Lesson Plan for 2nd Grade Geometry

Geometry Unit Lesson PlanGrade 2

Dual Language Program

By:Abigail Bullmore,

Jungsuk Lee,and Stephen Seitz

Geometry Lesson Plan; Day 1—Introduction Geometry Lesson Plan; Day 2—Triangles Geometry Lesson Plan; Day 3—Quadrilaterals Part 1 (Squares, Rectangles) Geometry Lesson Plan; Day 4—Quadrilaterals Part 2 (Trapezoid, Rhombus)Geometry Lesson Plan; Day 5—Pentagons/hexagonsGeometry Lesson Plan; Day 6—CubesGeometry Lesson Plan; Day 7—Circles Geometry Lesson Plan; Day 8—Partitions Geometry Lesson Plan; Day 9—Sum-up activities Geometry Lesson Plan; Day 10—Assessment

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Geometry Lesson Plan; Day 1—Introduction

Grade/Subject: Grade 2; Mathematics (Geometry)

Proficiency Legends: Native Spanish-speakers—IntermediateNative English-speakers—Early Intermediate

Language Form: Basic mathematical terminology; word problems. Language Function: Identifying, Describing, Analyzing.

ELD Standards (2012):Students at all levels of proficiency will analyze text of word problems. ELP Standards (2007):Early intermediate—Match attributes of two- or three-dimensional shapes described orally to objects.Intermediate—Identify objects composed of multiple two- or three- dimensional shapes described orally (e.g., “Put a sphere or ball on either side of a cylinder. What do you see?”)

Content Standards: *Introduce the different content standards that will be completed at the end of the 10-week lesson plan. Since this is an introductory lesson, no particular common core standard will be specifically targeted.

Language Objectives:*Students will be able to communicate their understanding of different shapes that can be seen in their favorite activities, foods, and objects. Students will be able to communicate both verbally, often with classmates, and individually, in written form.

Content objective:*Students will realize why geometry is so important in their every-day lives as they study the shapes that surround them.

Vocabulary*An overview of all significant geometrical vocabulary to be covered in unit.

Getting and keeping students engaged*Teacher shows the students different images of famous places in the United States of different shapes and sizes, demonstrating the ubiquitous nature of shapes.

-Not only will the teacher show the images, but the teacher will also leave the picture on the overhead to trace different shapes that are in the pictures.

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Check for understanding by… having students talk with their classmates in discussing their favorite objects, foods, etc that may or may not contain shapes. The teacher will then ask the students to share what they discussed, and will pull up a picture of the object they discussed, tracing the different shapes in the picture.

Practice, practice, practice*Students will write down different objects in the room on a piece of paper. (Objects may include, for example, a clock, paper, pen, board, desk, and so forth.)

-Teacher will ask students to share what they wrote down, determining if any shapes resemble the different items that they have chosen.*Play this video to see the use of circle in Dora the Explorer

http://www.youtube.com/watch?v=YLWke7AeYLk

Integration through speaking and writing*Students will take out a piece of paper and write down what their favorite food is by following the example the teacher provides on the board.

-Students will then share their sentences with their classmates and then be prepared to share with the entire class.

Demonstrate proficiency*Students will demonstrate proficiency and extend learning by finding 3 objects in their home, and bringing them in to class the next day. Students will be ready to explain what their objects are and what shapes they may possess, and teacher will relate the objects and shape’s to the course content for that day’s lesson, as appropriate.

Geometry Lesson Plan; Day 2—Triangles

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Content Standards: CCSS.Math.Content.2.G.A.1 Recognize and draw shapes having specified attributes, such as given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Language Objectives:*Students will be able to comprehend and access geometrical terminology and word problems.*Students will be able to spell and use key vocabulary words.

Content objective:*Students will be able to identify triangles and distinguish the difference between right, acute, and obtuse angles.

Vocabulary*triangles, right angles, acute angles, obtuse angles, length, height.

Getting and keeping students engaged*Teacher brings in different objects (food, toys, everyday items) which resemble a triangle and asks the students to identify the object orally.

-Teacher uses each of these items like an actor in a play; the role play will simulate how specific triangle-shaped items are employed in daily life.*Students draw three connecting lines on a piece of paper and show their classmates their drawings, with the understanding that they have each just drawn a triangle.

