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Thirdformalobservation - Math

The document provides a lesson plan for a kindergarten math lesson on identifying two-dimensional shapes based on their attributes. The objectives are to identify shapes given descriptions of multiple attributes and recognize that shapes can vary in size, color, and orientation. Activities include reading a book about shapes, playing an attribute dice game, and working at centers on tasks with attribute blocks, spinning wheels, and shape stencils. Formative assessment involves observing students during centers to see if they can recognize shapes based on their attributes.

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31 views

Thirdformalobservation - Math

The document provides a lesson plan for a kindergarten math lesson on identifying two-dimensional shapes based on their attributes. The objectives are to identify shapes given descriptions of multiple attributes and recognize that shapes can vary in size, color, and orientation. Activities include reading a book about shapes, playing an attribute dice game, and working at centers on tasks with attribute blocks, spinning wheels, and shape stencils. Formative assessment involves observing students during centers to see if they can recognize shapes based on their attributes.

Uploaded by

api-272488396
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Date: 11/12/15

Objective(s) for todays lesson:


CCSS.MATH.CONTENT.K.G.B.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).
*Only learn two-dimensional shapes in kindergarten
Kindergarten students will be able to identify shapes (i.e. attribute blocks or pictures of shapes of spinning
wheels) given descriptions with multiple attributes

Rationale
It is important for students to learn attributes of shapes and be able to recognize shapes based on attributes.
This is because shapes in storybooks and in the environment dont always come in one color, one size, one
thickness and one orientation. That is, not all circles are red and come in the same size. Thus, it is important
that students explore and learn about attributes of shapes and be able to recognize shapes based on
attributes. I will work to make it relevant to my students lives by connecting it to when students play blocks
during choice time or with their sibling (i.e. I will tell them that if a friend or siblings ask them to get blue, thin
square to build a castle or fence of the castle. Students need to know what blue thin square blocks looks like
so that they know what to look for to build a castle or fence)
Materials & supplies needed:
Premade attribute dices
Attributes spinning wheels
Attribute blocks
Stencils / number worksheet
Chugga-Chugga Choo-Choo by Kevin Lewis
Shapes video
Procedures and approximate time allocated for
each event
Introduction to the lesson (___7__ minutes)
Behavior expectation
o
Use attention getters and talk briefly about behavior
expectation (i.e. I need everyone to sit cross
applesauce, hands in your lap, zero voices please!)
o
CHAMPS Chart

Academic, Social and Linguistic Support during each


event

Introduction
o
Read aloud Chugga-Chugga Choo-Choo by Kevin
Lewis (discuss shapes of different color, size and
thickness while reading the book)
o
[Make connection to yesterdays lesson about
attribute blocks] make a connection to the learning
target of the lesson (i.e. Yesterday, you learned to sort
attribute blocks based on attributes size, color , shape
and thickness. Today, you will continue to explore and
learn about the attributes of these attribute blocks at
group and at centers
o
[Connection to real world] You want to be able to
recognize and describe attribute of a shape or describe
what a shape looks like so that people understand what
shape you are talking about or looking for. Can you
imagine trying to tell someone that you want a big red
circle block but you dont know how to describe it?
OUTLINE of key events during the lesson
(_20__ minutes)
Behavior expectation ( 1 minute)
o
Use attention getters and talk briefly about behavior
expectation (i.e. I need everyone to sit cross
applesauce, hands in your lap, zero voices please!)
Demonstration (4 minutes)
o
Explain and demonstrate how to play the attribute
dice game (ask a student to be my partner and play a
round of the attribute dice game)
o
Distribute attributes dice to students ( two dice per
partner partner) - have students do a few round of the
dice game
o
collect dice and explain to students what each
center is about -- do quicky demonstration for each
center. Let students choose center they want to go to
( Pick a stick and ask them to choose)
Centers (15 minutes)
o
o
o
o

Spinning wheels attributes and dice


Dice attributes
Spinning wheels attributes and attributes blocks
Writing numbers and stencils

Academic and linguistic supports :


Attribute blocks and read aloud

Sorting shapes by attributes

Supplies and materials distribution


o Paper passer , helpers or myself will give students
dice at the carpet
o Materials for centers will be at the centers prior the
lesson

Academic, linguistic and social supports: Monitoring


and give additional supports if needed

Closing summary for the lesson


(___5__ minutes)
o
Say, Fish class!, I need everyone to come back to
the carpet and leave the dice at the tables in 5,4,3,2,1
o
Say, what are some attributes of these blocks?
( display blocks on document camera)
o
(If time permitted) Show shapes video
Transition to next learning activity
o
Say, I need everyone to sit crisscross applesauce.
Line leader and door holder please walk to the door and
everyone else please follow

Assessment

(How will I gauge the students learning as I implement


the lesson plan and once the lesson is completed? Specifically, what will I
look for? How will I use what I am learning to inform my next steps?)

As I walk around during centers, I will take


anecdotal record / notes on whether students
can recognize shapes based on attributes or not

Academic, Social, and Linguistic Support during


assessment

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