Hannah Magarian

Lesson Plan Template

Grade/Content Area
Lesson Title
Standards

Context of the Lesson

EDC 456

Grade 1
Math
Geometry Pizza
Lesson Credit: Kelly Witt, Teachers Pay Teachers
CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids,
triangles, half-circles, and quarter-circles,) (CCSS, 2016).
Include any important background information that is relevant for
understanding the lesson. Cite original sources and acknowledge
adaptations or resources used within the lesson.
What is the reason for using this lesson?
Since the student had previously learned the names of twodimensional shapes and how many sides they have, the next step is for
them to be able to tell them apart and sort them. By having the student
create a geometry pizza with the toppings being the different shapes,
the student will responsible for knowing what shape each topping is
and how many they used for each. Scaffolding like this supports
understanding as well as crucial thinking according to researchers
Frederick et. al. By scaffolding the lesson in this way it is using prior
knowledge of the shapes that the students already have, but also
making them think critically since it will be applying this previously
learned information to a different subject, which happened to be pizza
(Frederick et. al, pg 22, 2014).
What data/evidence supports the need for using this lesson?
The need for using this lesson is supported by the idea that when the
student is solving problems on their own with scaffolding they learn
several tools. The first being to think critically, answer their own
questions, and keep themselves on task that furthers what they are
taking away from the assignment (Frederick et. al, pg 22, 2014). Each
student will create their own geometry pizza, and they will be
allowed as well an encouraged to work with those next to them if
needed; but each pizza is expected to be different which require their
own thinking and creativity (Witt, 2014).
How much time is required for this lesson?
This lesson will need about 45 minutes to one hour to be completed
effectively.
What other information supports using this lesson?
This lesson is support by Van De Walle et. al, geometry is usually the
memorization of terms and sometimes formulas with little to no
meaning attached. Instead students should be practicing their
understanding of spatial terms and relationships rather memorizing
meanings out of context (Van De Walle et. al, pg 488, 2016).
Students are capable of fully understanding geometry but this will
come easier to students if they are doing this through experiences

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and discovery rather than worksheets and vocabulary practice.

(Van De Walle et. al, pg 489, 2016). This supports the lesson
because the students are using the spatial relationship of the shapes
on the surface of their shape pizza, then with the recording sheet
they are going through the vocabulary and proper names after they
formed their own thoughts as well as experiences.
Opportunities to Learn *If any of these components are embedded within the lesson, then a
notation must be made within this section.
How are you using multiple ways of approaching or engaging
students in the lesson activities?*
Since each student learns best in completely different ways, I will
introduce and teach this lesson in a variety of ways that can
support each type of learner in my classroom. Initially, I will start
the lesson by reviewing each of the shapes the student will be
working with, we will count the sides and review the names
together. Then, we will play a sorting game with riddles that
describe the shapes. Once the riddles have been correctly solved as
a class we will move onto the activity. This intoduction will
provide a visual instruction for those who need to hear it, and it
will activate the students prior knowledge. The use of
manipulatives will help to support the student that needs a hands
on stimulant. Providing the sample pizza before the activity
begins will help the student that needs visual ques. Finally, during
the lesson I will walk around the room to provide help to students
that need it and a reminder for the students that need my assistance
to stay on task. All of these approaches put together will help the
student that needs several means of support in order to effectively
learn.
How are students given an opportunity to apply skills and concepts
learned?*
The student will be given the opportunity to apply the skills they
learned by receiving their own shapes as well as template in which
they will be instructed to cut the shapes out and make their
geometry pizza. Once their pizza is complete each student has a
recording sheet in which they will count each shape, figure out the
proper name of the shape, and then record how many of that shape
they used on their pizza.
What is the rigor of the activity/activities in which students are
engaged? (Depth of Knowledge) *
The student first has to identify each shape to show that they know
the name and the appearance of the shapes. Next they are to
construct their pizzas with the different shapes until their pizzas
are complete. After this the student will assess their pizza by
counting how many of each shape they use to connect to the final
assessment. In the assessment they will record the shape and how

