Skip to Main Content

Review of 2-Dimensional Shapes

Lesson Plan

Review of 2-Dimensional Shapes

Grade Levels

1st Grade

Course, Subject

Mathematics
  • Big Ideas
    Geometric relationships can be described, analyzed, and classified based on spatial reasoning and/or visualization.
    Patterns exhibit relationships that can be extended, described, and generalized.
  • Concepts
    Two and Three Dimensional Shapes
  • Competencies
    Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes.
    Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front, behind, and next to.
    Identify shapes as two-dimensional or three-dimensional.
    Model shapes in the world by building shapes from components and drawing shapes.
    Name shapes regardless of their orientations or overall size.
    Use simple shapes to compose larger shapes.

Rationale

This lesson is being taught as an introduction to a 1st grade geometry unit in a class comprised of all English language learners.

Vocabulary

Square- two-dimentional shape that has 4 equal sides and 4 vertices

Rectangle- two-dimensional shape that has 4 sides with opposite sides equal in length 

Circle- two-dmensional shape that has all points equal from the center

Triangle- two-dimensional shape that has 3 sides and 3 angles

Oval- two-dimensional shape that looks like an egg

Objectives

Students will be able to identify the following two-dimensional shapes: circle, square, rectangle, oval, and triangle.

Students will be able to describe the attributes of the following two-dimensional shapes: circle, square. rectangle, oval, and triangle.

Lesson Essential Question(s)

How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems?
How can geometric properties and theorems be used to describe, model, and analyze situations?
How can patterns be used to describe relationships in mathematical situations?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving?

How do I identify shapes based on their attributes and properties?  

How can I compare and classify geometric shapes? 

Duration

45 minutes

Materials

Math Journals

Colored Plastic 2-Dimensional Shapes

Sentence Frames

A _____ has _______ sides.

It has _______________.

 

A ______ has _______, ________, and ________.

My shape has ________, ________, and ________.

It looks like a ______________.

Suggested Instructional Strategies

Instructional Procedures

"Today we are going to review two-dimensional shapes.  You learned about them last year in kindergarten.  I want to see how much you remember before we start our geometry unit."

"First, I want you to tell me what you know about shapes.  What are some examples?  What qualities to they have?"

Record student answers

"Good job!  I am impressed with how much you guys remembered."

"If you would take out your math journals, I am going to give you the definitions that I want you to know."

Teacher writes the definitions on the board that the students are to record in their journals.  Classroom items are used as examples of the different geometric figures.

"Now that you have the definitions, I am going to give you sentence frames to complete about the shapes we just defined.  You will be given an example of each shape to help you complete your sentence frames.  Some of you will be working with partners, others will be working on their own.  I will tell you which you are doing."

Teacher will pass out the sentence frames to each student.  They will then provide provide and go over a model so the students know what is expected of them.  Students will have the rest of the time to complete their sentence frames.  While working, the teacher will walk around the room monitoring student progress and providing help when needed.

 

Differentiation for different levels of English comprehension:

Beginning Students: Work with a partner to complete the first set of sentence frames.

Intermediate Students: Work by themselves on the first set of sentence frames or with a partner on the second set.

Advanced Students: Work by themselves to complete the second set of sentence frames.

Formative Assessment

Students will be informally assessed based upon how they complete their sentence frames.  They are being observed throughout the entire work period as well.  The completion of the sentence frames are being looked at for both understanding of mathematical concepts, as well as for knowing the appropriate geometric vocabulary in English.

Related Materials & Resources

Author

Whitney Campbell Post Baccalaureate Student Early Childhood Education Millersville University

Date Published

January 07, 2015
Loading
Please wait...

Insert Template

Information