Geometry

1.MDR.6: Use appropriate tools to measure, order, and compare intervals of length and time, as well as denominations of money to solve real-life, mathematical problems analyze graphical displays of data to answer relevant questions.

Lesson Plans

PLC Video Lesson Geometry.pdf

Resources Used

Angles

Mr Williams Date: October 20, 2025

Mr. Williams Angles

Georgia State Standard

Objective:

Standard written out

Lesson Plans

Resources Used

Geometry and Shapes Lesson

Ms Griggs Date: October 10, 2025

Christy GriggsThis is a Geometry Lesson for a Pre-K classroom.  This lesson is for the presentation on November 3, 2025

Georgia State Standard

CD-MA6, CDMA6.4a

Objective:

The students will be able to identify and write lines.
The students will be able to identify and draw triangles.
The students will be able to identify as well as draw squares.

Standard written out

CD-MA6 The child will explore, recognize, and describe shapes and shape concepts.

CDMA6.4a Recognizes and names common two-dimensional and three-dimensional shapes, their parts, and attributes.

Lesson Plans

Lesson plan.docx

Resources Used

An easel for drawing objects, a marker, a computer tablet, Internet access, a device for taking pictures and videos, papers for the students to write on, pencils, a square shaped toy

Exploring and Naming 2D Shapes

Ms. Stalmer Date 10/27/2025

Georgia State Standard

Objective:

Identify and name four basic 2D shapes: circle, square, triangle, and rectangle.
Describe shapes using attributes such as “sides” and “corners.”
Sort real-life objects into groups by shape.

Standard written out

CD-MA3.4a: Recognizes names, and compares shapes.
CD-MA3.4b: Creates and duplicates simple patterns.
CD-LL1.4c: Uses new vocabulary in everyday communication.

Geometry Lesson.mp4

Lesson Plans

Geometry lesson plan.pdf

Resources Used

Shape matching mats

Mystery shape box

Real-life classroom objects: ball (circle), building block (square), book (rectangle), toy pizza slice (triangle), lid (circle), eraser (rectangle).

Wipe boards and pens

Lesson Title

Ms. Carter Date 11/3/2025

Georgia State Standard

Objective:

Make different shapes without a writing utensil
Name how many sides in each shape made
Recognize different shapes

Standard written out:

CD-MA5.4b Uses deliberate manipulation and describes process for fitting objects together.

Lesson Plans

Lesson plan (math).docx

Resources Used

Dots candy and toothpicks

Math Lesson

Ms Betty Date 10/20/2025

GeometryECE 6391 MATH LESSON PLAN   Lesson Description: Geometry; Pre-K Title: Shape Builders and Designers Names: Betty Ameye Central Focus of the Learning Segment: (What would be the big mathematical concepts of the entire learning segment in which this lesson would take place?)   Children will explore how basic two-dimensional shapes (circle, triangle, square, and rectangle) can be identified, described, and combined to create new shapes or meaningful objects. This lesson builds foundational geometry skills, spatial reasoning, and shape vocabulary through hands-on play and design.     Georgia State Standard(s) Addressed:   CD-MATH-4.3: Uses shapes to build and represent other shapes.     Materials/Instructional Resources: ·       Pattern blocks or shape tiles ·       Chart paper and markers ·       Visual shape posters     Objectives Assessment                                    Learning Objective #1: Students will identify and describe triangles, squares, rectangles, and circles using shape vocabulary. Assessment Strategy #1: Informal: Observe student responses during warm-up and questioning. Formal: Checklist of each child’s ability to name and describe shape features.   Learning Objective #2: Students will demonstrate understanding that smaller shapes can combine to make larger or new shapes.   Assessment Strategy #2: Informal: Observe during modeling and independent activity. Formal: Review glued creations to check for correct combination of shapes. Learning Objective #3: Students will use correct spatial and shape vocabulary (e.g., “next to,” “on top,” “below”) to describe their designs.   Assessment Strategy #3: Informal: Listen to oral descriptions during sharing time. Formal: Record language use on teacher anecdotal notes. Instructional Strategies and Learning Tasks Write a detailed outline of your class session including instructional strategies, learning tasks, key questions, key transitions, student supports (instructional and language), assessment strategies, and closure. Include a few key time guidelines. Include at least 2 scripted questions you might ask in each of the 3 lesson phases below. Feel free to add extra “rows” to organize your lesson in a helpful structure for you. Time 5min Lesson Introduction – Before Purpose: Activate prior knowledge and set expectations. Strategies: Visual aids, repetition, real-world connections. Steps: Display basic shapes (circle, square, triangle, rectangle). Ask: “What shape is this?” “How many sides does it have?” Reinforce: “This is a circle—it’s round. A square has four sides that are all the same.” Invite students to find an object in the classroom that matches the shape (e.g., clock = circle, book = rectangle).             Time   20–25 min Learning Tasks/Activities – During Purpose: Engage in sense-making by combining shapes and creating new ones. Strategies: Modeling, guided practice, scaffolding, vocabulary reinforcement. Teacher Modeling (10–12 minutes): Demonstrate how shapes combine: Two triangles make a square. Two rectangles form a bigger rectangle. Multiple shapes make pictures (e.g., a rocket). Use positional words (“on top,” “below,” “next to”). Scripted Questions: “What happened when we put these two triangles together?” “Where did we put the circle on the rocket?” “What shapes did I use for the windows?”     Independent Work (5–7 minutes): Students receive shape tiles Prompt: “Now it’s your turn! Use your shapes to make anything you like—a rocket, an animal, or a house. Put them down and tell me about your creation.” Extension for early finishers: Challenge them to build a new shape using only triangles or make a picture with at least 5 different shapes. Teacher Checkpoints: Circulate, observe, and record shape vocabulary use. Offer sentence starters: “I used a ___ and a ___ to make a ___.”         Time Closure – After Purpose: Reinforce learning and reflect on discoveries. Steps: Invite 2–3 students to share their creations. Ask: “What shapes did you use the most?” “What did you notice when you put shapes together?” Summarize key points: “We learned that shapes can work together to make new shapes and pictures!”             Summary of Planned Supports Below are three short scenarios about a fictional “student” in the class for which you are planning. For each scenario, describe how you could attempt to address their needs in the context of your specific lesson.   There are 2 ELL students in your class (Spanish).  They speak conversational English well, but are not very familiar with “academic” math language, and have difficulty reading long passages of text. Use visuals and gestures when introducing shapes. Provide bilingual labels for shapes and repeat key vocabulary. Pair with a peer model for support. Provide sentence frames like “I used a ___ and a ___ to make a ___.” There is a gifted female student in class who often finishes work very quickly. She is usually very shy to contribute, and enjoys challenges. Offer an extension activity (e.g., create a pattern picture using only triangles, or draw her own shape design). Gently invite her to share during closure to build confidence. There are 3 students in the class who have difficulty with auditory processing.  Visuals are very important for them.  Following a long set of directions can be challenging. Provide step-by-step visual directions on chart paper. Model slowly and use shape posters as visual anchors. Repeat instructions and confirm understanding by having them point or demonstrate.  