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many they used of each. Due to this rigor if activity the lesson met
all four levels of the Depth of Knowledge levels (Aungst, 2014).
How do you differentiate instruction to accommodate different
learning styles of your students?*
In order to accommodate the different learning styles in my
classroom, I will provide different types of instruction and visuals
to support each learner. I will do this by verbally introducing the
shapes which the students already knew, I will then use call and
response when going over each of the shapes and their different
sizes, while having visuals of the shapes on the Elmo. Next, we
will play a matching riddle game as a class to help those that need
the support of myself as well as their peers. Then I will hand out
the manipulatives needed for the hands on activity and I will walk
around the room to provide immediate feedback as well an
encouragement for the students that need it.
How do you group the class to best engage students in this lesson?
*
The way that my classroom is set up is that students are sitting in
tables of six so that they can work together without having to
move or raise their voices. I will introduce the lesson as a whole
class with everyone working together by looking up to the Elmo.
After this the students will be permitted and encouraged to work
with their peers at their tables during the activity. This will help
the students remain engaged because they will be eager to work
with their peers while motivated by my emphasis that each product
should be completely different and that there is no correct answer.
What does the student need to have prepared prior to this lesson?*
In order to master this lesson the students must understand twodimensional shapes as well as their names and their number of
sides. They also need to have prior knowledge of what a pizza is
and the different toppings that one might order on their pizza.
What materials do you need to prepare prior to this lesson?
o Shapes to cut out for each table
o 26 large circles
o 26 large hexagons
o Scissors
o Glue
o Crayons
o Recording Sheet
What conditions must exist to facilitate or enhance this lesson?
o Elmo projector
o The students must be prepared to apply their shapes into
another concept; to go across content areas in order to
create the activity

Hannah Magarian
Objectives

Instructional
Procedures

EDC 456

What do you want the students to learn and be able to do from this
lesson? (Not just the activity they will complete)
What are the objectives of this lesson? How do the objectives
match and/or correspond with the CCSS?
After the lesson the student will understand the differences
between and be able to recognize two dimensional shapes
After the lesson the student will be able to name two
dimensional shapes
Do all of your objectives align with your assessment(s)?
My objectives align with my assessments since the student is
asked to color the shapes different colors, glue them to their pizza,
and then count each shape individually to identify how many of
each shaped they used as their toppings.
SMART Goals:
o Specific: Does the objective clearly specify what will be
accomplished and by how much?
The objective is concise and specific, reflecting in the
students final product.
o Measurable: Is the objective measurable?
The object is measureable by the means of the final piece
of the assessment. The student must count and record how
many pieces they used of each shape and record the
number on the appropriate line next to the appropriate
shape.
o Appropriate: Does the objective make sense in terms of
what the activity is trying to accomplish?
The objective is carried through the entire lesson making
the objective relevant to the lesson.
o Realistic: Is the objective achievable given the available
resources and experience?
The objective is achievable due to the available resources
and the preparation of materials listed. This allows for
successful comprehension of the lesson as well as the
objective.
o Time-based: Does the objective specify by when it will be
achieved?
The objective will be met by the end of the lesson, once the
assessment and recording sheet has been completed.
Opening (10-15% of lesson):
How do you activate students prior knowledge and connect it to
this new learning?
I will start the lesson by reviewing the different two-dimensional
shapes as a class in order to activate students prior knowledge.
There will be pictures of each shape on the Elmo and the students

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as a class will say the name of each shape as I point to them. I then
will connect what they already know about the shapes to the
lesson and the assessment by playing a riddle game with these
same shapes that were already showing on the Elmo. After I say
the riddle to the class, the students have to figure out which shape
I am describing. After activating this knowledge I will then move
into the rest of the lesson.

How do you get students interested in this lesson?

