LEARNING PLAN

SUBJECT: Mathematics
CLASS: 2
CONCEPT/ SKILL Shapes
PRE-REQUISITE SKILLS: At this stage, students recognize shapes based on real-world objects.
Student able to name shapes and match the same shapes.
All learners must be able to:
Students will be able to identify circles, squares, triangles, and rectangles.
LEARNING INDICATORS

Most learners should be able to:

Recognize shapes in the environment.
Students will be able to name shapes according to their attributes.

Some learners may also be able to:

Define characteristic of each shape.

RESOURCES REQUIRED Craft sheet for shapes ,1 bag with four basic shapes ,sand ,cups.
(SPECIFIC)
NUM. OF PERIODS 6
REQUIRED
TEACHING LEARNING Name of TLM:
MATERIAL TO BE
CREATED: Shape chart with names .
 Instructional Flow
ASSESSING PRE- Worksheet
REQUISITE SKILLS
INTRODUCTION First, I will ask the students if they know any names of shapes. I will also inquire about where they see different
STRATEGIES shapes around their homes or outside. I will also give examples of my own. (Examples: lights on a traffic light,
television sets, buildings, etc.)
I will then say to the class the following: “Today we will be learning about 5 basic shapes- circles, squares,
triangles, rectangles, and stars. We see these different shapes everyday, and it is very important for us to
recognize these shapes.
Before class, prepare the shapes from the shape craft sheet. Cut out the shapes from the sheet for yourself and
also enough for each pair of students. Start off by showing the large square and teaching / chorusing "square".
Hand the square to a student who says "square" and passes it on to another, each student saying "square" as they
pass it around. Do this for all the shapes.

Stage 1 Concrete Experience

Learning Indicator Students will be able to identify circles, squares, triangles, and rectangles.
(at least 1)
Teaching Strategies Group activity

Teaching Steps (Minimum 2 activities)

Activity 1. Divide students into groups of 4.

I am going to give you a bag of shapes. I want you to sort these shapes quickly.
Allow students 2-3 minutes to sort .(in the bag keep all 4 shapes )
Now I want to talk in your groups about how these shapes are different from each other.
As students discuss, circulate to listen to student conversation and ask guiding questions:
How are these shapes similar?
How are they different?
How do you know that these shapes are different?
Now teacher will name each shape and show a picture of the shape, and proceed to have the student name the
shape aloud also.
 Activity 2. Next, the student will draw the shapes with a finger in sand, sugar, or flour. To do this, put the two cups of sand, sugar, or flour in
the container. The child should be able to reach into the container with ease.

Activity 3. Students will work in small groups .

The learners will form the shapes using their bodies within their small group.

Assessments Play shape touch

1 Assessment With the shapes still spread out on the floor, say "Hands up in the air" – once all hands are up say “touch a (green)
circle” – and have everyone quickly touch (not slam!) a green circle. Do this for all of the shapes.
 Step 2 Pictorial Learning
Learning Indicator
(at least 1) Recognize shapes in the environment.
Students will be able to name shapes according to their attributes.

Teaching Strategies
SHAPE WALK

Teaching Steps (Minimum 2 activities)

Activity 1. Take the student on a “shape walk” to find shapes in and around the house/classroom/school.
After the shape walk, reflect on the shapes that were easiest to find and those that were hardest to find, using questions such as:
 Are there more circles inside or outside?
 Are there more squares or circles? Why is that?
 How did what was found outside match the tallies from the Kandinsky paintings?
If desired, have the student create a new drawing that reflects the shapes as found on the walk. If lots of circles were found, have
lots of circles in the drawing. No trapezoids? Leave those out. Now you both have a visual representation of the shape walk
results.

