangle you may move on to
other shapes.