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Lesson Math Art

This lesson plan outlines a kindergarten lesson on rectangles and positional words in mathematics and visual arts. Students will make a rectangle robot using pre-cut rectangles and glue. They will name their robot and write a story about it. The teacher will assess students as they make their robots to check understanding of rectangles. Writing will be assessed during small group conferences. Materials include rectangles, glue, paper, pencils, and a print sheet for writing. Students will watch a shapes video, see examples, make robots at their seats, and share their creations by naming them. Later, one-on-one conferences will have students name their robot and write its story.

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61 views3 pages

Lesson Math Art

This lesson plan outlines a kindergarten lesson on rectangles and positional words in mathematics and visual arts. Students will make a rectangle robot using pre-cut rectangles and glue. They will name their robot and write a story about it. The teacher will assess students as they make their robots to check understanding of rectangles. Writing will be assessed during small group conferences. Materials include rectangles, glue, paper, pencils, and a print sheet for writing. Students will watch a shapes video, see examples, make robots at their seats, and share their creations by naming them. Later, one-on-one conferences will have students name their robot and write its story.

Uploaded by

api-333802685
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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RU Teacher Education Lesson Plan Format

Candidate Name:
Anna Jones
Date: 11/7/16
Grade Level:
K
Lesson Title/Topic: Rectangle Robots - Mathematics/Visual Arts
Standards:
Geometry
K.11 - The student will
o a) identify, describe, and trace plane geometric figures (circle,
triangle, square, and rectangle); and
b) compare the size (larger, smaller) and shape of plane geometric
figures (circle, triangle, square, and rectangle).
K.12 - The student will describe the location of one object relative to another
(above, below, next to) and identify representations of plane geometric
figures (circle, triangle, square, and rectangle) regardless of their positions
and orientations in space.
Visual Arts
K.7 The student will identify and use the following in works of art:
3. Shapecircle, square, triangle, rectangle, oval.
K.8 The student will recognize that objects occupy space.
K.11 The student will use motor skills (e.g., pinching, pulling, squeezing,
twisting, pounding, rolling, folding, cutting, modeling, stamping) to create
two-dimensional and three-dimensional works of art.
Writing
K.11 The student will print in manuscript.
o a) Print uppercase and lowercase letters of the alphabet
independently.
o b) Print his/her first and last names.

K.12 The student will write to communicate ideas for a variety of purposes.
o Differentiate pictures from writing.
o b) Draw pictures and/or use letters and phonetically spelled words to
write about experiences.
o c) Use letters and beginning consonant sounds to spell phonetically
words to describe pictures or write about experiences.
o d) Write left to right and top to bottom.

Specific Observable Objective(s):


I can identify a rectangle.
I can identify positional words (above, below, next to) (the term positional has
been reviewed in previous lessons.)
I can create a work of art.
I can print uppercase and lowercase letters independently.

I can write about my picture.

Essential Vocabulary:
Rectangle: shape with 4 sides, two long and two short.
Positional words: above, below, next to. These words have been defined in a
previous lesson, so the students will just need a review of the words.
Assessment:
I will be assessing the students as I observe them make their robot. They will
be working independently to make the robot out of rectangles, therefore I will
assess if they know that the shape is a rectangle or not by asking them as they are
working on their picture.
I will be assessing their writing as I work in small groups (or one-on-one) with
the students by observation. I will be able to observe as they write their story and
name of the robot. I will also be able to post-assess by looking at their writing.
Student Considerations:
I will consider students who need extra help thinking of an idea for their robot
by providing a model of different robots on the document camera that they can look
at for reference.
Instructional Resources, Materials, and Technology:
Pre-cut rectangles
Glue sticks
Large sheet of construction paper
Print out sheet (lined for writing)
Pencils

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
To begin my lesson, the students will watch and sing along with an interactive
smartboard video about shapes.
Next, I will have an example of what we are making (the rectangle robot) and
explain to the students that everyone will make one. I will ask them what
shapes they see.
I will then move their attention to the smartboard where I will model a few
ways to utilize our rectangles to make a robot. I will also talk about how we
should glue (adding glue to the small piece first).
I will have all of the materials set up at their seats prior to sending them to
their seats.
The Middle: (10 minutes)
I will send the students to their seats by table after we go over possible ways
to make a robot.
As they are creating and gluing their robots, I will be walking around
assessing by observations.
After they are finished, we will come to the carpet with the robots created. I
will tell them to think of a name for their robot that they will share with the
class.

If time allows the students will share their robot with the class via the
document camera, if we are running low on time, the students will just stand
in the front and share their robot and the robots name.

The End (a.k.a. Closing): (Specify time)


To end this part of the activity, I will praise all of the children for making such
awesome robots, then I will tell them I want them to be thinking of a story for
their robot. It could be something the robot did, how the robot was made,
something they did together, etc.
To finish the entire lesson, during small groups or play centers, the students
will be called over one-by-one to conference with me (name their robot and
write the story about their robot.)

As the students are working with me, I will be able to see their ability level of
writing and I will be able to assist them if needed. I will work on teaching
them to add details to their story and encourage them to create and imagine.

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