Activity 2.  Display a triangle to the class, either by drawing it on the whiteboard . Ask your students to call out the name of the
shape.
 Discuss the shape attributes as a class. Great discussion questions include: How many sides does a triangle have? Are they
straight or curved? How many corners does a triangle have?
 Point to each corner on the triangle. Explain to the class that a corner is the place where two sides meet.
 Count the sides of the triangle together. Explain that each side is a line that connects to two corners.
 Explain to the class that today they will learn how to describe the attributes, or characteristics, of a shape to describe it,
instead of just using its name!
 Draw a circle on the whiteboard. Ask the students to think about how many sides and corners the circle has.
 After some discussion, tell the class that a circle doesn't have any sides or corners. Invite students to find objects around
the room that resemble the same shape as a circle (e.g. pencil holders, cups, etc.).
 Draw and label a rectangle on the board.
  Point to the rectangle and demonstrate how to count the corners and sides. Ask students to think-pair-share what they
notice about the number of corners and sides they found.
 Allow a few students to share out, and explain to the students that the number of corners and sides are the same.

Activity 3. Spread the shapes out on the floor and gather everyone around. Tell everyone to close their eyes. Take away one
shape and say “Open your eyes”. Everyone must guess which shape is missing.
Assessments
 Pass out a sheet of drawing paper to each student. Instruct your students to draw and label 5 basic shapes on the
1 assessment paper.

 Remind students that they should count and label the sides and corners on the paper as well.

Stage 3 Abstract Learning

Learning Indicator Students will be able to name shapes according to their attributes.
(at least 1) Define characteristic of each shape.

Teaching Strategies Group activity

Teaching Steps (Minimum 2 activities)

Activity 1. Start the class with following song.
Circles go round and round.
Circles go round and round.
No corners, no sides.
Circles go round and round.
Squares have four corners.
Squares have four sides.
All corners are the same.
All sides are the same.
Squares have have four corners and four sides.
Rectangles have four corners and four sides.
 Two sides are short.
Two sides are long.
Rectangles have four corners and four sides.
Triangles have three corners and three sides.
Sides and corners
Can be any size.
Triangles have three corners and three sides
lace students in pairs sitting back-to- back. Both students have a set of the four shapes. Choose a child to begin. That
child holds one shape in his/her hand and describes it to his partner without saying the name of the shape. The partner
cannot look but must rely on the description to guess the shape. Take turns. When students become comfortable
describing the shapes, add another dimension to the activity.

Activity 2. Again, the students sit in pairs with their backs together. Each child has a pencil and paper. The first student draws a
pattern with two shapes. Let’s say he drew a triangle next to a rectangle. Then he must describe the pattern using
positional words and shape descriptions. “My first shape has three corners and three sides. Next to that I have a shape
that has four corners, two long sides and two short sides." The partner must try to draw the same pattern.
Activity 3. Next, try something even harder if your students are ready for it! This time, give each child paper and four crayons. The
crayons should be the same color for both children in the pair. The starting player draws a pattern using two colors and
two shapes. Let’s say the pattern has a red circle above a blue square. This time the child has to use color words,
positional words and shape description to describe the pattern. “I drew a red shape that has goes round and round
with no sides and no corners. It is above a blue shape that four corners the same size and four sides the same size." The
partner must try to draw the same pattern.
Assessments Through worksheet
1 assessment

Real life Application and Here is a list of different geometric shapes, along with examples of where you can spot them in every day life.
Cross curricular links:
 Circle (pizza pie, cookies, wheels of a bike)
1 per Lesson Plan
 Square (a garage, square rubber stamps, tiles on the floor)
 Triangle (a slice of pizza, a slice of cheese cut in that shape, a sandwich cut in half diagonally)
  Rectangle (apartment buildings, hopscotch board, certain cell phones)

Plenary/Closure Pair/Share
1 strategy Tell the person next to you 2 (3,4,5,…) things you have learned today, then the group’s report out. Variation of this is
Think/Write/Pair/Share
Homework and Extension The teacher will provide the students with extension activities.:.
Tasks
As required  Students can use the various shapes to create pictures and make collage .
 The students can use various shapes to make house.
 Use colored popsicle sticks to form the shapes with straight sides. Use colored popsicle sticks to form
the shapes with straight sides.

Teacher’s Reflection
 Worksheet 1

PRE-REQUISITE SKILLS(worksheet)