To get the students interested in the lesson I will open the lesson
(after the point where I activate their prior knowledge and connect
this knowledge to the activity and the assessment) by asking the
students if they had ever made a geometry pizza. The students will
find this very amusing because this is something that they have
never been asked before, thinking about math in terms of food is
very exciting in first grade. I will then show the students the
sample pizza already made and then the breakdown of the
toppings that I had passed out to the different tables. The students
will be excited to turn their math shapes into their favorite food,
which they tell me very often.
Engagement (60-70% of lesson):
What questions can you pose to encourage students to take risks
and deepen students understanding?
To encourage the students to take risks and deepen their
understanding, I will ask them questions to further apply the
information they already have about two-dimensional shapes. For
example, I will start the lesson by asking the students about pizza;
this initial question will catch them off guard since they will be
anticipating that the lesson is going to be about math. This is why
the next part of the lesson will be the shape riddle questions; to get
them to think differently about something they already know, and
research shows that application is crucial, as previously
mentioned.
How do you facilitate student discourse?
I will facilitate discourse by starting the lesson off as a class
activity, where the students will understand the expectation that
they are to raise their hands during classroom discussions and
activities. For the assessment the students are encouraged to work
with their table groups to share the shapes and talk about why their
products might look different. Lastly, the recording sheet of the
assessment is supposed to be done by the student alone since they
are to count their toppings and record how many of each shape
that they used, showing the students how to evaluate their products
that they have created.
How do you facilitate the lesson so that all students are active
learners and reflective during the lesson?

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EDC 456

In order to have the students actively learning and reflecting

throughout the lesson, I will make the lesson applicable to
something they all know and love, which happens to be pizza.
This will keep them engaged because it is an outlet that they have
never thought about math before. To further this, I will have the
students as a class run the majority of the opening of the lesson by
asking riddle questions about the shapes and have them reflect to
why we are thinking about these shapes out of their regular
context.
How do you monitor students learning throughout this lesson?
I will initially monitor the students by standing at the front of the
room with the Elmo for the beginning of the lesson. After this
portion is over and the students move on to the assessment, I will
walk around the room visiting different tables but spending more
time on the students that need help with the assessment as well as
the students that need help to stay on task. By walking around the
room to monitor the students will receive my immediate feedback
and they can ask questions if the need clarification. The students
are also used to me frequently stopping instruction to ask for their
questions or comments, myself and my cooperating teacher find
this extremely important for the students to feel comfortable
asking for help when they need it.
Closure (20-25% of lesson):
How do you ensure that the salient points of this lesson are
highlighted to guide student understanding?
To ensure that the salient points of the lesson are highlighted, I
will start the lesson with a review led by the students about the
different two-dimensional shapes they have been working with.
This sets the clear expectation of what we will be thinking about.
Next, to highlight their understanding of each shape we will do a
shape sort with riddles to not only check that they can separate the
shapes, but also that the know the proper name of each shape. To
include these points in the assessment the students will receive
sheets of paper with each shape that they are expected to cut out
and color, the same shapes should be the same color, and use them
to match pizza toppings to make a pizza. The large circle the
students received is to be colored brown to be crust, the large
hexagon they received is to be colored yellow for cheese, and the
rest of the shapes are the different toppings. For the final portion
of the assessment the students will have a recording sheet where
they put the number of each shape and how many they used on
their recording sheet.
What kinds of questions do you ask to get meaningful student
feedback?
To receive the students meaningful feedback I will ask them first
to share out their final assessment and products if they feel

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Assessment

comfortable. This will allow me to see if they student was able to

finish as well as understand the lesson. After this I will ask the
class open-ended questions about how they felt about the lesson.
What opportunities do you provide for students to share their
understandings of the task?
The final portion of the assessment is a recording sheet; the sheet
has each shape on it that the students couldve used with a blank
line next to it. The student should color the shape the same color
that they used on their pizza, next they are to count how many of
that shape they used on their pizza and provide that number on the
line. This demonstrates that the student can tell the shapes apart,
match them to each other, and that they know the correct name for
each shape. The student will then have the option to share their
assessment with the class, or just myself, or their tables, if they
wish to do so.