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*They then share the shapes they each created with the class, and compare and contrast figures.*Teacher guides students in creating a definition of triangles—introducing key terminology (such as right, acute, and obtuse angles, and length and height) and showing students images of triangles in daily life (those objects not already used in the object identifying activity). Check for understanding by… having two students walk up to the board and draw a triangle. One student draws while the other student (with the needed help of the class or his classmate’s drawing) explains the number of angles and the difference in the angles--identifying them as obtuse, acute, or right.

Practice, practice, practice*Students receive a coloring sheet that they can use to color all the triangles in an eccentric pattern.

-The activity can be related to a game of “Where’s Waldo?” in that students need to find the triangles and color them in. *Teacher guides the class in solving word problems involving triangles. For example, the teacher may write a simple sentence: “One of the best foods from Italy with cheese is (pizza).”

-Students have cutouts of different triangles that they need to place in that word problem.*As the teacher leads, students identify and label examples of triangles in the classroom.

-Teacher will call on students to write down the word “triangle” and write their name on the piece of paper and tape it next to the triangle in the room.

Integration through speaking and writing*Students write and share their own word problems using the several cut-out images of triangles provided by the teacher. Students create simple sentences involving triangles, as done earlier in the teacher-guided practice activity.

Demonstrate proficiency*Students will demonstrate proficiency and extend learning by finding 3 examples of triangles in their homes, with the help of their parents if needed—drawing the objects, labeling them, and measuring the length and height of each triangle in inches.*As homework, students will draw a large triangle, then attempt to fit several other triangles inside of it, following an example provided by the teacher near the culmination of the lesson.

-Students describe the angles that they see and record the number of triangles in their triangle, preparing to share it with the class the following day.

Geometry Lesson Plan; Day 3—Quadrilaterals Part 1 (Squares, Rectangles)

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Content objective:*Students will be able to identify squares and rectangles, and recognize their key characteristics, such as a given number of angles and sides, as well as length of sides.

Vocabulary*squares, rectangles, sides, right angles, length, width, parallel.

Getting and keeping students engaged*Students review the previous day’s content by observing images of triangles and discussing key characteristics of triangles with partners.*Students create their own four-sided, four-cornered shapes on graph paper. They then share the shapes they each created with the class, and compare and contrast the figures.*Teacher guides students in creating a definition of quadrilaterals—introducing key terminology, and showing students images of quadrilaterals in daily life.

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Check for understanding by… giving each student a set of shapes, and asking students to hold up a triangle, a quadrilateral, a square, a rectangle, etc.

Practice, practice, practice* Students receive a coloring sheet that they can use to trace, color in, and label squares and rectangles. *Teacher guides the class in solving word problems involving squares and rectangles. For example, the teacher may show an image of a house, and then ask the students to identify certain shapes: “What is the shape of Susana’s window?” “What is the shape of the roof of Susana’s house?” “How many angles does the roof have?”*In small groups, students identify, record, and label examples of squares and rectangles in the classroom, competing to compile the largest number of examples.

Integration through speaking and writing*Students write and share their own word problems. They create simple sentences involving squares and rectangles and everyday items, as done earlier in the teacher-guided practice activity.

Demonstrate proficiency*Students will demonstrate proficiency and extend learning by finding 5 examples of squares and rectangles in their homes with the help of parents—drawing the objects, labeling them, and measuring the length and width of each object in inches.*Students will also complete the following worksheet as homework, which will allow them to demonstrate proficiency in finding right angles. They will use the color red to circle the right angles.http://www.greatschools.org/worksheets-activities/5480-finding-square-corners-2.gs

Geometry Lesson Plan; Day 4—Quadrilaterals Part 2 (Trapezoid, Rhombus)


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Language Form: Basic mathematical terminology; word problems. Language Function: Identifying, Describing.




Content objective:*Students will be able to identify trapezoids and rhombuses, and recognize their key characteristics, such as a given number of angles and sides, as well as length of sides.

Vocabulary*trapezoids, rhombuses, sides, angles, length, width, height, parallel.

Getting and keeping students engaged*Students review the previous day’s content by observing images of squares and rectangles and discussing key characteristics of these kinds of shapes with partners.*With the help of students, teacher draws trapezoids and rhombuses on the SMARTboard and demonstrates how the degree of angles and length of the sides can be changed to create two very different kinds of quadrilaterals: rhombuses and trapezoids.*Teacher guides students in creating an expanded definition of quadrilaterals—introducing key terminology, and showing students images of trapezoids and rhombuses from daily life.

