• Lesson 1 Formative Assessment Checklist (M-1-4-1_Lesson 1 Formative Assessment Checklist.docx)
• Drawing Shapes Assessment (M-1-4-1_Formative Assessment Drawing Shapes and KEY.docx). Give students this assessment at the end of the lesson to see if they can draw two different examples of each shape.

“We are starting a new unit in math. For the next few days we will be focusing on different kinds of shapes and taking a look at what makes each of them unique or special. We will ask questions like, ‘What makes this shape a triangle?’ or ‘What happens when we put shapes together or divide them?’ We will also be learning some vocabulary words and adding them to our word wall (M-1-4-1_Lesson 1 Vocabulary Words for Word Wall.docx). Today I’m going to read a book to you called Circus Shapes. Then we will sort shapes and you and a partner will play a game called What Shape Is It? Finally, I will be checking to see if you can draw all of the shapes we talk about today. Now look at the cover of the book Circus Shapes. It was written by Stuart J. Murphy.”

Read the book to students. Throughout the story, review shape names and new vocabulary with students. Ask students questions about the book.

“I’m going to give each of you a shape. When I hand it to you everyone in the class is going to say the shape name. Let’s practice one time.” Practice handing one shape to one student and have everyone in the class say the shape name (M-1-4-1_Shapes.docx). “Now that you all have your shape, you will have two minutes to find something in the room that has the same shape as you have in your hand. When you hear the bell ring, come back to the carpet.” Decide if you want students to bring the item back to the carpet with them or not.

Sound a class signal that lets students know you want them to come back to the carpet. “Great job coming back to the carpet quickly and quietly. We are going to share what each of you found.” Have students quickly share with a partner the shape they found. Then select a couple of students to share with the whole group.

“Now, we are going to look at several shapes and make a small poster about each one that we can hang on the wall.” Show students a couple of squares of different sizes and colors (M-1-4-1_Shape Charts.docx). Discuss with students attributes of a square and list those on the poster. Continue this process with circles, triangles, and rectangles. When finished with the charts, put them up in a place that students can reference during the What Shape Is It? game.

“We are going to play a game called What Shape Is It? You will be working in a small group. Each group will get a bag filled with several shapes. Partner A will reach into the bag and put one shape in his/her hand without removing the hand from the bag. No one gets to see the shape yet. Partner A will describe the shape to his/her partner. Partner B will tell what shape s/he thinks it is. Partner A then pulls the shape out of the bag to see if the shape was named correctly. Use the recording sheet (M-1-4-1_What Shape Is It Recording Sheet.docx) and tally whether or not the shape was named correctly. Your group can look at the charts we just made to help with the clues. After recording the tally mark, you and your partner will switch roles.

“Let’s practice. [Name two students], will you please come up here so we can model what every group will be doing?” Have the two students model the activity with you. Role play a wrong answer so students know how to record it on the tally chart. Answer any questions students have. While students are working with partners, go from group to group to observe students at work. Use the Lesson 1 Formative Assessment Checklist (M-1-4-1_Lesson 1 Formative Assessment Checklist.docx) to mark student understanding. Each group should have a paper bag with five to eight shapes: circles, triangles, rectangles, and squares. If possible, use attribute blocks and/or shapes made from construction paper.

After students complete the What Shape Is It? game, gather them back on the carpet and explain that you are going to see what they have learned from today’s lesson. “For the last few minutes of our class today, we are going to be drawing shapes. I will be recording on my checklist during this activity. This will help me plan other math activities. I am going to be spraying a little bit of shaving cream on each of your desks. I am then going to ask you to draw a shape. Each of you will draw the shape in the shaving cream. When it is time to erase the shape, move the shaving cream around. Let me show you what I mean.” Model for students the expectations of using shaving cream. Then put shaving cream on the desks and have students draw shapes when you ask them to. While students are drawing shapes, record on the checklist (M-1-4-1_Lesson 1 Formative Assessment Checklist.docx) whether they correctly draw the shape when you say it.

This formative assessment can also be done using whiteboards or paper instead of shaving cream. Or students can complete the shaving cream activity with you in a small group. Give each student a damp paper towel to clean up his/her desk when the activity is completed.

Extension:

• Routine: Use the What Shape Is It? bags for 2–3 minutes at the beginning of several class periods (after Lesson 1) to review shapes and their attributes.
• Small Group:Students who are having difficulties drawing and naming shapes can participate in the following activities:
  • Yarn Shapes: Give each student a string about 18 inches long. Work with students in a small group to make the shapes with the string and talk about the attributes. After practice with you, students can draw a card from a pile and make the shape with the yarn.
  • Matching Shapes and Attributes: Use the shapes, shape names, and attribute cards (M-1-4-1_Shape Name and Attribute Cards.docx) and have students group the cards together. Blank cards are included.
  • Geoboards: Use Geoboards to make shapes and talk about attributes with students.
  • Pattern Blocks: Ask students to pick two blocks and compare and contrast what they observe. Ask “How are the two blocks the same? How are they different?”
  • Expansion: Students who have mastered drawing and naming the identified shapes can participate in the following activity:
    • Geoboards: Use Geoboards and have students make two basic shapes on the board with one side connecting. Have students write/tell what they observe.