Chelsea Bashore

30, September 2012

Fifth Unit Lesson
Subject Area: Math
Grade Level: Kindergarten
I.
Standards
a. ELE. 8. Build visual thinking skills through explorations with shape and the
spaces in their classrooms and neighborhoods
b. K.G.4 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).
c. K.G.2. Correctly name shapes regardless of their
orientations or overall size.
II.
Objective
TLW identify and record 2-d shapes found during a 2-d shapes scavenger hunt around
our classroom and school after a review of the What Makes a Shape charts.
III.
Anticipatory Set
a. TLW be sitting on the rug for our math talk. TTW will hold up a magnifying
glass and tell students that today theyre going to be detectives. TTW ask
students what they know about detectives and what they might do. TLW then be
asked to turn and talk to a friend and share their ideas about what they know and
think a detective might do and what that might have to do with our shapes.
b. TTW ask for a few ideas from students and then explain that a detective is a
person who solves mysteries (problems) or searches for things. TTW explain that
today were going to be detectives during centers by going on a scavenger hunt
throughout the school looking for real life examples of the 2-d shapes weve
been discussing!
IV.
Input
A. TLW review the 2-D shapes we have learned this week; circle, square, rectangle,
triangle, and hexagon. TTW read the Museum Shapes book to the class
interactively answering the shape identification questions. TLW identify shapes
and their elements through a shape detective activity scavenging for 2-d shapes
around the school. TLW also complete shape review games and construct these 2d shapes out of different materials.
B. Procedure
i. TTW tell students that we need to practice being detectives before we
have our hunt later on. TTW introduce the book Museum Shapes. TTW
explain that this story is like a mini scavenger hunt. On each page the
author asks the reader to find certain shapes, or wonders what an objects
shape is in the museum, the reader than finds the shape or answers the
question. The answer is revealed on the next page after the question. TTW
explain it is our job to be detectives and use the clues we know, the
elements of the shapes weve learned, to figure out the shape.
ii. TLW then read the story to students taking answers to the books questions

and briefly discussing them throughout the book.

iii. (Our centers take place around 1:00 where students will complete
assessments containing new material learned in class)
1. At our first center students will be given a shape detective worksheet.
TTW explain that today were going to be our schools shape detectives
finding real life examples of the shapes weve been looking at. TTW show
students our shape detective log pointing out each shape, (circle, square,
rectangle, triangle, hexagon). TTW explain that today well be exploring
the school looking for these shapes and recording them on our log,
drawing pictures of where the shape is located and what it looks like using
the proper elements. TTW model an example using a shape in the
classroom. All center groups will have a chance to do this going once at a
time.
2. At our second center students will be given play dough and straws to
create and mold shapes. TTW show how to use the straws to make sides of
the shapes as well as different cookie cutters/lids they can use too.
3. At our third station TLW play shape bingo with TT. TTW show the
bingo boards with shapes on them and explain that students will listen to
TT call out shapes and they will have to find them on their board and
circle them. The winner will have four shapes in a row to be the bingo
winner. Through this game TTW be able to see students understanding
and knowledge of shapes.
iii. Accomodations
1. Students who need extra help will have Mrs. Merrill or myself
available for further explanation/clarification/help during centers
2. Students who have a hard time finding shapes on their own can
work together with a friend.
3. Students who have a hard time finding shapes on the bingo board
could be reminded by what shapes look like with pictures if after
time they still dont understand.
4. Students who finish early at a center will have shape
tracing/coloring shapes available.
iv. Differentiated Instruction
1. Students who find all shapes during our investigation will be encouraged to find
second shapes or will verbally explain to TT how many sides their shape had, what other things
are shaped like that.
2. TT could instead of saying the shapes name, or showing the picture could describe the
shapes elements and TL will locate the shape on the bingo board with that information.
V. Modeling
a. TTW model how to answer questions in the Museum Shapes book.
b. TTW model each center.

1. TTW model how to be an investigator looking for shapes and recording their
location/drawing what they look like in their real environment.
2. TTW model shape bingo and how students will mark their shapes on the board.
3. TTW model how to make shapes our of play dough/straws.
VI. Check For Understanding
a. TTW listen to responses from students while reading the Museum Shape books
noticing if they locate/name the correct shape.
b. TTW watch for correct shape selection during Shape Bingo.
c. TTW have an understanding of students shape knowledge through their
selection of real shapes during our shape investigation.
VII. Guided Practice
a. TLW share ideas aloud to the teacher on their ideas from the shape questions in our
story. TTW use their answers to check for understanding and help guide information
on shapes and further develop and broaden their ideas 2-d shapes in real life. TLW
use information on 2-d shape creation and elements to complete center activities.
During centers, particularly in shape bingo/the shape investigation, TTW walk around
and help groups to further their understanding.
VIII. Closure
a. Closure will happen after our math talk just before lunch after the discussion on
Museum Shapes. TTW then prompt students asking them why they think shapes are
important and why we might learn about them? TT will encourage students to think
about how our whole world is made of shapes and how it helps us understand our
environment around us.
ii. TTW ask students to think about a real life example of a 2-d shape weve
been talking about and to turn and talk sharing with a friend their example. TTW
ask students to raise their hand and explain their example.
b. Thinking Levels: Blooms Taxonomy
i. Analyze: TLW identify 2-d shapes in their environment.
ii. Create: TLW construct 2-d shapes.
c. Learning Extensions
Reviewing these shapes prepares students for the next math unit, learning
3-d shapes. TTW continue to relate these shapes to real world environments and
uses with student inputs.
d. Methods and Materials
i. Methods
I. Visual Aids
II. Modeling
III. Listening.
IV. Hands-On.
V. Discussion.
ii.Materials
a. Space on rug
b
Museum Shapes book, by The NY Metropolitan of Art
c. Play dough
d. Straws.

e. Shapes investigation worksheet

f. Magnify glass/investigator apparel for anticipatory set
g. Shape cutouts to model for bingo/review
h. Bingo boards
IX. Assessment
a. Informal- TTW hear student understanding through class
discussion and center work.
b. Formal- TLW complete a shape identification log during
our shapes investigation showing understanding of elements and real
world shapes.
X. Resources
Museum Shapes by The NY Metropolitan Art Museum
http://alex.state.al.us/uploads/26199/shapehuntdatasheet.pdf
http://www.crayola.com/free-coloring-pages/print/simple-shapebingo-4-coloring-page/