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Check for understanding by… giving each student a set of shapes, and asking students to hold up a triangle, a quadrilateral, a square, a rectangle, a trapezoid, a rhombus, etc.

Practice, practice, practice* Students receive a coloring sheet that they can use to trace, color in, and label trapezoids and rhombuses.*Teacher guides the class in solving word problems involving squares, rectangles, trapezoids, and rhombuses. For example, the teacher may show an image of a trapezoid, and a rhombus, and ask the students questions such as: “Can you draw lines in the trapezoid to create a rectangle and two triangles?” The teacher can also ask for student volunteers to identify the right or non-right angles, and the parallel sides in a trapezoid and rhombus. *In small groups, students measure the length, width, and height of a given set of quadrilateral shapes—including squares, rectangles, trapezoids, and rhombuses.*In small groups, students identify, record, and label examples of trapezoids and rhombuses in the classroom, competing to compile the largest number of examples.

Integration through speaking and writing*Students write and share their own word problems. They create simple sentences involving trapezoids and rhombuses and everyday items, as done earlier in the teacher-guided practice activity.

Demonstrate proficiency*Students will demonstrate proficiency and extend learning by finding 5 examples of trapezoids and rhombuses in their homes with the help of parents—drawing the objects, labeling them, and measuring the length, width, and height of each object in inches.*Students will receive another copy of the following worksheet, which they completed the previous day. This time they will circle the non-right angles using blue—as opposed to the red they used to circle the right angles the day before.http://www.greatschools.org/worksheets-activities/5480-finding-square-corners-2.gs

Geometry Lesson Plan; Day 5—Pentagons/hexagons


Proficiency Legends: Native Spanish-speakers—Intermediate

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Native English-speakers—Early Intermediate





Content objective:*Students will be able to identify pentagons and hexagons, and recognize their key characteristics, such as a given number of angles and sides, as well as length of sides.* Students will be able to solve word problems related to real-life.

Vocabulary* pentagons, hexagons, sides, length, width.

Getting and keeping students engaged* Teacher shows images of quadrilaterals and then presents word cards for the key characteristics of quadrilaterals--guiding students in matching each characteristic correctly to (a) certain quadrilateral(s). * Teacher introduces today’s topic--pentagons and hexagons--and identifies the key characteristics of pentagons and hexagons.* Teacher asks students to find and/or brainstorm examples of objects with a pentagonal or hexagonal shape.

Check for understanding by… giving each student a set of shapes, and asking students to

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hold up a triangle, a quadrilateral, a square, a rectangle, a rhombus, a trapezoid, etc.

Practice, practice, practice* Students receive a coloring sheet that they can use to trace, color in, and label pentagons and hexagons.*Teacher guides the class in coloring each shape and cutting it.* Students create their own flower drawings utilizing a variety of pentagons and hexagons; each student names his or her flower and decorates it.

Integration through speaking and writing*Each student explains to his or her partner how many pentagons/hexagons were used to create the flowers, and how he or she designed the flower.

Demonstrate proficiency*Students will demonstrate proficiency and extend learning by finding 3 examples of pentagons and hexagons in their homes—drawing the objects and labeling them.

Geometry Lesson Plan; Day 6—Cubes



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Content objective:*Students will be able to identify cubes, and recognize their key characteristics, such as width, height, length, number of sides and angles, three-dimensionality, etc.

Vocabulary*cube, square, width, height, length, sides, angles, three-dimensional.

Getting and keeping students engaged*Students review the previous day’s content by observing images of pentagons and hexagons, and discussing key characteristics of such shapes with partners.*Teacher shows students a wooden block, and asks students what shape they see for each of the six sides. Teacher asks students to suggest how this object is different from the squares they have studied--helping them to begin to consider and grasp the concept of three-dimensions. *Teacher then defines the cube and explains its key characteristics--highlighting the elements of height, width, length, three-dimensionality, square sides, and right angles.

Check for understanding by… giving each student a set of shapes, and asking students to hold up a triangle, a quadrilateral, a square, a rectangle, a rhombus, a trapezoid, a pentagon, a hexagon, a cube, etc.

