1. Maggie Noctor
Geometry Lesson Plan
Introduction
Lesson Topic: Identify, sort and construct geometric figures
Length of Lesson: 45 mins
SOL: 1.12 The student will identify and trace, describe, and sort plane geometric figures
(triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles.
1.13 The student will construct, model, and describe objects in the environment as geometric shapes
(triangle, rectangle, square, and circle) and explain the reasonableness of each choice.
Cognitive Objectives
Students Will:
Identify and sort geometric figures
Construct geometric figures
Materials/Technology and Advanced Preparation
Materials:
The Shape of Things by Dayle Ann Dodds
20 Block Designs Worksheet
20 Block Design Table Worksheet
20 Cat and Bird Worksheet
20 White Pieces of Paper
200 Triangle cut outs
200 Square cut outs

2. 200 Circle cut outs
200 Rectangle cut outs
200 Hexagon cut outs
20 Plastic bags
Advanced Preparation:
1. Prepare bags of items for students
2. Cut out 10 of each triangle for each student
3. Cut out 10 of each shape for each student
4. Put in 10 of each shape into a bag for each student
5. Pass out the bags to student desks.
Teaching and Learning Sequence
Introduction/Anticipatory Set:
• Ask students to quietly walk to reading circle and sit
• Take The Shape of Things book from front desk with you
• Read The Shape of Things by Dayle Ann Dodds
• Ask students about the different shapes mentioned in the book “What were some of the
shapes mentioned in the book?”
• Make sure that students recall all the shapes mentioned in the book.
• If a shape is not mentioned help students by flipping to that page and asking, what shape
the objects are on that page.
• Have students quietly walk back to their tables.
Lesson Development:

3. • Distribute bags of shapes to each table, each student.
• Pass out one sheet of paper per student
• Tell students that today we will be talking about different shapes.
• Remind students what the four shapes they will be using today look like by drawing on
the board a square, rectangle, circle, polygon and a couple of different shaped triangles.
• Then tell students to take the objects from their bag and look at the different shapes they
have.
• Give the students a minute to look at, play with and feel the shapes.
• Once the students have looked at the different shapes in their hands, hand out the flower
block worksheet.
• Tell the students that they should use their shapes to cover up the flower.
• Then they should mark down on the block table worksheet what shapes they used and
how many of each shape they used.
• When they are done, have them discuss with their table about what number of shapes
they used.
• Ask the whole class how many shapes they used for each shape, write the class totals on
the board.
• Then show the class one or two examples of animals made only out of shapes.
• Tell the students that they will now use the shapes they have to glue to a white piece of
paper to make animals of their choice.
• If needed students may use the cat or bird pictures attached.
Closure:

4. • When students are completed making their pictures have a couple of students show the
class what they made.
• Make sure the students name the shapes they used as they explain their pictures.
• Collect students animal shape creations.
• Talk about how all objects around us are made out of different shapes kind of like the
objects in the book we read today.
• Explain to students that their homework is to go home and find two objects that are made
different shapes, to list the object and the different shapes that make up that object.
Homework: Find two objects that are made of different shapes, list the object and the different
shapes that make up the object.
Assessment:
Formative:
• Listen to answers given during the review of numbers used in the book The Shape of
Things. Are the students naming shapes from the book or can they not recall any?
• Watch while students are using the shapes to create the flower and sun; do they look
confused or wait to choose their shapes after a classmate has helped? Or are they using
the right shapes and writing them down correctly?
Summative:
• Have students at end of the lesson name the shapes of animals that they made, watch for
students who still look confused.

5. • Collect the papers with the students’ animal shapes; do they have the shapes named
correctly? Are they only calling equilateral triangles, triangles or do they understand that
different objects make up other shapes?
References:
Block Designs. (1998). Houghton Mifflin Company. http://www.proteacher.com/redirect.php?
goto=981.
Geometry Animals. (2010). Lorena Hernandez.
http://www.lessonplanspage.com/MathScienceArtLAMDGeometryAnimalsK1.htm.