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Geometric Attributes Lesson

This lesson plan outlines a 2nd grade math lesson on geometric attributes. The lesson will have students identify attributes of 3D shapes by feeling foam shapes, discussing them in pairs, and drawing structures made of three shapes while labeling attributes. Students will be assessed based on the accuracy of their labeled drawings and lists of shapes. The teacher will check for understanding throughout and determine if any students needed extra support due to unclear instruction.

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123 views2 pages

Geometric Attributes Lesson

This lesson plan outlines a 2nd grade math lesson on geometric attributes. The lesson will have students identify attributes of 3D shapes by feeling foam shapes, discussing them in pairs, and drawing structures made of three shapes while labeling attributes. Students will be assessed based on the accuracy of their labeled drawings and lists of shapes. The teacher will check for understanding throughout and determine if any students needed extra support due to unclear instruction.

Uploaded by

api-480262444
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Drexel University

Math Lesson: Geometric Attributes

Teacher: Hannah Woodrum


Grade: 2nd
Content Area: Math - Geometry

Sections of the Lesson Plan

I. Content and Standards


NY 1.G.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 Commented [W1]: 3c: Engaging students in learning
shapes to possess defining attributes.

II. Prerequisites
Students should know the names of geometric shapes and the definitions of attributes for
those shapes.

III. Instructional Objectives


Student will be able to correctly identify and label geometric attributes for 3-D shapes and
draw those shapes with corresponding attributes.

IV. Essential Questions


How can we identify geometric attributes? Which attributes go with which shapes? How
can we show these attributes in drawings of 3-D shapes?

V. Materials and Equipment:


Foam geometric shapes Commented [W2]: 3c: Engaging students in learning
Class attribute chart
Blank paper
Pencil

VI. Instructional Procedures

a) Before
1. Pass out geometric shapes to the class Commented [W3]: 3c: Engaging students in learning
2. Ask them to identify the shape and their attributes in their mind Commented [W4]: 3a: Communicating with students
3. Have students Think, Pair, Share their shapes and attributes with Commented [W5]: 3b: Questioning and discussion
their neighbor techniques
4. Have a volunteer pair come up and explain each other’s shapes and 3c: Engaging students in learning
attributes, and write them in the corresponding chart Commented [W6]: 3b: Questioning and discussion
techniques
5. Repeat with a few other pairs who have different shapes 3c: Engaging students in learning
b) During
1. Send students to their tables to work independently Commented [W7]: 3c: Engaging students in learning
2. Have them build a structure out of three shapes in a bag on the
table
3. Tell students to draw their structure and label the attributes of the Commented [W8]: 3a: Communicating with students
shapes on their drawing
4. Have students write down the names of the shapes used at the top Commented [W9]: 3a: Communicating with students
of their paper
c) After
1. Bring class back to the rug
2. Have volunteers show their drawings and discuss their attributes Commented [W10]: 3b: Questioning and discussion
3. Allow students to offer feedback and ask questions techniques
4. Assess the drawings for accurate labeling of attributes Commented [W11]: 3d: Using assessment in instruction
Commented [W12]: 3d: Using assessment in instruction
VII. Assessment/Evaluation
Check for accuracy during Think, Pair, Share, when students share their drawings at the Commented [W13]: 3d: Using assessment in instruction
end to be assessed by the class, and individually for accurate labeling and listing of shapes Commented [W14]: 3d: Using assessment in instruction
on their drawings.

VIII. Differentiation
LD: Have students draw only one shape and label the attributes with adult help.
ELL: Have students describe the activity first, using “I can” “I will” and “I know”
sentences

IX. Technology
N/A

X. Self-Assessment
1. Check for understanding during the volunteer portion
2. Ensure that students are following the guidelines when they work in pairs
3. Determine the amount of students who needed extra assistance and determine
whether or not this was due to lack of instruction

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