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Practice, practice, practice* Students receive a coloring sheet that they can use to trace cubes and measure their lengths, heights, and widths--coming to realize that these three measurements produce the same number for cubes.*Teacher guides the class in solving word problems involving cubes and squares. For example, the teacher may show an image of a rubix cube, an ice cube, a box, dice, certain candies, etc. Teacher disperses several kinds of candy that are shaped like cubes (caramels, chocolates, etc.); students work independently to fill out a table in which they record the length, height, and width of each kind of candy. They are allowed to eat the candy only once the teacher has checked that they have produced the right answer.*In small groups, students identify, record, and label examples of cubes and squares in the classroom, competing to compile the largest number of examples.

Integration through speaking and writing*Students write and share their own word problems. They create simple sentences/word problems involving cubes and everyday items, as done earlier in the teacher-guided practice activity.

Demonstrate proficiency*Students will demonstrate proficiency and extend learning by finding 5 examples of cubes in their homes—drawing the objects, labeling them, and measuring the length, height, and width of each object in centimeters or inches.

Geometry Lesson Plan; Day 7—Circles



Language Form: Basic mathematical terminology; word problems.

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Language Function: Identifying, Describing, Analyzing.




Content objective:*Students will be able to identify circles and ovals, and recognize their key characteristics, such as curved lines (versus straight lines), center, radius, and diameter.

Vocabulary*circle, oval, curve, center, radius, and diameter.

Getting and keeping students engaged*Students review the previous day’s content by observing images of pentagons and hexagons, and discussing key characteristics of such shapes with partners.*Teacher draws straight and curved lines on the board, asking students what the differences are between the two. He/she then draws a quadrilateral, a circle, and an oval on the board, and asks students what differences they see between the shapes--explaining which objects have sides, corners, and angles (quadrilaterals) versus a single curved line (circles and ovals). Teacher labels the circle, its center, its radius, and its diameter, and defines these terms. Teacher labels the oval and its center. Teacher asks for examples of circles and ovals in real life.*Teacher introduces the tool of the math compass, and demonstrates how the compass can be used to draw circles. Each student receives a compass and uses it to draw circles of specified radii/diameters; students also draw ovals by estimation. Students label the figures as circular/oval objects with which they are familiar (ex: plate, sun, eyes, head, eggs, etc). They

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then share the shapes they each created with the class, and compare and contrast the figures.

Check for understanding by… giving each student a set of shapes, and asking students to hold up a triangle, a quadrilateral, a square, a rectangle, a rhombus, a trapezoid, a cube, a pentagon, a hexagon, a circle, an oval, etc.

Practice, practice, practice* Students receive a coloring sheet that they can use to trace, color in, and label circles and ovals.*Teacher guides the class in solving word problems involving circles and ovals. For example, the teacher may show an image of the sun and the full moon, and ask for volunteers to come label the center of each circle, and measure its radii and diameter.*In small groups, students identify, record, and label examples of circles and ovals in the classroom, competing to compile the largest number of examples.

Integration through speaking and writing*Students write and share their own word problems. They create simple sentences/word problems involving circles and ovals and everyday items, as done earlier in the teacher-guided practice activity.

Demonstrate proficiency*Students will demonstrate proficiency and extend learning by finding 5 examples of circles and ovals in their homes—drawing the objects, labeling them and their centers, and measuring the radius and diameter of each object in centimeters or inches.

Geometry Lesson Plan; Day 8—Partitions Grade/Subject: Grade 2; Mathematics (Geometry)



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Language Function: Identifying, Comparing, Analyzing.


Content Standards: CCSS.Math.Content.2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.CCSS.Math.Content.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.


Content objective:*Students will be able to determine whether a shape has been divided into equal or unequal parts.* Students will be able to identify and name equal parts as halves, thirds, or fourths. * Students will be able to draw lines to show equal parts as halves, thirds, or fourths.

Vocabulary* equal, halves, thirds, fourths, unequal, fraction.

