VIU

Lesson Plan Template

Course Title: Mathematics - Geometry Class Date: first week Time: 45 min lesson Room: Ms Baynton

1. Class Objectives

• Expanding our content knowledge and vocabulary of 2D shapes (oval, octagon, crescent, heart, star, diamond)
• Concept that a shape is anything that is enclosed by lines (no openings)
• Creating and experimenting with 2D shapes using elastic bands, geoboards and ropes

2. Pre-Assessment
Student knowledge of shapes reviewed prior to lesson. Yes/No cards

3. Content / Teaching & Learning Strategies

a) Beginning (Book and revisiting concepts) 4. Assessment & Evaluation.

Item Description Timing Summative: worksheets will
Introduction/Agenda • welcoming students to class 15 mins be collected and assessed for
• Students sit at carpet accuracy (content of shape
• Mindful breathing
knowledge)
• 4 shapes from last class and key vocab revisited
• Similarities and differences between shapes discussed
Hook to Start Class Formative: group work will
• What do all shapes have in common? Do any have openings in their
edges? Define a shape as anything that is enclosed by lines. Add be assessed by recording
definition to word wall observations –
• Visually represent new definition with a string – place string in shape (competencies such as:
with ends closed, then with ends open, ask which would be problem solving, modeling
considered a shape?
• Reading of When a Line Bends…..a Shape Begins – by Greene mathematical thinking in
• Adding each new shape to word wall and defining key characteristics contextual experiences, using


b) Main (Geoboards and worksheet) Learning Intention: Label and create 2D shapes mathematical vocabulary,
reflecting on mathematical
Item Description Timing
thinking, contribute to
Content 1 • Teacher will demonstrate how to use geoboard with elastic bands
• Teacher and students will discuss why the elastic band is a perfect 15-20 mins discussions, etc. )
tool to create shapes (it is closed vs. open)
Application-Content 1
• Teacher will show a few different shapes and will show children how
to fill out accompanying worksheet
Content 2 • Students return to desk with following materials: geoboard, elastic,
pencil and worksheet
Step 1 – name
Application-Content 2 Step 2 – create shape with elastic on geoboard (children are welcome
to experiment for first few moments before recording)
Remind students geoboards and elastics are “math tools” not toys
Step 3 – when student has settled on a shape, they will be asked to
draw it on an accompanying worksheet. Children will connect dots in
pencil to visually represent their shape and then label the shape in
Adaptation – students mathematical terms. Remind them to consult word wall.
can stay at geoboard Step 4 – criteria is that there are at least 6 shapes on their worksheet
and continue to that are located on the word wall
problem solve for Step 6 – hand in worksheet. Put away materials. Get ready to go
shapes instead of outside for next activity.
moving to next
activity.

c) Ending (Giant Human Geoboard)

Item Description Timing
Expanding our • Teacher will demonstate with a small group of students the next 10 mins
application activity
• One person will be the “shape creator” and every other person in the
group will represent a pin on a geoboard. Students will need to stand
with their feet together. Shape creator will move student’s bodies
and place a rope around their ankles to create a shape. The goal of
the shape creator is to place his “pins” or classmates in such a way
that when the rope is placed around their ankles it creates a shape.
 • Teacher will go over concept of corners and that each persons leg will
represent a corner. Ex: to effectively create a square you are going to
need 4 pins or people spread out in a square shape.
• Each child will get a turn to be the shape creator. They may ask for
help if they wish but other group members are instructed to respect
their mathematical thinking by not offering advice unless asked.
• Each child has about 3 minuets to create a shape and at the end his
team mates need to guess what the shape is.
• Rotate and repeat.
• Dismiss for recess


5. Resources & Materials for Class

• Geoboards (20)
• Elastics (20 plus)
• Book - When a Line Bends a Shape Begins by Rhonda Gorler Greene
• Markers
• Chart paper
• Rope – 10 feet – x5
• Geoboard dot paper

6. Reflections & Notes for Next Year

• Where students able to create and name shapes independently?


• What concepts did some students struggle with?


• Was the concept of bodies representing pins on a geoboard to abstract? Was the task of making the shapes with human bodies and rope too
easy or too difficult? What problems did the groups encounter?



 • Additional Observations: