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Math Lesson April 25th

This lesson plan teaches 1st grade students about squares and rectangles. Students will identify that squares have four equal sides while rectangles have opposite sides of equal length. They will distinguish between the two shapes using vocabulary like sides and corners. The lesson involves a class discussion identifying shapes, their attributes, and comparing squares and rectangles. It concludes with an activity page for students to practice identifying and differentiating between squares and rectangles.

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105 views3 pages

Math Lesson April 25th

This lesson plan teaches 1st grade students about squares and rectangles. Students will identify that squares have four equal sides while rectangles have opposite sides of equal length. They will distinguish between the two shapes using vocabulary like sides and corners. The lesson involves a class discussion identifying shapes, their attributes, and comparing squares and rectangles. It concludes with an activity page for students to practice identifying and differentiating between squares and rectangles.

Uploaded by

api-457218566
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Tittle: Squares and Other Rectangles

Grade: 1st Grade


Standard:
1. CCSS.MATH.CONTENT.1.G.A.1:Distinguish between defining attributes (e.g.,
triangles are closed and three-sided) versus non-defining attributes (e.g.,
color, orientation, overall size); build and draw shapes to possess defining
attributes.
Learning Objective:
1) Students will be able to identify how many sides are in a square and rectangle.
2) Students will be able to distinguish between squares and rectangles through their
student activity handbook.
3) Students will use vocabulary: sides and corners to explain how squares and
rectangles are similar and different.
Materials:
1) Student activity page from Math Expressions 298-299, 301-302
2) White board
3) Markers
4) Rectangle book
5) Square book
Procedure: (Written as a script)
1) Alright friends, we have been working a lot with time these past two weeks and
now we are going to be moving onto learning about different shapes.
2) To start, I want to know all that you know about shapes. Can you tell me all the
different shapes that you know. (As students state the shapes write them on the
board)
3) Pass out the shapes sheet from the Math Expressions student handbook.
4) Ask the students, “do all of these shapes have sides?” Wait for students to
respond and ask, where are the sides on the shapes? Now, looking only on the purple
rectangles and the orange square, how many sides do you see?
5) Is there any difference as to how the sides of the purple rectangle look and the
orange square look?(As students respond, use a colored marker to outline the sides.
6) For reference, use a rectangle book and a square book to compare the sides.
7) Then, ask the students if all the shapes on their sheet have corners. What about
the squares and rectangles, do they have corners? (Where is the corner on these
shapes)
8) After the sides and corners have been discussed, draw two shapes, one open shape
and one closed shape.
9) Ask the students:
a) How many corners does this figure have-open figure? (If students respond
with number ask them to look at the shapes on their sheet. Do those fiigures
look the same?
b) How many sides does the this figure have-open?
c) When I drew each of these shapes did I lift my marker up?
d) Guide students to see how one figure is closed shape, while the other is
open. If the figure is open that it is not a shape. It needs to have corners
and sides and we cannot have corners if the sides are seperate.
10) Next, draw a square and a rectangle.
11) Draw a line in between them- if possible make a venn diagram on the board
12) Ask the students:
a) Do these two shapes look exactly the same?
b) How many corners does the shape have? How many sides? (write the answer
down)
c) Are the sides the same size?
d) Call students attention to the square and ask the students what do you
notice about the size of each of the sides? (equal).
e) Call students attention to the rectangle and ask the students what do you
notice about the size of each of the sides? (opposites sides equal)
f) Ask students to label their squares on their sheet with a 1 and label the
rectangles on their sheet.
13) I want to tell you something very important so I need all eyes and ears up here: A A
square is a special rectangle with all 4 sides that are equal. ll squares are
rectangles. Have the students mirror this (repeat the statement)
14) Then, show the purple shape in their sheet and ask the students, does this shape
have all sides equal? (No, the two long sides are equal and the two short sides are
equal.)
15) (So, all squares are rectangles but not all rectangles are squares. For a
rectangle to be a square it has to have equal sides.)
16) Move onto the student activity page. ( Have students work on 1-3 in pairs). Then,
once students have finished, go over the answers.
17) Then, have students to 4 in pairs and go over it as a group.

Assessment: Students will be assessed two ways:


1) Students will be assessed through their participation in the class discussions.
2) Students will also be assessed through their participation and discussion during
their student activity work page.

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