Math LP Attributes

Katherine Hewett
Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
LESSON RATIONALE
Students will visually and kinesthetically engage with the content, as is appropriate for a
kindergarten developmental level. These particular students are very active learners, and
will work to master the content through a game involving physical movement.
(CAEP K-6 1.a)
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)
• Students will be able to identify, sort, and classify objects by certain
characteristics into groups.
B. Objective(s)
• Given an object, students will be able to identify attributes about the given object
(size, shape, color, etc.).
• After the lesson, students will be able to identify similarities and differences in
objects based on their attributes.
C. Standard(s):
• K.DA.1-Identify, sort, and classify objects by size, number, and other attributes.
Identify objects that do not belong to a particular group and explain the reasoning
used.
(CAEP K-6 3.c)
II. Management Plan
A. Time
• Anticipatory Set: 5 minutes
• Lesson Presentation: 7-10 minutes
• Check for Understanding: 7-10 minutes
• Review learning outcomes/Closure: 5 minutes
B. Space
• Students will be on the front carpet for the entire lesson. They will begin by sitting at
their seats until they are called to the front during the Anticipatory Set, and will remain
at the carpet during the instruction, and on through the lesson closure. The game
assessment will also take place on the carpet.
C. Behavior
• Students will stand quietly and keep their hands to themselves while in groups for the
Anticipatory Set.
• Students will sit quietly on the rug while I am presenting the content.
• During the game, students will work cooperatively and take turns.
D. Materials
• Attribute blocks
• “Attributes” Anchor chart
III. Anticipatory Set

• “Hi friends! We are going to start by doing a short activity. I am going to put all of you
into small groups based on something that you’re wearing.”
• Pick a colored clothing item (ex. blue shirt). “I want everyone in the class who is wearing
a blue shirt to come to the carpet and stand to my left.” Wait a few moments for students
to move.
• Pick a different color (ex. orange). “I want everyone in the class who is wearing a blue
shirt to come to the carpet and stand to my right.” Wait a few moments for students to
move.
• Repeat sorting the students until all the students are in groups.
• “Good job getting sorted! Now go ahead and have a seat here on the carpet.”
IV. Purpose: “Today we are going to be practicing sorting things into categories based on
their characteristics. Just like I put you into different groups based on the clothes that
you’re wearing, we’re going to put different objects into different groups based on
what we see.”
PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners
Many students in this particular class are active learners, and prefer to learn by “doing”. As
a result, this lesson includes tactile elements as well as a game that involves movement, so
the needs of these learners can best be met. There is not really a distinction between high
and low ability with this content, so all students can engage in the lesson, no matter their
individual ability level. Students who struggle to see-a few wear glasses-will be able to view
the content easily through up-close interaction. (CAEP K-6 1.b)
VI. Lesson Presentation (Input/Output) (CAEP K-6 3.d)

• “Here with me are some blocks. Can anyone tell me what they notice about the blocks?”
Allow for a few student responses. Write key responses on the whiteboard.
• “Yes, the blocks are different colors, shapes, and sizes. These are called characteristics or
attributes. Can we all say those words together?” Wait for student responses.
• “Good job! Now we are going to focus more on some of the attributes of the blocks.” Flip
over the anchor chart so students can see what is written on the poster.
• “First we are going to talk about the shape of the blocks. With these, we can count the
number of sides the block has to figure out what shape it is.” Hold up a random block
for the entire class to see. “Who can tell me how many sides this shape has?” Allow a
student to respond. Once the correct number of sides is identified, name the shape.
Repeat a few more times with common geometric shapes.
• “Now we will look at the colors of the blocks. Can someone name one color that they
see?” Allow a few students to respond. Wait until all colors are identified. “Yes, we
have red, yellow, and blue blocks. These are just the colors we have with us, but the
blocks could be any color.”
• “Finally, let’s look at the size of the blocks.” Hold up a random block for the entire class
to see. “What are some words you would use to describe the size of this block?” Allow for
a few students responses. Lead them to use words such as “big,” “small,” “thin,” and
“thick”.
• “Yes, these blocks are all different sizes. Some are big, and some are small. Some are
thick, and some are thin.”
• “We can use attributes like shape, color, and size to put shapes and objects into different
groups
VII. Check for understanding.

• “Now we are going to play a game using what we just learned about attributes. I am
going to put you into two teams, and then I will explain the rules.” Divide the class into
two separate teams using a random grouping technique (ex. numbering off students).
• “Now that you are all in teams, here are the rules of the game. I am going to hold up a
random shape.” Hold up a random shape for the entire class to see. “In your teams, I
want you to work together to give me a shape that has one attribute different from
what I am holding. You must work together as a team to figure out a shape that is
different from mine. The first team to bring me a different shape gets a point for their
team. The first team to get to 5 points wins!”
VIII. Review learning outcomes / Closure

• “Good job playing the game! Before we move on, I have some questions for you all.”
• “Who can tell me what an attribute is?” Allow a student to respond.
• “What are the different types of attributes we talked about?” Allow a few students to
respond.
• “Raise your hand if you learned something new today. What did you learn?” Allow a few
students to respond.
• “Thank you all for your answers. I will call on quiet students to go back to their desks and
wait for instructions for the next activity.”
PLAN FOR ASSESSMENT (CAEP K-6 3.a)

• Formative, during Instruction: listening to student responses
• Formative, during Check for Understanding: make note of students’ responses (which
shapes they are bringing to me), and determine if they understand how attributes are
different from each other-could inform which students need reteaching/additional
instruction
REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why
not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students able to identify different attributes?
8. If students were presented with a sorting activity, could they independently sort
blocks based on their attributes with little to no teacher support?

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Katherine Hewett

Indiana Wesleyan University

III. Anticipatory Set

PLAN FOR INSTRUCTION

VI. Lesson Presentation (Input/Output) (CAEP K-6 3.d)

VII. Check for understanding.

VIII. Review learning outcomes / Closure

PLAN FOR ASSESSMENT (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

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