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Identifying Basic 2D Shapes

The lesson plan discusses teaching four basic 2D shapes (squares, rectangles, and circles) to students. It includes objectives, references, materials, and procedures for lessons that use stories, flashcards, and activities to help students identify and describe the characteristics of different shapes. Assessment involves having students tell and write times shown on analog clocks by half hours.
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100% found this document useful (1 vote)
217 views3 pages

Identifying Basic 2D Shapes

The lesson plan discusses teaching four basic 2D shapes (squares, rectangles, and circles) to students. It includes objectives, references, materials, and procedures for lessons that use stories, flashcards, and activities to help students identify and describe the characteristics of different shapes. Assessment involves having students tell and write times shown on analog clocks by half hours.
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

Lesson Plan in Mathematics I

Thursday April 28, 2021

I. Objectives: Identifies, names, and describes the four basic shapes (squares, rectangle and circle) in
2-dimensional (flat /plane) .

II. Subject Matter


Topic: Four Basic Shapes in 2- Dimensional Objects
References: MELC MATH1 (M1GE-IIIe1)
Learners’ Material pp.208-215
K-12 Teacher’s Guide in Mathematics IV
Materials:
2 -dimensional figures

Subject Integrated:
Values focus: Unity and Cooperation

III. Procedure:
A. Preparatory Activities

a. Prayer
Good Morning Class! Before anything else may we all stand up and pray.
b. Cleaning
Okay class, before you sit down, please pick up pieces of paper or trash that you can see
around.
c. Greetings
Good Morning once again! So how are you today? (Different responses)
Well, good then.

d. Checking of Attendance
Are there any absents today? (None, ma’am) Very good!

d. Motivational song through video clip (Music Integration)

1. Drill
I have here a flashcards. As I flash the cards you will have to name the objects presented.
This Morning we will see whose group will do well.
(Giving of instructions about the incentive chart)

2. Review
Before we proceed to our lesson, let us first have a recap of our past lesson. So who can
still recall our lesson yesterday? (The past lesson was all about the different kinds of shapes)
( Direccion: Mira con el forma na abaho, chequia el cosas na derecha que tan igual forma na
izquierda.

Ask: What are the objects have you seen on the screen? In what places did you saw it?

B. Developmental Activities
Presentation

I will read you a story about a Grade 1 pupil named Lara. Listen as I read the story.
Si Lara ya atende un celebracion de cumpleaño. Bien alegre ele ta mira con el decoracion que tiene
diferente clase de forma. Puede ba tu ayuda con ele identifica cual de ese tiene forma igual con este
abajo?

(call random pupils to identify shapes based on the story)


Ask:
1. Cosa-cosa el maga forma ya mensyona na istorya?
2. Cuanto canto tiene el triangulo?
3. Cuanto canto tiene el cuadrao?
4. Cosa forma el no hay canto?
5. Cosa forma el tiene dos pares costao que mas largo el uno?

1. Activity
Today we will be learning about the Four Basic Shapes in 2- Dimensional Objects. But first let us
have an activity. What are the things we need to do whenever we conduct an activity? (Setting of
standards)
For those who will get a correct answer, the group you belonged will have additional points.

Direccion: Pipina un petal adentro del cajon. Pone el maga petals na justo Flores que tiene igual
forma.

2. Analysis
Ask:
1. Cosa-cosa el maga forma del retrato na flores?
(cone, rectangular prism, sphere, cylinder, cube )
2. Ya mira ya ba tu un cone? Onde?
(Si. *different responses)*
3. Cuanto costao/cara tiene el cone?
(El cone tiene un flat base y un punto como un party hat)
4. El rectangular prism cuanto costao/cara tiene?
(Tiene este 6 cara/costao forma de rectangulo
[Link] ba el sphere punto o costao?
(No hay. El sphere no hay punto, costao. Redondo como un cola.
6. Cosa el hitsura del cylinder?
(El cylinder como un lata de soft drinks, tiene este 2 flat costao y 2 parallel base.
7. Cuanto costao tiene el cube?
(El cube tiene 6 igual cuadrao parte, tiene tambien 8 cara que flat y derecho.

Group II Direction: Group IV. Direction:


Escribi el hora na cada actividad que Escribi el hora que ta dale mira
ta dale mira na cada retrato. na cada relo.

_______

_______

________

_______

IV. Evaluation: Tell and Write the time by half hour using the analog clock.

V. Assignment:
Draw a clock and show the following time 5:30 and 11:30

Common questions

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Formative assessments using flashcards enable teachers to gauge immediate comprehension and provide instant feedback, facilitating quicker learning adjustments. They encourage active recall and reinforce memory through repetition. By actively involving students in quick-paced evaluation, flashcards maintain student engagement and foster a sense of accomplishment through visible progress .

The lesson plan incorporates values of unity and cooperation through activities that involve group participation. For instance, students are encouraged to work in groups to identify shapes and earn additional points for their group, fostering a sense of teamwork. The emphasis on joint activities and group success highlights the importance of cooperation in learning .

Reviewing past lessons primes students for new information by reinforcing previously learned concepts, creating a solid foundation upon which new knowledge can be built. This continuity ensures that students do not forget essential information and allows them to make connections between old and new topics, thus facilitating deeper understanding and progression in their mathematical learning journey .

Storytelling introduces mathematical concepts in a narrative format, making abstract ideas more relatable. It engages students' imagination and promotes active listening skills. By embedding concepts within a story about a pupil named Lara, students can better understand and recall the properties of shapes. This contextual learning also enhances comprehension by providing meaningful scenarios that help in linking mathematics with real-world applications .

Spatial reasoning is developed by encouraging students to visualize and differentiate the properties of various 2D shapes, such as counting sides and corners. This hands-on identification and description process empowers students to comprehend spatial relationships and geometric concepts, laying a foundational understanding crucial for more advanced mathematical reasoning in later stages of education .

Visual aids such as diagrams and flashcards provide concrete representations of abstract concepts, helping to reinforce understanding. They allow students to visualize and compare different geometric properties, facilitate active learning, and cater to visual learners. By breaking down complex information into visually digestible parts, visual aids enhance comprehension and retention of 2D shapes .

Using real-life examples such as party hats to represent cones and soda cans for cylinders helps students connect abstract mathematical concepts with tangible objects from their everyday experiences. This approach not only makes learning more relatable and easier to understand but also aids in long-term retention by providing familiar visual and physical references .

The lesson plan promotes active student participation through competitive group activities, the use of flashcards, and interactive question-and-answer sessions. This allows students to actively engage with the content by identifying shapes shown on flashcards, recalling previous lessons, and responding to the story about a pupil named Lara. Such strategies encourage learners to think critically, work collaboratively, and remain attentive throughout the lesson .

The integration of a motivational song aids learning by providing an engaging and auditory stimulus that can enhance memory retention and focus. It serves as an ice-breaker, making the classroom environment more lively and fostering a positive attitude towards the lesson. This also helps in transitioning from preparatory activities to the main lesson content smoothly, capturing students' attention effectively .

Setting activity standards establishes clear expectations for behavior and performance, creating a structured environment conducive to learning. It helps maintain discipline and focus among students, ensuring efficient use of instructional time. Standards guide students in understanding goals and desired outcomes, which aids in achieving higher academic performance by providing clarity and motivation .

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