Pre-school Shapes Lesson

Teacher(s) Name(s) Ms Tinita Date: 9/13/2025

IMG_9121.MOV

Georgia State Standard

Standard CD-MA1 The child will organize, represent, and build knowledge of number and quantity.

(While this standard focuses on numbers, sorting shapes is an early classification skill that supports future number sense.)

Indicator: CD-MA1.4a Arranges sets of objects in one-to-one correspondence. (This supports matching shapes to their name or group.)

Indicator: CD-MA1.4b Uses matching and sorting skills in daily routines. (Directly aligns with sorting shapes by type or attribute.)

Indicator: CD-MA1.4d Demonstrates the ability to count and compare quantities of objects. (Counting sides or shapes during activities supports this skill.)

Standard CD-MA4 The child will sort, classify, and serialize objects.

Indicator CD-MA4.4a: Sort and classify objects by one or more attributes (e.g., color, shape, size).

Indicator CD-MA4.4b: Explain how objects are sorted and classified.

Standard CD-MA6 The child will explore, recognize, and describe spatial relationships and shapes.

Indicator CD-MA6.4a: Recognize and name common two-dimensional shapes (e.g., square, circle, triangle, rectangle).

Indicator CD-MA6.4b: Describe attributes of two-dimensional shapes (e.g., number of sides, corners).

Indicator CD-MA6.4c: Identify shapes in the environment.

Lesson Plans

Lesson plan - Tinita Parham Ifalowo.docx

Resources Used

Shape flashcards or cut-outs (circle, square, triangle, rectangle)
Shape sorting mats or baskets
Shape song/video (optional) https://www.youtube.com/watch?v=pfRuLS-Vnjs&list=RDpfRuLS-Vnjs&start_radio=1
Chart paper and markers
Glue and scissors (for craft activities)

Shapes

Ms. Smith Date 11/7/2025

A Smith Shapes

Georgia State Standard

1.GSR.4.1 Identify common two-dimensional shapes and three-dimensional figures, sort and classify them by their attributes, and build and draw shapes that possess defining attributes.

Objective:

Students will identify and describe geometric shapes by naming their attributes (sides, corners, and faces).
Students will justify their reasoning for sorting or classifying shapes using correct math vocabulary.
Students will apply shape recognition skills to play Geometry Bingo, identifying shapes based on clues and attributes.

Lesson Plans

Lesson plan outline- A. Smith.docx

Resources Used

Pattern blocks (real or printable)
Small paper bags (one per student or pair)
Chart paper and markers
“Which One Doesn’t Belong?” recording sheet
Geometry Bin

Title

Teacher: Ms Kennedy Date 11/3/2025

Measurement Ms Kennedy

Georgia State Standard

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
SMP 6 Attend to precision

Objective:

As a result of this lesson, students are able to order 3 objects presented concretely or pictorially from longest to shortest and shortest to longest with the understanding that when comparing length, they compare the longest part of the object and line up the endpoints.

Lesson Plans

measurment .pdf

Resources Used

Measurement vocab poster
- Bags with 1 pencil, 1 clip, 1 marker, and 1 glue stick
- Game cards
- Unifix cubes
- Paper clips
- Ruler

Title

Teacher: Brianna Cooper Date

Georgia State Standard

Objective:

Lesson Plans

Resources Used

Title

Teacher: Jhane Butler Date

Georgia State Standard

Objective:

Lesson Plans

Resources Used

Geometry with our Bodies

Teacher: Aysiah Mahone Date 11/17/25

Geometry with our Bodies

Georgia State Standard

Objective:

Lesson Plans