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"Sorting Shapes"
"Sorting Shapes"
(Amy Lawson; Pre-Kindergarten; Mathematics)
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(Amy Lawson; Pre-Kindergarten; Mathematics)
| Content: (Topic) Exploration with shapes, concentrating on sorting them. Sizes will also be a focus. | Teaching Strategy: Direct, Interactive |
Learning Objectives:
| Assessment:
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Common Essential Learnings (CEL’s):
| Prerequisite Learning: While all or most of the students have been introduced to shapes (there may be new students), they are still learning to understand how to classify them. Repetition of concepts is important. Some students may have a clear understanding of shapes, while others may be less confident. |
Equipment/Materials:
| Advanced Preparation: The shapes will be prepared before class begins. * [This lesson was set to occur before Stacey's shape lesson -- if she wants to post it I will link it from here!] |
| Presentation Set (10 minutes) (In many ways, this lesson will serve as the set for Stacey’s following one. Both involve working with and understanding both shapes and sizes, so I am hoping that mine will focus them and help them recall the information as they go to create shape artwork with Stacey.) If the students are not already in the group circle area, call them into it and ask them to sit down, and explain that we will be talking about shapestoday. Basic recall questions:
To reinforce how shapes are created, demonstrate with the large paper. Attached to this lesson are several very short shape songs; as you slowly draw a large shape on their corresponding, piece of paper, say the poem aloud. (It is very important to ensure that all students can see the shape being drawn as best as possible! Crowding is a likely possibility.) With every shape, once the correct terminology is established and the students have been able to watch how they are drawn, ask for a volunteer to come forward if they would like to try drawing it themselves. Praise, praise, praise! If a student's shape drawing looks incorrect, try to help it along. Adding points may help an oval look like a rectangle. Do not put students on the spot and be careful with any form of correction in the public display. Try to ensure that every student has a chance to come up and draw a shape. Having two or three students come up for each shape, possibly at the same time, should allow everyone to have an opportunity. Development (>10 minutes) Once all of the shapes that will be used have been modelled, and the students have had an opportunity to practice them, move onto sorting! Poster board (laminated) is a good suggestion for cut-out shapes, but other solutions may work as well. Cut out several shapes, some large and some small. Every student should have their own shape. The teacher may wish to have one of every shape for visual reminders. Briefly explain the different objects, this time focusing more on the size. “This is a big triangle. Does it look like this shape? They are both triangles, and they are both the same colour, but one is bigger than the other one!” Call up students to each take one of the triangles, and ask students to sit back down when they have their shape. When all students are sitting down, I will ask them to put their shape up “high in the air.” Call three students to come up at one time by the teacher’s chair and show everyone their shapes. At least two should be similar in some way. Ask:
Gauge interest to see if the students understand the activity, but make sure that every student has a chance to stand. Closure For the closure, I will try to move into Stacey’s lesson, or set the stage for it. (Very brief.) Can we make art with our shapes? Ms. Rabik will help us use our shapes and sizes in other ways… | Classroom Management
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Extensions:
1. For today, I have decided to keep one shape to one colour for the cutouts: all triangles are a certain colour, all circles are another colour, and so on. This should allow the students to focus on the size and shape differences without distracting them with another variable, but I do think it would be an appropriate dimension to add, now or later.
Adaptive Dimension:
1. Limiting the number of shapes covered in the lesson is always a possibility, both in the shapes addressed in the set and the ones used in the development.
1. For today, I have decided to keep one shape to one colour for the cutouts: all triangles are a certain colour, all circles are another colour, and so on. This should allow the students to focus on the size and shape differences without distracting them with another variable, but I do think it would be an appropriate dimension to add, now or later.
Adaptive Dimension:
1. Limiting the number of shapes covered in the lesson is always a possibility, both in the shapes addressed in the set and the ones used in the development.
Go back to ... Lessons by Grade Level // Main Wiki!
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