Learning to identify different shapes
- First would have the class in front of the interactive white board to watch the video "The shape song" together.
- Students will sit in front of the interactive white board to watch video.
2 Direct Instuction
- After wards I would ask the class if they could figure out how to sit in a circle as a group.
- I would then tell the students that you will describe a shape and they are to guess which one it is.
- Proceed with the following prompts: something yellow with no sides, something red with three sides, something blue with four corners, and something orange with four sides.
- Students will then find their way to create a circle by sitting on the carpet.
- Students will get the chance to identify shapes after the teacher describes one at a time.
3 Independent Work
- Have students grab an ipad.
- Ask them to go around the room to take picture of different shapes and name them.
- Model the task for the students.
- Ask students to raise their hand if they knew what they'd be doing.
- Dismiss students to begin working independently.
- Students will grab their Ipad.
- Listen to instructions.
- Begin independent work.
- Teacher will assign students to practice drawling the shapes on their Ipad.
- Struggling students may use a shape chart
- Students will practice drawling their shapes on their Ipad.
- Struggling students will have the opportunity to use a shape chart.
5 Conclusion/ Wrap up
- Teacher will play the shape sound again.
- Ask students to think about the shapes we talked about today.
- ASk students to describe shapes by lines and corners.
- Compliment students on their hard work for the day.
- Students will listen to the song.
- Students will think about the shapes.
- Students will describe the shapes.
Key Standards Supported
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 of, behind, and next to.
Correctly name shapes regardless of their orientations or overall size.
Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).
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).
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”