Jin Young Bae

Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Classifying Shapes Based on Defining Attributes (Module 5, Lesson 1)
Grade 1
Intended Teaching Date: May 1, 2014
Learning Objective(s)
What do you want
students to know,
understand, or be able to
do as a result of this
lesson?
The learning target for the lesson is for students to classify shapes according to their
attributes.
Evidence for assessment
Where will you look
(product, performance,
documentation you create,
etc.) for signs of student
learning?
What will you look for?
What are your criteria?
(examples of statements or
actions that would show
the particular kinds of
understandings, learnings,
&/or skills you are after?)
- Students will complete sprints where students are to solve addition problems
within 10. Prior to the sprints, I will use the tape-diagram to show how
smaller numbers can come together to make bigger numbers. I will also
show students how number sentences can equal other number sentences
using diagrams and by breaking apart numbers.
- During the Try It! problem, the students and their math partners use a 7-
piece straw kit to create as many shapes as they can.
- During the mini-lesson and independent work, the students will have a
chance to categorize according to their attributes.

Rationale
Why are you teaching this
lesson? What connections
does it have to standards?
Does it connect to
students interests,
strengths, and needs?


CCSS.MATH.CONTENT.1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided)
versus non-defining attributes (e.g., color, orientation, overall size); build and draw
shapes to possess defining attributes.
CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and
ones. Understand the following as special cases:
CCSS.MATH.CONTENT.1.NBT.B.2.A10 can be thought of as a bundle of ten
ones called a "ten."CCSS.MATH.CONTENT.1.NBT.B.2.BThe numbers from
11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or
nine ones.CCSS.MATH.CONTENT.1.NBT.B.2.CThe numbers 10, 20, 30, 40, 50,
60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and
0 oneCompare two two-digit numbers based on meanings of the tens and ones
digits, recording the results of comparisons with the symbols >, =, and <.

Prerequisite Knowledge
What prior knowledge are
you counting on? Will
this be a problem for any
of your students and if so,
what will you do?
This is the first lesson of geometry. In Module 4, the students have been learning
about place values as tens and ones. Through the understanding of tens and ones,
the students will be able to compare the numbers as quantities.
Learning Experience
In each section below, specify the sequence of instructional
activities. Consider how you will manage materials, bodies, and
time. Use small boxes to indicate time.
Assessment
What will you look/listen to/for?
Starting It
How will you invite
students into the learning
experience?
Mathematicians, please join me in your
rug spots for math workshop.

Doing It
Outline your sequence of
instructional moves
including participation
structures, materials,
intellectual resources, and
time allotted. Is there a
product or performance
you will be expecting
students to create?
We will begin our math workshop today
with addition sprints. Im going to write a
number sentence on the board, and I will
need your help in finding the missing
number.

3 + __ = 7

What number am I missing?

4 + 5 = __
8 + __ = 10

Okay! I think you all are ready for your
sprints!

(Between Sprint A and Sprint B, the
students will be given some time to
discuss with their table mates on what
mental math strategies they used to help
them find the missing numbers.)

(After the sprints are finished)
Please set up for math workshop and join
me on the rug in your math spots.






















I will help students that I saw were
struggling and give them tips on how
they can quickly find missing numbers.
(Tips: Look for ten, Count On, etc.)



Here, I have 7 pieces of straws. I can
arrange them in different ways to make
different shapes. Are you ready for your
awesome task today? I know that there
are so many ways to put these pieces
together to make different shapes.
Sometimes, I might not use all 7 pieces to
make a shape. With your partner, make as
many shapes as you can and draw the
shapes you create on this paper.

(Ring chime.)
Alright, mathematicians! I see that you
created some awesome shapes! Please
bring your papers to your rug spots so
you can share what you made.

Turn and tell your partner some shapes
you have created.

Im going to count numbers in a sequence
and replace a number with a beep. When
I put a thumb up, say the missing
number.

There are many types of shapes; and
today, we will be looking at the many
kinds. (Pointing to a closed shape and an
open shape) What is the difference
between an open shape and a closed
shape?

Today, we are going to look at closed
shapes. Lets take a look at (students
name) shapes on the screen. What are
some similarities and differences between
his/her shapes and mine? (I will have the
students shapes and my shapes
projecting from the document camera.)

Shapes can share the same qualities
called attributes. (I will write the word
attribute on the white board.) (Pointing to
two 3-sided shapes) These two shapes
share the same attribute, which is that
both shapes have 3 corners.








I will ask one student to share what
he/she made so that I could compare
shapes I made with his/hers. In this way,
the class can start to compare the shapes
attributes.


I will listen in on students strategies in
determining sequence of numbers. What
kind of sequence did they hear? How did
that help them in thinking about the
missing number?

Potential answers: all the corners meet in
closed shapes, all the corners do not meet
in open shapes; theres an inside and
outside for a closed shape sentences to
solve for the numbers they need to
compare and challenge them to think
about how these numbers compare. I will
remind students to double-check their
work.

Potential answers: Some shapes have 4
sides, 3 sides, all the corners meet, etc.











Then what about these two figures?
(Pointing to two 4-sided figures) What
attribute do they share? Turn and tell
your partner.

1, 2, 3 Back to me
(Pointing to premade chart of different
shapes) Shapes can have many different
kinds of attributes. Some have more than
7 corners or some may even have no
corners! Today, you will look at different
shapes and really look into the shapes
attributes. I will leave this chart here so
that you can look at this chart to look at
different shapes attributes.


I will walk around to listen in on
students conversations. I will listen for
students talking about how the shapes
have same number of sides.

During independent work time, I will
confer with students about their
understanding of shapes attributes. I will
bring around my shapes chart to help
them visualize how some shapes can be
similar to one another.
Finishing It
How will you bring
students to closure with
this learning experience
and connect it to future
learning?

(Ring chime.)
Okay, mathematicians. Please come to
the rug in your math spots.
We looked at all types of shapes and saw
that shapes can be similar to one another.
What does it mean when a shape shares
an attribute with another shape?






Potential answer: Attribute is when
something about two shapes are similar
to each other, like when two shapes have
the same number of corners
Materials Needed

21 Addition Sprint A Worksheets, 21 Addition Sprint B Worksheets, 11 7-piece
straw sets Students Personal White Boards, Students Problem Set Workbooks,
Shapes Attributes chart