Lesson Plan : Guess My Rule
Teacher Name: | Hannah Dakel |
Grade: | Grade 1 |
Subject: | Math |
Topic: | Attributes of geometric shapes |
Content: | Cooperative Learning Structure: Formations- IV. Concept Attainment,Application(p11:7-11:9 Kagan) This structure helps students to develop their thinking skills in how things are related to each other. This lesson also incorporates Think-Pair-Share because it builds the confidence of all children before they are required to supply an answer to the class. attributes of the following shapes: square:shape with exactly 4 sides; all sides are congruent rectangle:shape with exactly 4 sides; opposite sides are congruent triangle:shape with exactly 3 sides circle:shape with one continuous side trapezoid: shape with 4 sides; one pair of sides is parallel size describing words colors |
Goals: | The students will recognize similarities of certain shapes. TEKS 1.6 C- describe and identify two- and three-dimensional geometric figures in order to sort them according to a given attribute using informal and formal language |
Objectives: | TSW describe attributes of a certain set of shapes. |
Materials: | plastic shapes of different colors and sizes, paper, pencils, crayons |
Introduction: | Review the names of shapes: triangle, square, rectangle, circle, trapezoid Have students find things in the room that are the above mentioned shapes. |
Development: | Tell the students they are going to play a game using the shapes they have just talked about. Show a group of plastic shapes. Tell students you are going to sort them where they all have something in common. Demonstrate by grouping certain shapes together. Explain why you are grouping them all together. (Ex: I'm putting all of these shapes together because they are red. or I'm putting all of these together because they have 4 sides.) |
Practice: | Group the shapes in a certain way and have the students tell you what "rule" you grouped them by. Have the students use the think/pair/share method before sharing answers with the class. Have students think of what the answer is in their head, pair up with a partner and share their ideas. After time has been given to share with partners, ask for volunteers to share with the class. |
Accommodations: | For learners who need to be more challenged: have them sort by using 2 or 3 attributes such as all blue and have a round edge. For learners whom this is too challenging: Ask students to group them in certain ways. The teacher provides the rule and has the student group the shapes. |
Checking For Understanding: | The teacher observes the different groups as they interact with each other, ensuring that students are on task and are playing the game with each other. Mark on a checklist whether or not they are able to name the rule that other students are grouping the shapes by. |
Closure: | Review game and maybe play a couple of more times as a class. References: I modified this lesson from a lesson I saw taught in a 1st grade class at Alice Carlson Applied Learning Center in Spring of 2006. Kagan, S. (1992). Cooperative learning. San Juan Capistrano, CA: Resources for Teachers. Van De Walle, John A. Elementary and Middle School Mathematics: Teaching Developmentally. Pearson; New York, 2004. ch 20. |
Evaluation: | Have students draw a picture of a group of shapes that follow a rule they have made up. On a separate sheet of paper or on the back, tell students to write the rule they were following. |
Teacher Reflections: | The lesson went well. The students really seemed to enjoy it, and most of them understood the concepts and were able to guess and provide rules for shapes. All of the diverse learners were able to participate and the accommodations worked well. |
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