Assessments both summative (overall) and formative (on-going) need to

be appropriate to the task and aligned with the objectives.
How do you assess students learning? (Assessment[s] needs to be
aligned with lesson objective[s].)
I will asses the students learning with both formative and
summative assessment that will align with my objectives. I will
start with the formative assessment which is my initial questions
for the lesson. I will listen to the students answers to gauge
whether or not they are ready for the assessment. I will then
provide the students with an example of the assessment and ask
them how they think they might using them to make a geomtery
pizza. I will listen to their thoughts from this and the opening
questions to move forward with the summative assessment.
For the summative assessment I will provide the student with their
own manipulatives as well as the final recording sheet. They will
be able to relfect back to the example, to provide scaffolding for
the student that might need it. Once they have completed their
final product, they will fill in their recording sheet which I will
collect and analyize to see that the students fully understood the
lesson or if I will need to go back to review and approach the
information in a different way.

How are students engaged in self-assessment?

The student will be engaged in self assessment by working with
their peers which will motivate them to work to their highest effort
on their assessment. They will also self assess when filling out the
recording sheet, if they have a hard time with the final portion of
the assessment they can ask me for assistance, and this will
indicate whether or not they need more help with the lesson.

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How do you provide specific, constructive, and timely feedback to

your students to promote student learning?
During my formative assessment I will provide feedback by
asking questions and allowing the student to share their ideas and
frame new questions to help understanding if the student is not
answering the question correctly. This timely feedback will be
constructive so that they reach the right answer to further their
understanding, without the student becoming discoruaged or
frustrated if they do not reach the right answer.
I will also provide timely and helpful feedback during the
summative assessment by walking around the room to the
different tables to answer questions as well as prvide feedback. I
will point out specific things from each assessment to give specific
feedback rather than simply telling the student that they are doing
a good job. After the assessment is complete I will collect both the
products and the assessment to analyze them and correc them so
that each student can see which shapes they might be stuggling
with. I will also use this to see how the class did as a whole and
plan my next lesson and instruction accordingly in order to
provide feedback for the whole class. Once this is done I will hand
the assessments back so that the students can see my comments
and feedback.

Reflections

Student Work Sample 1 Approaching Proficiency

Images of Student Work Shown at the end of lesson plan
Utilize the following questions when reflecting on each piece of student
work:
What does the student work tell you about the students
understanding and the effectiveness of your lesson? (Cite
examples)
This students work tells me that they fully understand the shape
and name of the circle, but that they dont understand other shapes
and their names, seeing as they did not use any shapes other than a
circle. The student did a great job creating their pizza and placing
the circles as toppings as well as recording them on the sheet, they
also remembere to count the crust as a circle on the recording
sheet which several of their peers did not.
How will you provide instructional support to improve student
learning?
To provide this student with additional support, I will review
shapes and their names using the classroom shape manipulatives
with her. Once we review them and they demonstrate
understanding, I will try a different shape riddle exersise with the

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student to understand whether they understand the shapes out of

their normal context. Lastly, I wll give the student a worksheet
where the use the shapes to create something bigger, then they will
have to count how many of each they have used. This will mirror
the lesson with a different approach which will further indicate
whether or not the student has mastered understanding.
Student Work Sample 2 Proficient:
Images of Student Work Shown at the end of lesson plan
Utilize the following questions when reflecting on each piece of student
work:
What does the student work tell you about the students
understanding and the effectiveness of your lesson? (Cite
examples)
Student sample twos work, indicates to me that they need review
on the differences between hexagons and pentagons. This is clear
due to the one that was erased next to the hexagon line and was
moved to the pentagon line. The student only used the large
hexagon in their work and no pentagons, which further indicates
that this student needs review between the two shapes. This also
indicates that I might not have been clear in my instruction that the
students needed to count the crust and the cheese and not just
their toppings within their final assessment.
How will you provide instructional support to improve student
learning?
To provide support for this student to be able to distinguish
between hexagons and pentagons I will first review the shapes
with the student and see if they can explain to me the differences.
After this I would play a game with the student and when I flip
over a card with a shape they would have to tell me whether the
shape is a hexagon or a pentagon. Once the student has shown that
they have mastered the difference, I would then pull another
activity similar to this for the student to demonstrate their
understanding in a way that is different than this particular
assessment.
Student Work Sample 3 Exceeds Proficiency:
Images of Student Work Shown at the end of lesson plan
Utilize the following questions when reflecting on each piece of student
work:

