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* *Reflection: Lesson Planning
Identifying 2D Shapes - Section 1: Teaching the Lesson

I created the PowerPoint to show examples of the many terms of this lesson in a way that might be more exciting for students. I do not want to always present things in the same manner. The PowerPoint presentation gave me a way to assess student understanding.

With the term parallel, it was clear that students did not really understand the meaning. I told them a story about a train going along the tracks. "One day a man was fixing the tracks and he moved one side closer to the other (no longer parallel - but I didn't say that, just drew it). The train came along and boom, it fell off the tracks. The conductor asked the man what he had done? "I just moved the track because there was a tree in the way." "You can't do that, " said the conductor, "because then my train can't go any further. The wheels are always the same distance apart." I continue the story, by describing how the operator fixed the track, and the train went on its way. I say that the train went on until it got to a place where some men were building a new building, they moved just one track because it was in their way. Again the train went boom, and fell off the track. I repeat the conductor's questions and concerns again. Again the track is fixed.

I ask students if they notice anything about the two tracks? They realize that the 2 lines are always the same distance apart. I tell them this is what parallel is.

Sometimes a little story can help to clarify an understanding. I draw pictures as I tell the story, and later on I can refer to the context of train tracks if I need to help students recall prior knowledge about parallel lines.

*Using Examples*

*Lesson Planning: Using Examples*

# Identifying 2D Shapes

Lesson 2 of 7

## Objective: SWBAT identify triangles, quadrilaterals, pentagons, hexagons, octagons, angles, and parallel sides.

#### Teaching the Lesson

*25 min*

Today I made a powerpoint about shapes, angles and line segments to share with students.Identifying Shapes I put up the power point and presented each slide. Looking at the slides, we examine the images to "discover" attributes. This creates the context for the vocabulary, parallel lines, corners, sides, vertices, angles, tri(3), quad(4). With each word or phrase, we return to looking at shape attributes to see if we can "find" more examples that meet the definition.

Depending on student understanding, I draw examples to clarify the terms that students were not clear on. Context is critical in the development of vocabulary, particularly mathematical terms.

#### Resources

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#### Independent Practice

*15 min*

In this part of the lesson, I ask students to draw a table with 5 columns (which I model) and head the columns with the terms triangle, square, rectangle, trapezoid, and pentagon. I tell students they have 10 minutes to find as many of each shape as they can. Students tour the classroom and record the shapes they find, placing the object under its proper heading such as table under rectangle. There are labels on many items in the room to help students with this task. I also help students by saying that they may draw a picture of the item and just put its beginning sound if they are not sure how to spell the word. I remind students to look carefully at the shapes and attend to what makes each shape special as they decide which objects are made from which shapes (MP6).

While Common Core standards do not specifically require students to identify shapes, they do expect that students can identify the attributes of shapes. If students recognize a rectangle in a bookshelf, or a trapezoid in a table shape, they are looking for attributes to determine which shape it is. They are constructing a variable argument for why the objects they have chosen represent the shape they are looking for (MP3) when they explain their choices to the class.

#### Resources

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#### Closing

*10 min*

I ask students to share some of the objects they found in the room.

Which shapes did you find the most? The least?

I then ask students to share the objects that match the more difficult shapes to identify. I hope that students will use the attributes of the shapes to recognize them in everyday classroom objects.

#### Resources

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##### Similar Lessons

###### Looking At Three Dimensional Shapes

*Favorites(12)*

*Resources(14)*

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work