1. SETON HILL UNIVERSITY
Lesson Plan Template
TOPIC DETAILS CK
Name Kimberly Singleton
Subject Math
Grade Level Pre-school at CDC
Date/Duration 3/31/2016 20 minutes
Big Ideas  Shapes are all around us.
 Shapes can be counted.
 Shapes have similarities and differences.
Essential Questions  What do you look at when you try to identify a shape?
 Can you create new shapes by combining different shapes?
 What are some basic shapes?
 Where are these shapes found?

PA/Common
Core/Standards
 C.C.2.3.PREK.A.1 Identify and describe shapes
 C.C.2.3.PREK.A.2 Analyze, Compare, create and compose shapes.
Objective
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
 Students will describe and name shapes using geo-blocks and
their 2-dimensional faces.
 Students will sort shapes to identify their similarities and
differences.
 Students will use correct geometric terminology.
 Students will investigate and discuss shapes.
Formative &
Summative
Assessment
Evidence
 Students will identify shapes after completing the Granny candy
store count 2/3 times.
 Students will locate shapes around the classroom resembling
circle, square, oval and rectangle 4/4 times.

 Teacher will complete shapes checklist- assessment sheet.
ISTE Standards for
Students
Framework for 21st
Century Learning
 Use of the i-pad and teacher cell phone promote responsible
choices, awareness of the physical make-up of the classroom. By
connecting the math concepts to similar objects, students are
identifying objects around them that exist in the world. Students
are able to identify similarities and differences on a simple level
to begin to apply to other skills.
Accommodations,
Modifications
 The parent survey indicated a need for extra explanation, and
having student repeat the assigned task. Student will be given
additional time to complete smaller chunks of activity, and
student will repeat directions to ensure understanding.
SUPERVISING
TEACHER’S
SIGNATURE

2. Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan
CK
Introduction Activating Prior Knowledge
 Hold up shapes that are cut from shapes worksheet. Ask what
shape is this? Identify shapes students know on the assessment
checklist.
 Play “The Shapes Song” on the I-pad, do a dance and get your
“sillies” out.
Hook/Lead-In/Anticipatory Set
 Today, we are going to read a story, our story is called Big Squares
and Little Triangles!:
 After story, ask students what are we going to learn about today?
Where can we find these shapes?
Explicit
Instructions
Big Idea Statement
 Shapes are all around us.
 Shapes can be counted.
 Shapes have similarities and differences.
Essential Questions Statement
 What do you look at when you try to identify a shape?
 Can you create new shapes by combining different shapes?
 What are some basic shapes?
 Where are these shapes found?
Objective Statement
 Today, we are learning about circles, ovals, squares and rectangles.
Transition
 Students will be able to make their favorite shape with their body
while counting out to ten and then will sit.
Key Vocabulary
 2-Dimensional Shapes
 Square – a polygon with 4 equal sides
 Circle – no sides or corners
 Diamond – another name for a rhombus – all sides are the same
length
 Rectangle – a polygon that has two pairs of sides that the same
length
 Triangle – a polygon with 3 sides
 Oval – looks like a squashed circle
Lesson Procedure PreAssessment of Students
 Ask students to identify circles, ovals, squares and rectangles
around the room. Point to each one and touch. How are these
shapes different? How are they alike?
Modeling of the Concept
 While reading the story, Big Squares and Little Triangles, students
will examine the text to locate circle, square, oval and rectangle.
 Students will count each of the “candies” in the candy jar of that
specific shape, and will then write the number beside the correct
shape on the Candy store shape counter worksheet.
 Upon completion, student will make their favorite animal noise.

3. Guiding the Practice
 Student will roll a dice, to put together their mouse. Each number
on the dice represents a different body part. Student will then glue
their mouse body parts together.
Providing the Independent Practice
 Student will color the correct shape on the second shape sheet
when the teacher says circle- yellow, oval- green, rectangle- blue,
square- red.
Transition
 Student will shake their sillies out.
 Student will create their favorite shape with their body and count
to ten.
 Student will make their favorite animal noise.
Reading Materials
Technology
Equipment
Supplies
 Big Squares and Little Triangles!: Shapes Books for Preschoolers:
Early Learning Books K-12 (Baby & Toddler Size & Shape Books)
 Cell phone- NOOK app
 I-pad
 https://www.pdesas.org/ContentWeb/Content/Content/25656/L
esson%20Plan
 Shapes checklist- summative assessment
 Candy store shape counter worksheet
 Shapes worksheet
 “The Shapes Song”
https://www.youtube.com/watch?v=VdzzE20zQC8
 Roll a dice- build a mouse activity, markers, dice, scissors
Evaluation of the
Learning/Mastery
of the Concept
Formal Evaluation
 Teacher created shapes checklist.
 Completion of build-a-mouse activity.
Informal Evaluation
 Questions involving what are these shapes, where can these shapes
be found, completion of activity sheet.

Closure Summary & Review of the Learning
 Where can we find circles, squares, rectangles and ovals?
 How are circles and ovals the same? How are they different?
 How are rectangles and squares the same? How are they different?
Homework/Assignments
 Identify shapes, circles and ovals at home with parent.

Teacher
Self-reflection
 Overall, I found the lesson went very well. I was prepared for all of
the activities. I did encounter an unexpected event, I was originally
preparing for one student, and the second student was added. I had
extras of everything in case that happened. Both children were
engaged in the story, they enjoyed turning the pages on the iPad. I
liked using the iPad for the shapes song and the story, it was an
interactive way to engage the children and use web 2.0 technology.
My glue sticks that I brought were almost dried out- something I
did not check, so that was a snag, and I improvised and pulled out
my stapler to staple the mouse activity together that the children

4. were making. I had two different levels with these two boys, one
was older and seemed to be less aware of the differences in the
shapes, the other student was younger and knew everything I was
teaching. I encouraged both children to participate and gave clues
to the children when appropriate so that they could utilize their
think-pair-share strategy to understand the content of the lesson.
While researching the SAS website, I was pleasantly surprised to
find that the site now lists some PRE K standards, so that made
things a bit easier as well. I feel that the lesson went smoothly and I
was well prepared.