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What does the student work tell you about the students
understanding and the effectiveness of your lesson? (Cite
examples)
The work from student sample three shows me that the student
understands the shapes and their different names, also that they did
not have an issue telling the shapes apart. The student forgot to
include one triangle, as well as to count the circle in the crust,
which after looking over the student samples as a whole class, I
am realizing that this might have been fault in my instruction,
although the students didnt have a hard time including the
hexagon. This student used all of the shapes and colored them
accordingly and neatly.
How will you provide instructional support to improve student
learning?
This student shows that they understand the shapes as well as the
lesson, but that they might need to slow down and take their time
seeing as how they miscounted a few of their shapes. Since this
student seemed to understand the assignment I would give them an
acitivity that they have to create the shapes on their own, to try to
further their understanding and their application.

Reflection on Lesson Implementation:

Were the lesson objectives met?
Did your lesson meet your objective(s), in conjunction with
Common Core and/or GLEs/GSEs and National Standards?
The lesson objectives were met throughout the lesson. The
students reviewed and activated their prior knowledge of twodimensional shapes and then exteneded their thinking by
responding to riddles describing the shapes. We then continued to
extend this thinking by turning the shapes into pizza toppings. The
students each successfully made their final products and then
checked their work as well as their understanding of the concept of
the lesson by filling out the toppings/shape recording sheet.

* Insert graph here and discuss*

Was your assessment(s) appropriate for your objective(s)?
The assessment was appropriate for the objectives since the
assessment directly aligned with the objectives. This is shown
within the final product as well as the assessment. The students
worked first as a class and then in my small groups before
finishing on their own. Due to my verbal instruction, walking
around the room to monitor, as well as the review on the Elmo;
each learning style was supported throughout the assessment.

What worked well in this lesson?

How do you know that this lesson was effective?

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One indicator that this lesson was effective was the each student
was able to create a final product as well as a recording sheet for
the assessment portion of the lesson. In addition, the students were
excited and actively engaged for the duration of the lesson; which
turned out to be about an hour. First graders doing math for an
hour is usually a stretch, so this shows me the lesson was not only
effective but also appropriate. Another indicator of this is that each
student was able to complete the assessment after the lesson,
however there were still some mistakes which shows the lesson
was not too easy but rather on target for their skill level.

How do you determine the effectiveness of the assessment?

I determined the effectivneness of this lesson based on the
achievements of my students throughout the lesson. Students
correctly counting the shapes was not was the assessment was
about, I wanted the student to use as many shapes as they could
and be able to distinguish between them, I am aware already that
my students can count effectively. My findings are shown in the
table below, my class had 25 students participating in the lesson.
Number of Shapes Used
1
2
3
4
5
6

Number of Students
1
1
3
9
6
5

Were the modifications appropriate for students?

The modifications were appropriate for the students. I used a
variety of instruction in order to cater to the several different
learning styles in my classroom. I started with discussion, the I
used questions, then I moved to visuals on the Elmo. After this I
handed out the manipulatives as well as the assessment to provide
the hands on portion of the lesson. I provided immediate feedback
where it was appropriate and I would ask students questions
during the assessment while allowing them to share with peers to
keep them further engaged if this was a resource that the student
needed. Since each student present for the lesson was able to
complete it, the modifications were appropriate for the class.

How were all the students engaged in this lesson?

The students were initially engaged as a whole class for the
opening of the lesson, as described above. Next, for the activity of
the lesson the students sat in their small tables of six and

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collaborated to make their pizzas, they were sharing shapes and

crayons and showing each other their different products. Lastly,
for the final assessment with the recording sheet, the students
worked individually to test their own comprehension as well as
evaluate their final product.
What changes would you propose for the next time you implement this
lesson?
What part of this lesson proved easy or difficult for students?
The part of the lesson that seemed to be easy for the students was
the opening discussion with the riddles of each shape to practice
their names. Also the creative process of making their pizzas seed
to be easy for the students as well.
Some of the students had a harder time counting the shapes and
reporting them on their recording sheets. They also seemed to
have a hard time remembering to count the outside crust circle and
the hexagon cheese in their shape count. From this difficulty I
realized that it is fault in my instruction since the majority of the
students seemed to have trouble remembering this, and needed my
reminders during the assessment to look at the whole picture.

