Students will identify, describe, and sketch two-dimensional shapes in this lesson, along with learning about their characteristics. Students are going to: 
- Give names to squares, rectangles, triangles, and circles. 
- Describe the features of a shape. 
- Draw triangles, circles, squares, and rectangles as examples.

- How can one create, build, model, and depict real-world scenarios or solve problems using spatial relationships, such as shape and dimension? 
- How can situations be modeled, described, and examined using geometric properties and theorems? 
- How can recognizing repetition or regularity help you solve problems faster? 
- How can mathematical reasoning and problem-solving be aided by applying the properties of geometric shapes? 

- Circle: A closed two-dimensional shape made by a curved line with a center point. All points of the line are equal distance from the center point. 
- Compare: To look at two or more things and find ways they are the same and different. 
- Rectangle: A two-dimensional shape with four right angles and two sets of parallel lines. 
- Square: A two-dimensional shape with four right angles and four equal sides. 
- Triangle: A polygon with three sides and three angles.

-  Stuart J. Murphy. (1998). Circus Shapes. Harper Collins. 
- paper bags with shapes 
- container of shaving cream 
- vocabulary words (M-1-4-1_Lesson 1 Vocabulary Words for Word Wall) 
- Shape Charts (M-1-4-1_Shape Charts) 
- shapes (M-1-4-1_Shapes) 
- shape cards (M-1-4-1_Shape Name and Attribute Cards) 
- Lesson 1 Formative Assessment Checklist (M-1-4-1_Lesson 1 Formative Assessment Checklist) 
- Assessment (M-1-4-1_Formative Assessment Drawing Shapes and KEY) 
- recording sheet (M-1-4-1_What Shape Is It Recording Sheet)

- Checklist for the first formative assessment in the lesson (M-1-4-1_Lesson 1 Formative Assessment Checklist) 
- Drawing Shapes Assessment (M-1-4-1_Formative Assessment of Drawing Shapes and KEY). At the end of the class, give the students this test to see if they can illustrate each shape with two distinct drawings.

Explicit instruction, modeling, scaffolding, and active engagement 
W: The lesson's main focus is geometry, and students gain more understanding of the subject by recognizing and characterizing shapes and their characteristics. 
H: To help students recognize shapes in the real world, read the book Circus Shapes to them. Next, give them freedom to locate these forms within the classroom. 
E: After sorting the various shapes (triangle, square, rectangle, and circle), have the students write down any observations they have about the shapes. 
R: Students will play a game in pairs where they must feel a shape and identify it by describing its characteristics to their partner. 
E: Provide opportunities for students to ask questions and get clarifications while assessing them through in-class discussions or small-group work. Evaluate students while they are participating in the Shaving Cream activity. 
T: Give students more materials to practice their skills with after they have mastered the concepts. If additional time is needed, give individuals or small groups the chance to ask questions. 
O: The purpose of this lesson is to familiarize students with the characteristics of two-dimensional shapes and help them recognize, describe, and draw them. After engaging in whole-group activities, students work independently. 

"We are kicking off a brand-new math unit. We'll be concentrating on various shapes over the next few days and examining what makes each one distinct or noteworthy. We'll pose questions such as "What makes this shape a triangle?" and "What happens when we divide or combine shapes?" Additionally, we will be adding new vocabulary words to our word wall (M-1-4-1 Vocabulary Words for Word Wall) as we learn them. I'm going to read you a book today called Circus Shapes. Next, we will sort the shapes, and you will play the game What Shape Is It? with a partner. Lastly, I'll test your ability to sketch every shape we've discussed today. Take a look at the book's cover for Circus Shapes now. The author of it is Stuart J. Murphy."

Present the book to the class. As the story progresses, go over shape names and new vocabulary with the students. Pose questions for the class regarding the book.

"Each of you will receive a shape from me. The class will all say the shape name when I hand it to you. Let's have one practice." Practice distributing a single shape to a student and asking the class to identify the shape name (M-1-4-1_Shapes). "Now that each of you has been given a shape, you have two minutes to locate an object in the room that matches the shape of the one in your hand. Return to the carpet as soon as the bell rings." Decide whether or not you want the students to return the item to the carpet.

