1. Topic Of Lesson Plan


2. Lesson Content

Children will know the names and properties of a variety of 2D shapes
and how they can fit together.



3. Goals And Expectations

1. Students will be able to recognise 2D shapes and their features.
2. Students will be able to demonstrate their understanding of shapes
via a drawing task. 


4. Objectives

By the end of this lesson students should know the names and properties
of 5 X 2D shapes. Students will be able to draw shapes and use these
as building blocks to draw more complex shapes. 


5. Materials and Aids

2D shapes, copies of '2D shapes' worksheet, a copy of '2D shapes
information' 


6. Methods Used and Procedures

A. Introduction
GROUP 1:
Show a prepared A3 worksheet illustrating '2D shapes'. Work through
each shape systematically; tell children the name of it, and draw
from them the properties of each shape. Shape facts gives the properties
of each shape, and definitions of the vocabulary. Explain new terms
if there are any. Talk about the side lengths and angles of these
shapes.
After discussing the properties of each shape, ask the children to
summarise facts
GROUP 2:
Student are to work semiindependently on an creative maths task. 


B. Development
GROUP 1:
Explain that the children are going to be shape detectives. Students
will be guessing what shape someone is thinking of from given clues.
GROUP 2:
Children are given an A3 worksheet divided into 6 even sections. 


C. Practice
GROUP 1:
Game  'I'm thinking of a shape'. Decide on a shape and say to the
children "I'm thinking of a shape... and it has..." and give a clue
 number of sides, length of sides, straight or curved sides, the
same shape as a lollipop, Christmas tree, star etc. Take the children's
ideas of what shape it could be after each clue. Keep giving clues
about the shape until a child guesses it.
GROUP 2:
Students will be given 5 x 2D shape cut outs each to fold in half
and then paste one of the half sides to each section of the worksheet.
The first box will be used for students to draw and write their name. 


D. Independent Practice
GROUP 1:
That child who guesses the shape first now thinks of a shape and gives
clues about it.
GROUP 2:
Students will be asked to make bigger/more complex shapes using the
original 5 shapes given. 


E. Accommodations For Students

F. Checking for understanding
GROUP 1:
Students ability to guess the correct shapes from the clues given
will act as an indicator of their knowledge of shapes and their properties.
GROUP 2:
Students finished A3 posters will provide an indication of how well
students understand simple 2D shapes and how they can fit together
to form other shapes. 


G. Closure
Students are thanked by the teacher for their good efforts (if appropriate)
and are kindly asked to tidy up any equipment used. 


7. Evaluation

Students ability will be assessed by their performance during the
shape detective exercise and how their knowledge has progressed since
the previous lesson (in which they were first introduced to tessellating
shapes) 