How will you connect students new learning from this lesson to
the next lesson?
For the next lesson I would have the students create their own
picture using three dimesnaional shapes. This would be my next
instruction since the students had my scaffolding to create the
pizzas with the shapes that I had printed for them. For the next
activity the students would receive the shape they were supposed
to create as a whole, but they would have to fill in the twodimensional shapes on their own. This would segway into the
students learning three dimensional shapes once they show they
have mastered this technique in the next step.

How will you summarize students learning to inform your

instruction?
To inform my instruction I would summarize the students
learning by saying that the student learned effectively how to
name, separate, count, and describe two dimesnional shapes. Also
the class was able to finished the product as well as complete the
assessment even with a few mistakes, which the right answers was
not the goal for the assignment. The goal was for students to be
able to understand and utilize the different two-dimensional
shapes.

What did you learn from the assessment(s) used in this lesson?

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From the assessments in this lesson I learned that first grade

students are very willing and capable of doing math for a long
period of time, which is not what the majority of people might
think. Since the assessment applied math in a different way that
the students are used to they were fully engaged and able to
critically think. I learned that this application as well as
differentiation of instruction was very motivating for the students.

When you use this lesson again, what will you do differently or
similarly?
When I use this lesson again I will keep the introduction with the
opening questions the same, the students were automatically
intrigued and ready to participate in the lesson. I would also keep
the riddle activity the same and continue using that since the class
was correctly solving the riddles and worked together excitedly for
the duration of the activity. I would also keep the activity the same
for the students.
I would change the assessment for the future by handing out the
assessment during the activity and have the students work
simultaneously to keep track of each of their shapes. I would also
set clearer expectations for the students and when introducing the
different shapes I would specify that the big shapes used as the
crust and cheese of the pizza needed to be included in the count of
shapes during the assessment.

What did you learn from teaching this lesson?

How did this lesson enhance your own understanding as a teacher
and further your own professional development?
This lesson enhanced my understanding as a teacher while
furthering my own professional development. This lesson showed
me that contrary to what people say, math can be extremely
engaging especially for first graders. This lesson proved to me that
I can be what my math teachers werent when growing up. I
struggled with math during all of my school years and spent
several years with both tutors and after school hours to still feel
unsuccessful as a math student. I wanted this first math lesson for
me to show my first graders that if a teacher provides the different
outlets of support that math can be fun and applicable for all
students. I now know as a future professional that if the different
learning styles arent being catered to in each lesson, that I am not
doing my job. Seeing each of my students succeeded with this
lesson, counting errors or not, showed me that this is what I need
to be doing with my students for the rest of my future career.

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How do you know you were successful in engaging all students to

be active and reflective learners?
I feel that I was successful in engaging the students to be both
active and reflective learners during the lesson. One way this was
shown is that each student was able to complete the assignment
which is not always the case when the lesson has a time constraint.
The students were also engaged the entire hour of the lesson which
shows me that they were active and reflective learners staying on
task for the full hour, for six year olds this is a long time to be
fully engaged as well as participatory.

Student Work Sample 1 Approaching Proficiency

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Student Work Sample 2 Proficient

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Student Work Sample 3 Exceeds Proficiency

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Resources
Aungst, G. (2014, September 04). Using Webb's Depth of Knowledge to Increase Rigor.
Retrieved April 20, 2016.
CCSS Grade 1 Geometry. (2016). Retrieved April 20, 2016.
Frederick, M. L., Courtney, S., & Caniglia, J. (2014). With a Little Help from My Friends:
Scaffolding Techniques in Problem Solving. Investigations in Mathematics Learning,
7(2), 21-30. Retrieved April 20, 2016.
VanDeWalle,J.A.,Karp,K.S.,&BayWilliams,J.M.(n.d.).ElementaryandMiddleSchool
Mathematics(9thed.).2016:PearsonEducation.
Witt, K. (2014). Shape Pizza Craftivity & Practice Pack. Retrieved April 14, 2016.