When you want students to return to the carpet, signal with a sound made in class. "Well done, returning swiftly and silently to the carpet. We'll discuss what each of you discovered." Students should quickly share the shape they discovered with a partner. Then, choose a couple of students to present to the entire group.

"Now, we're going to examine many shapes and create a little wall-mounted poster about each one." Present the students with a few squares that vary in size and hue (M-1-4-1_Shape Charts). List the qualities of a square on the poster and have a discussion about them with the students. Use rectangles, triangles, and circles to continue this process. After completing the charts, hang them up somewhere the students can see them when playing the What Shape Is It? game.

"What Shape Is It? is the game we're going to be playing. You'll collaborate with others in small groups. We'll give a bag full of various shapes to each group. Without taking their hand out of the bag, Partner A will reach into the bag and take one shape in their hand. Nobody has yet to see the shape. Partner A will explain the form to the other partner. Partner B will describe its perceived shape. Next, Partner A takes the shape out of the bag to verify that the name is accurate. Determine whether or not the shape was named correctly by using the recording sheet (M-1-4-1_What Shape Is It Recording Sheet). Your group can consult the charts that we recently created to help solve the clues. You and your partner will switch roles after you record the tally mark."

"Let's get some practice. Would you kindly come up here so we can demonstrate what each group will be doing, [name two students]?" With you, have the two students model the task. To help students learn how to enter incorrect answers on the tally chart, role-play a wrong response. Answer any questions that students may have. Visit each group to see students working while they are paired off. Students' understanding can be recorded using the Lesson 1 Formative Assessment Checklist (M-1-4-1_Lesson 1 Formative Assessment Checklist). Every group needs a paper bag containing five to eight different shapes, including squares, rectangles, triangles, and circles. Use construction paper shapes and/or attribute blocks if at all possible.

After the students have finished playing the game What Shape Is It, gather them back on the carpet and inform them that you will be reviewing the lesson's lessons. "We're going to draw shapes for the final few minutes of today's class. I'll be making notes during this activity on my checklist. This will support my future math lesson planning. I will lightly mist a little shaving cream on each of your desks. After that, I'll ask you to sketch a shape. In the shaving cream, each of you will draw the desired shape. When the time comes to remove the shape, manipulate the shaving cream. I'll demonstrate what I mean to you." Set an example for your students on how to use shaving cream. After that, spread shaving cream across the students' desks and ask them to draw shapes. Make notes on the M-1-4-1_Lesson 1 Formative Assessment Checklist while the students are drawing shapes to see if they are drawing the shape correctly when you say it.

Instead of using shaving cream, paper or whiteboards can be used for this formative assessment. Alternatively, students can work in small groups with you to finish the shaving cream activity. After the activity is over, give each student a damp paper towel to wipe down their desk.

Extension:

Routine: Review shapes and their characteristics by using the What Shape Is It bags for two to three minutes at the start of various class periods (after Lesson 1).

- Small Group: Students who find it difficult to draw and label shapes can utilize the following exercises:

+Yarn Shapes: Provide a string, roughly eighteen inches long, to each student. Work in small groups with the students to create the shapes out of string while discussing the qualities. Students can use the yarn to create the shape after practicing with you by selecting a card from a pile.
+Connecting Shapes and Attributes: Assign students to groups based on the shapes, shape names, and attribute cards (M-1-4-1_Shape Name and Attribute Cards). There are blank cards available.
+Geoboards: Construct shapes and have conversations with students about qualities using Geoboards.
+Pattern Blocks: Have students select two blocks and note any differences or similarities between what they see. "What similarities exist between the two blocks? How are they different?"

Extension: Students who have mastered the names and drawings of the recognized shapes can take part in the following exercise:

- Geoboards: Assemble two simple shapes with one side connecting to the board using Geoboards. Ask students to describe or write what they see.