Teacher: Miss Perry

Grade: 2

Date: April 26, 2016

Day: 2 of 7

Subject: Math

Time: 1:15 / 35 minutes

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy) Analysis, Application, Knowledge,

Evaluation, Comprehension
Objective
Students will be able to:
Learning: identify 2D shapes
Behavior: by decorating their own pizza with cut outs of circles, triangles, squares, rectangles,
parallelograms, hexagons, and trapezoids
Condition: after the teacher gives riddles to the class to solve in their groups.
Common Core Standards addressed:
CCSS.MATH.CONTENT.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given
number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
Instructional Strategies: (Opening, Presentation, Guided Practice, Closure)
Opening
1. The teacher will have one white board placed on each group in the classroom. (Anticipatory
Set)
2. The teacher will remind the students that they have just begun learning about 2D shapes.
3. The teacher will ask the class what exactly 2D means? Anticipated responses: 3D means it
stands out or looks real, so 2D must mean that it is flat.
4. The teacher will state that the class was introduced to some new 2D shapes yesterday.
5. She will ask them to share some of the new names they remember hearing from yesterdays
introduction lesson. Anticipated Responses: parallelogram, hexagon, trapezoid. The teacher
will write these names on the chalk board so the students can refer back to them throughout the

lesson. (Product)
6. The teacher will remind the students that it also important to review shapes we have learned in
the past.
7. She will ask the students to name some other shapes they may have learned about in
kindergarten or first grade. Anticipated Responses: Circles. Squares. Rectangles. Triangles.
8. The teacher will then share with the class that they are going to be solving riddles with their
group to figure out the name of the shape the teacher is describing.
9. The teacher will tell the students a riddle is a fun way of asking a question and are usually used
in games. (Input)
10. Before beginning the activity, the teacher will make sure to emphasize that each student in the
group should get a turn writing an answer on the white board.
Presentation
11. The teacher will have a PowerPoint up on the Smart Board.
12. Each slide will have a riddle that goes along with a different 2D shape. (Input)
13. The teacher will explain to the class that their group should read the riddle very carefully
before writing down their final answer on the white board. (Input)
14. The teacher will put the first riddle on the Smart Board. (Modeling)
15. The teacher will tell the students to begin working on the riddle with their group. She will
remind them that they should not hold up their white board until the teacher asks them to.
16. The teacher will walk around to watch the groups discuss the possible answers for the riddle.
(Individual Assessment)
17. The teacher will give the groups about three minutes to solve the riddle.
18. She will ask the groups to hold up their white boards to show their answers. (Alternative
Assessment)
19. A picture of the correct shape will then appear under the riddle on the PowerPoint.
20. The teacher will repeat these steps for every riddle while checking that each group understands
the lesson.
21. The teacher will present a riddle for a square, triangle, parallelogram, hexagon, rectangle, and
trapezoid. (Modeling)
22. Once the class has completed all the riddles, the teacher will tell the students there is another
activity to do!
23. The teacher will tell the students that now they are more familiar with new 2D shapes, so they
will be able to use a variety of shapes for this project.
24. She will tell them that they are now ready to make their own 2D shape pizza.
25. She will hold up a white paper plate. The white paper plate will be colored red in the middle so
that it looks like pizza sauce. The teacher will say students can also use the color orange or
yellow to make it look extra cheesy. (Modeling)
26. The teacher will tell the students that they will each get a paper plate and they should color the
center red to look like sauce and add some yellow or orange to represent cheese.
27. The teacher will share with the students that they will be adding 2D shape toppings!
28. The teacher will hold up a piece of paper with the shapes they have just reviewed on it. The
students will be asked to choose ten of those shapes and to glue them onto their pizzas. They
will be able to choose from triangles, circles, rectangles, squares, parallelograms, trapezoids,
and hexagons.

29. The teacher will ask the students to choose a variety of different shapes. She will state that a
student should just not cut out all squares or all triangles. They should add all different
toppings to their pizzas.
30. The students will be able to color in their ten different shapes to look like toppings or to just
make their pizza colorful.
31. The teacher will tell the students that once they have glued their ten toppings onto their pizza,
they will fill out a worksheet saying how much of each topping they have on their pie.
32. The teacher will ask for a thumbs up or a thumbs down before handing out the supplies to
begin the activity. (Checking for Understanding)
Guided Practice
33. The teacher will pass out a paper plate to each student.
34. She will also pass out the sheet of paper with a variety of the different shapes on it.
35. The teacher will tell the students to color the ten shapes they are using before cutting it out.
(Input)
36. The teacher will walk around to assist any students who need help.
37. Once students have started finishing up their pizza, they will be given the next worksheet
where they have to count how much of each topping they have. (Individual Assessment)
38. Any student who finishes the pizza and the worksheet will be asked to make a picture with the
remaining shapes leftover. (Alternative Assessment).
39. The teacher will give the students the remainder of the lesson to work on their pizzas.
Closure
40. The teacher will ask 2 or 3 students who completed their pizza along with the worksheet to
share with the class. (Individual Assessment)
41. She will have them show their pizza and tell the other students how many of each topping they
have.
42. The teacher will review some of the new shapes introduced and reviewed through the riddles.
She will ask the class how many sides a hexagon has. Anticipated Response: 6. She will ask
how many sides a parallelogram has. Anticipated Response: 4. (Summary of Major Points)
43. She will tell the class that they can continue working on their pizzas or pictures once they
return from their special.
44. The teacher will also state that their pizzas and worksheet will be collected so she can review
them. (Formative Assessment)
45. She will tell them that they will end the day with a game on SheppardSoftware.com.
Assessment: (Formative, Individual Measurability, Summative)
Formative:
- Formative assessment will take place in step 44: The teacher will also state that their pizzas
and worksheet will be collected so she can review them.
- Alternative assessment takes place in step 38: Any student who finishes the pizza and the
worksheet will be asked to make a picture with the remaining shapes leftover
- Alternative assessment takes place in step 18: She will ask the groups to hold up their white
boards to show their answers.

Individual Measurability:
- Individual Measurability takes place in step 40: The teacher will ask 2 or 3 students who
completed their pizza along with the worksheet to share with the class.
- Individual Measurability takes place in step 37: Once students have started finishing up their
pizza, they will be given the next worksheet where they have to count how much of each
topping they have.
- Individual Measurability takes place in step 16: The teacher will walk around to watch the
groups discuss the possible answers for the riddle.
Summative:
- A mid-chapter test will be given in two weeks.

Differentiation: (Varying Content, Varying Process, Varying Product)

Content:
- The use of the Smart Board and PowerPoint will be useful for visual learners.
- The PowerPoint will be useful for auditory and visual learners.
- Making a pizza and using shapes as toppings will be useful for kinesthetic learners.
- Playing the game on the Sheppard Software website at the end of the day will be useful for
kinesthetic learners.
Process:
- Step 5: She will ask them to share some of the new names they remember hearing from
yesterdays introduction lesson. Anticipated Responses: parallelogram, hexagon, trapezoid.
The teacher will write these names on the chalk board so the students can refer back to them
throughout the lesson. (Product)
Product:
- Students who are struggling will be assisted by one of the teachers walking around
throughout the lesson taking place during the math lesson.
Technology:
The Smart Board will be used throughout the lesson while the PowerPoint is being displayed and used
for the riddle activity.
WWW.SheppardSoftware.com will be used at the end of the day on the Smart Board for the students
to play a game.

Order Up!

My Pizza has

____ Circles
____ Triangles
____ Squares
____ Rectangles
____ Trapezoids
____ Hexagons
____ Parallelograms