January 8, 2018
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By Jennifer Sobalvarro

Lesson plan

Verbal Valentine Shapes

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Students will be able to verbally name shapes based on the number of corners and sides

(5 minutes)
  • Show students the three boxes of candy and have them determine the shape of each.
  • Ask them questions like, “How do you know it’s a square? What detail do you see that tells you it’s a square? Are they all squares? Can they all be squares, even if they are different sizes?”
  • Say, “Stand up if you agree it’s a square or stay seated if you do not agree. Stand up if you agree they are all squares or stay seated if you do not agree.”
  • Choose one student to justify their answer after each of the questions.
(8 minutes)
  • Tell the students they are right if they said it was a _ (shape of your choice,) but that in this Valentine’s Day lesson you plan to give them two specific details to look for to defend their shape choice.
  • Read the student objective aloud to the students and define Corner(the point where two sides meet) , Verbally(say it), Sides(flat edges on a shape), and Number(1, 2, 3, etc.).
  • Label the corners, or vertices, in every shape on the chart paper, along with counting the number of sides. (Tip: Ask students to count along with you as you label them.)
  • Reinforce the number of sides for naming squares, rectangles, and circles with the Shapes Song.
(7 minutes)
  • Say, “Now let’s look at some valentines and see if we can decide their shape based on the number of sides and corners.”
  • Distribute the Valentine’s Day Shapes worksheet and show it on the document camera.
  • Request that students come to the document camera and point to the corners and trace the sides for the first three shapes. (Tip: Students should copy all marks you make on your paper on their own paper.)
  • Refer to the chart paper for checking their answers.
  • Have students tell their partners which shape is a rectangle and how they know.
(8 minutes)
  • Say, “Now that we have labeled the sides and corners together, it’s your turn to label the corners and sides on the valentine shapes. You will do this the same way we did the first three shapes."
  • Ask the students to refer to the chart paper for a reference of the number of sides and corners when labelling the last three shapes.
  • Allow students to cut out the shapes and glue them in their proper location.

Support:

  • Provide shape manipulatives for students to touch and assist in identifying corners and sides.
  • Allow students to add sticker numbers to the corners or sides so they do not count a particular side more than once.
  • Provide a visual of joining two sides with glue or tape to show that where they join, or where two of the sides meet, is a corner.

Enrichment:

  • Direct students to make their own Valentine using one particular shape, and then have them explain which shape it is and why.
  • Provide additional shape identification practise with Shape Jumble.
(5 minutes)
  • Ask students to hold up a particular shape from Valentine’s Day Shapes worksheet as you call them out. (For instance, ask them to hold up the squares, or hold up the shape with an oval. Use their answers as a formative assessment of their ability to correctly name the shapes.)
  • Use student verbal responses from the Guided Section as an assessment of their understanding of shape categorization.
(2 minutes)
  • Say, “While we have been focusing on valentine shapes, there are so many more shapes we did not mention during this lesson. Can you name a few?”
  • Request that students find some of these shapes in the classroom and mention the number of sides and corners of each.

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