Getting and keeping students engaged*Students will begin class by reviewing 1) as a class and 2) in small groups the key characteristics of each of the shapes studied and of the process of creating partitions. Check for understanding by… giving each student a set of shapes, and asking students to hold up a triangle, a quadrilateral, a square, a rectangle, a rhombus, a trapezoid, a pentagon, a hexagon, a cube, a circle, an oval, etc.* Teacher gives 6 square pieces of paper to each student and models how to fold 3 square pieces of paper in half, one horizontally, one vertically, and one diagonally. The students then fold paper along with the teacher.* Teacher asks the class how many parts there are in each square, and explains that the parts are

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equal and that they are called halves. * Teacher shows different shapes divided into halves, thirds and fourths, and guides the class in identifying each shape using the terms halves, thirds, and fourths.

Practice, Practice, Practice* Teacher disperses worksheet #1; students engage in independent practice of dividing shapes equally. http://www.mathworksheetsland.com/1/partcirrect/ (Involves cutting into halves and quarters.)* Teacher delivers a story problem to students and allows students time to solve it.Question: Molly has three siblings: an older brother and two sisters. Molly’s mother baked a chocolate cake for her children. The mother asked Molly to cut it into four equal parts so that Molly and her brother and sisters could share the delicious cake equally. How can Molly divide the cake into four equal parts?* Teacher provides four squares on the board and let some students draw lines to show fourths in four different ways.* Teacher gives worksheet #2 to the students, and students solve the given word problems.

Demonstrate proficiency* The class shares answers together, and some students draw lines to divide shapes equally on the board.* Teacher assigns worksheet #3 and students solve problems independently for their homework.

Geometry Lesson Plan; Day 9—Sum-up ActivitiesGrade/Subject: Grade 2; Mathematics (Geometry)



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Language Function: Identifying, Describing, Defining, Analyzing.


Content Standards: CCSS.Math.Content.2.G.A.1 Recognize and draw shapes having specified attributes, such as given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.CCSS.Math.Content.2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.CCSS.Math.Content.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.


Content objective:*Students will be able to identify and define all pertinent geometric shapes and their key characteristics through various review activities preparing for the unit assessment.

Vocabulary*All unit vocabulary.

Getting and keeping students engaged*The teacher will go throughout the classroom asking students to show their proficiency by finding different objects in the classroom and seeing what shapes they are.

-Teacher will also provide slides of different objects in nature, food, etc. in order to help the students continue to grasp the differences between geometrical shapes. Check for understanding by… giving each student a set of shapes, and asking students to hold up a triangle, a quadrilateral, a square, a rectangle, a rhombus, a trapezoid, a pentagon, a

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hexagon, a cube, a circle, an oval, etc. while certain students define their specific characteristics.

Practice, Practice, Practice*As a culminating creative project, students will create their own animal figures--such as an ant or duck--by cutting out and combining shapes. Students will label the shapes that they use to create the images.

-They will choose their own animals but will be provided examples such as the ones below.

Demonstrate proficiency*Students will complete a basic worksheet as a formative assessment analyzing their understanding of key concepts and vocabulary. This worksheet will be completed in class, so that the teacher can better understand what students--both generally and individually--have a firm grasp of, and what they are struggling with. (Previous homework from throughout the unit will also play into this analysis.) The worksheet will also provide an opportunity for direct review before the following day’s summative assessment.

Geometry Lesson Plan; Day 10—Geometry Unit Assessment




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Language Function: Identifying, Describing, Defining, Analyzing.


Content Standards: CCSS.Math.Content.2.G.A.1 Recognize and draw shapes having specified attributes, such as given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.CCSS.Math.Content.2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.CCSS.Math.Content.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.


Content objective:*Students will be able to identify and define all pertinent geometric shapes and their key characteristics on the summative unit assessment.

Vocabulary*All unit vocabulary.

Getting and keeping students engaged*Students will begin classes by reviewing 1) as a class and 2) in small groups the key characteristics of each of the shapes studied and of the process of creating partitions. Check for understanding by… giving each student a set of shapes, and asking students to hold up a triangle, a quadrilateral, a square, a rectangle, a rhombus, a trapezoid, a pentagon, a hexagon, a cube, a circle, an oval, etc.

Practice, practice, practice

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*As review prior to the day’s assessment, students will compete in a game of Jeopardy in order to review the key concepts, definitions, and characteristics of the shapes studied throughout the 10-day unit.

Demonstrate proficiency*Students will demonstrate proficiency and extend learning by completing a summative unit assessment. The test items will function as opportunities for students to demonstrate whether or not they understand all of the concepts taught during the unit.

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Documents

Lesson Plan for 2nd Grade Geometry