Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Math- Introducing 2-D and 3-D objects

Date

Tuesday November 17th

2015

Subject/Gra
de Level

Grade 1
Math

Time
Duratio
n

40 minutes

Unit

Shape and Space

Teacher

Miss Benson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Describe the characteristics of 3-D and 2-D shapes, and analyze the relationships
among them
Specific Outcome 2: Sort 3-D objects and 2-D shapes using one attribute,
and explain the sorting rule [C, CN, R, V]

LEARNING OBJECTIVES
1. Students will
2. Students will
(buttons)
3. Students will
rule.
4. Students will

be able to define what an attribute is

be able to apply their knowledge of what an attribute is to everyday objects
be able to explain the relationship between their attributes and their sorting
be able to group a collection of objects using self-selected attributes

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Students should be able to sort buttons based on their attributes.

Students should also be able to connect the relationship of the buttons
and attributes and why they sorted them this way. This is an introduction
to the sorting rule, without students realizing it is a distinct rule.
Students should be able to sort buttons into two groups using their own
self-selected attributes. Students should be able to make the connection
of how they can sort their buttons and what are the similarities and
differences between the groups of buttons.
Do students understand the definition on a attribute?
Can students make the connection that they can sort a group of
objects based on specific attributes?
Are students on task, are they asking questions, are they
answering the questions during discussion? Theses questions
allow for me to see where my students are at and if I need to stay
on the specific concept or if I can move on.
Students are expected to be able to complete their worksheet and to sort
their buttons based on self-selected attributes. Students are expected to
be listening and contributing in class discussion of attributes as well.

LEARNING RESOURCES CONSULTED

Alberta Program of Studies- Grade 1 Math
Maximizing Math: Teacher Resource

MATERIALS AND EQUIPMENT

Buttons
Buttons Worksheet
Buttons Box by Margarette S. Reid
Worksheet from page 162 of Maximizing
Math
Different shapes posters (sponge
activity/activity 3)

PROCEDURE
Prior to lesson

Have sets of buttons made so that students will be able to easily

see what different attributes and sorting techniques they can use.
Print off copies (15 copies)
Have all materials ready before the lesson and organized.
Introduction
Time

Adapted from a template created by Dr. K. Roscoe

Attention Grabber
Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Lesson Plan Template ED 3501 (Version C)

3-2-1 eyes on me, 1-2 eyes on you if students are not paying
30
attention or are off topic and the lesson needs to begin
seconds
Assessment of Prior Knowledge will be seen in learning activity
one as students are discussing the similarities and differences
of different types of buttons. This will show if students are able
to distinguish differences between button types of if they need
more guidance before moving on to an activity that deals with
attributes.
Students are expected to be paying attention to the teacher
during the lesson. They are expected to be active listeners and
to be able to participate in the activities. This will show their
prior knowledge and the knowledge they have gained
throughout this lesson.
Daily agenda is on the board at the beginning of the day. This
allows for students to have prior knowledge on what is
expected which allows them to get into the math zone and
focus.
Ask students to sit on the chapter to read a story that will relate
30
to our new math topic.
seconds
Body
Time
Reading of the Button Box by Margarette S. Reid
Invite students to join me in the reading circle and show
students the cover of the book. What do you think it is
about? Hopefully students will respond with buttons and
possibly the idea of the same and different buttons
Read the story (4 minutes)
Were there lots of different buttons in the story? What
were a few types? **IF necessary** flip through a few
pages of the story if students are struggling to come up
with answers.
Ask if any students have buttons on their clothing
today?
Encourage students to discuss color, shape, and number
of holes and other attributes of these buttons.
Tell students that these describing words are known as
attributes. (Write the word on the board)
12-15
minutes
Sound the word out (stretch and compose) and allow for
students to have an understanding of how to pronounce
the word and then move onto a definition.
Attributes describe an object. They show us what an
object may look like or different features they have such
as color, size, texture (how it feels), is it shiny? (Write
these examples on the board in a web format)
TIME PERMITTING, have students give a few
suggestions to add to the web.
Ask students to give thumbs up if they understand the
definition of attribute?
If students do not understand, ask what questions they
have or what they may be confused about?
Once, all students are clear on the definition and some
examples of attributes have students go back to their
desks
Assessment: Constant formative assessment to see if students
understand the concept. By using constant questions, students
will be able to give me direct feedback as to if they understand
the concept or not. This will also give the students a chance to
ask questions before becoming to far off base.

