Teacher: Kylie Sutherlin

Grade Level: Elementary Special Education

Subject Area: Mathematics

Length of Lesson: 20 Minutes

Desired Results
Indiana Academic Standard(s):
Data Analysis: K.DA.1: Identify, sort, and classify objects by size, number and other
attributes. Identify objects that do not belong to a particular group and explain the
reasoning used.
Enduring Understandings

Essential Question(s)

SWBAT: Sort objects based on their

individual characteristics.

Can you sort objects by color/shape?

Why does the object not fit in?

SWBAT: Identify why an object does

not fit in.
SWBAT: State the difference in size of
objects.

Do these objects belong in the same

group?
Are the objects the same size?
How many different colors/shapes are
there?

Knowledge and Skill Objectives

Students will know how to organize and sort objects based on their individual
characteristics as well as being able to explain why objects do or do not belong in a
specific group.
Assessment Evidence
Students will place objects into their correct groups based on color and shape.
Students will explain why an object does or does not fit in a group.
Students will identify an objects size, either large or small.
Learning Plan
Learning Activities
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Take student to his/her desk.

Choose reward for student to work for.
Introduce/ explain the activity.
Display shapes and containers for the student.
Work with the student to complete the task.
Repeat with different shapes and sizes.
Clean up shapes and containers.
Reward student with chosen activity/item if earned.

Resources and Materials

1) Foam shapes
2) Clear containers
Required Accommodations/Modifications
In the special education classroom, students use a reward/ First-Then system by choosing a

Name__________________________ Date_______ Period____

Lesson Plan Evaluation & Teaching Reflection

Was the content worth knowing? Support your response.

Yes, the content was worth knowing because it is important for the students to be able to
understand the different colors and sizes that objects can be. Also, in the students IEP, being
able to identify shapes and colors is a goal and it is important for them to be able to obtain that
goal so they can move on to other, and sometimes more difficult goals.

Describe how the activity was developmentally appropriate.

This activity was developmentally appropriate because it was at a level in which the student was
able to complete the task without becoming frustrated because he/she was working with shapes
and objects that they were familiar with.

Give an example of how you know the activity was interesting to the children.
This activity was interesting to the student because they got to work with tangible items (foam
shapes) instead of having a worksheet. Also, all of the colors were interesting to the student
because she was able to see different shapes in different colors as well as different size.

Describe how the activity included opportunities for the children to test their knowledge.
This activity included opportunities for the student to test her knowledge when we switched from
sorting by color to shorting by size or shape. This shows that the student was able to understand
that we were switching the way that we were sorting the objects, even though the objects were still
the same.

Describe a follow up activity that would build on concepts you have presented.
A follow up activity could be still sorting shapes, but adding different and more difficult shapes for
the student to learn. This would keep the same general idea of the previous activity by sorting
different shapes by certain characteristics, but by adding new shapes it would become more
difficult for the student to be able to identify the shape and then identify the specific characteristic
to sort the shape by.

What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
At the beginning of the lesson, the student was hesitant when multiple shapes were placed in front
of her and she did not have a starting point, but once the activity got going and she had different
piles for the different characteristics, she moved through the activity very well.

How did you involve the children in the closure of the activity?
At the end of the activity, the students were able to help me by picking up all of the shapes and
returning all to their original container. This allowed them to see all of the shapes together after

Describe what changes you would make and what you would keep the same if you presented the
activity again.
If I were to present this activity again, I would try introducing it to multiple students at one time
instead of it being a one-on-one activity. I would still use the foam shapes as it was a good item
for the student to experience hands-on learning rather than sorting/identifying from a worksheet.