Adapted from a template created by Dr. K. Roscoe

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
(THIS ACTIVITY
CAN BE SEEN AS A
SPONGE ACTIVITY
AS IT DEPENDS ON
HOW STUDENTS
DID WITH THE

Lesson Plan Template ED 3501 (Version C)

Differentiation: Asking clarifying questions throughout the book
will allow for students to stay engaged within the story. Also,
the use of positive reinforcement. If some students are
misbehaving, give praise to a student that is behaving so that
other students know how they should be acting.
If students are antsy, have them do cross overs while
you grab the buttons and the worksheet that they will
be completing.
Have students sit in their seat with eyes on me and
listening ears ready
Explain to the students that they will be doing a button
activity.
Pass out worksheet and explain to students what they
will be doing.
Miss Benson is going to give you a few buttons and you
are going to have to sort them based on an attribute
that you pick. You can sort them based on color, size,
number of holes, or any other ways you can think of?
Then we will complete a worksheet that describes your
buttons. Try and think of different ways to sort your
groups
15-18
On the worksheet, students will have to draw how the
minutes
sorted their buttons (introduction into the sorting rule)
and what are some similarities and differences between
their groups.

Hand out buttons after instruction so that students are

not distracted while listening to the instructions.
Students will complete their activity and we will have a
discussion of their different sorting ideas
Have students share their different sorting rules? What
did each student do to sort his or her buttons? Did lots
of students have different ones or did lots of people
have the same sorting rule? This discussion can be
done while students are sitting at their desks or back on
the reading circle depending on the range of how many
students are completed and if students are getting antsy
and need a change of scenery.
Have students get up and hand in on the back counter.
Some students may be struggling with ideas on how to begin
looking at different ways to sort. This is where you can assist
and get them to start thinking of different ways.
Also if students finish early, as a sponge activity, have students
try to think of different sorting rules that they could use with
their buttons and draw how they would sort them on the back
of the worksheet.
If students are struggling with this activity, it may take longer
then the allotted time, activity 3 is a way to get students to
connect to shapes but can also be done at the beginning of the
next lesson to reinforce the idea of different attributes.
7 minutes
Now that we have learned what different attributes are,
what shape are buttons? Can they be all sorts of
shapes? Students should make the connection that there
can be different shapes of buttons
So does that mean that shapes have buttons too? Can
anyone think of different types of shapes? What can you
say to describe them? What do they look like?
Discuss different basic shapes (circle, square, rectangle,

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

BUTTON ACTIVITY)

triangle)
IF TIME PERMITS: Have students work on page 162 out
of the Maximizing Math workbook. This activity will
hopefully be finished, but if not we can relook at it at the
beginning of tomorrows class.
This activity is to allow for students to make the connection to
shapes and to see if they have the ability to describe shapes.
This activity also allows for me to see how much students know
about shapes already. This is an assessment of prior knowledge
that will allow for me to plan my next lesson as I will be able to
see how much time I need to spend on 2D shapes and
attributes about them.
Closure
This lesson will scaffold onto the next lesson, as students will
be applying their new knowledge of attributes to shapes.
Students level of engagement and involvement will be direct
feedback for me to see if students enjoyed that lesson or if it
didnt work as well for them.
By thanking students for working hard and having great
listening eyes and ears during our math lesson
A question to leave students with is: Can you think of ways
that shapes are similar and different? What are some attributes
of different shapes?

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

Reflections from the

lesson

Time

30
seconds
30
seconds

A sponge activity that can take place if we still have extra time is to go
through the shapes and sound them out, and talking about even more
similarities and differences but going into more detail of lines and corners.
This will be still be done with basic shapes (circle, triangle, square,
rectangle)
For my first lesson I thought I did very well! I kept the class engaged and
they seemed to really enjoy working and sorting their own buttons.
However, my nerves did come into paly and I forgot a few of my essential
questions within the lesson which lead to further challenged. When students
were writing their rule down many didnt know how to spell the words that
they wanted to use as attributes so they needed extra assistance. This lead
to many students having questions and I began to feel discouraged. After
the lesson and reading my Teacher Associates comments I was able to
boost my confidence and reflect truly on how I thought my lesson went. I
was able to keep my class well engaged during the story and activity. They
were able to understand the definition of attribute and they could put
their knowledge of an attribute towards a button. Overall, a great first
lesson and I look forward to scaffolding from this.
Goals for next lesson:
Continue with clear concise directions
Use scribe if large writing task

Adapted from a template created by Dr. K. Roscoe