Note for teachers using this lesson plan
Before the lesson, prepare a variety of common shapes as cutouts (circle, square, triangle, rectangle) and gather real-life objects that represent these shapes (e.g., a plate, a book, a block, a triangular snack). Also, ensure you have charts showing these shapes and worksheets or notebooks with traceable outlines. The central idea is for pupils to actively identify, count, and colour these basic shapes through hands-on engagement and repetition. Observe pupils’ ability to name each shape and correctly trace and colour within the lines.
Class: Pre-School Level 3
Term: Second Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Basic counting and recognition of numbers 1-5.
Topic: COMMON SHAPES: IDENTIFICATION, COUNTING AND COLOURING
Subject Matter: SHAPES Identification of common shapes. Counting and colouring of shapes. Weekly focus: Common Shapes: Identification, Counting and Colouring.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and name common shapes such as circle, square, triangle, and rectangle.
- Count the sides of a square, triangle, and rectangle.
- Recognise real-life objects that represent these shapes.
Affective Domain
- Listen attentively to the teacher’s explanations and instructions.
- Participate actively in shape-related songs and games.
- Show enjoyment while tracing and colouring shapes.
Psychomotor Domain
- Trace the outlines of circles, squares, triangles, and rectangles.
- Colour shapes neatly within their boundaries.
Social Domain
- Take turns when identifying shapes.
- Share colouring materials with classmates.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education Numeracy Resources
- Suitable early-years numeracy workbook/textbook
Instructional Materials
- Charts displaying various common shapes (circle, square, triangle, rectangle)
- Shape cutouts made from cardboard or paper
- Real-life objects representing shapes (e.g., a plate for a circle, a book for a rectangle, a building block for a square, a triangular snack)
- Worksheets or notebooks with traceable shapes
- Crayons in various colours
- Pencils
Rationale for the Lesson
Learning about common shapes helps 4-year-old pupils understand the world around them, as shapes are fundamental components of everyday objects. This lesson develops early mathematical thinking, visual discrimination, and fine motor skills through identification, counting, tracing, and colouring, laying a crucial foundation for geometry and art.
Prerequisite/Previous Knowledge
Pupils can recognise and name some common objects in their environment and have basic counting skills for small numbers.
Lesson Content/Board Summary
COMMON SHAPES: IDENTIFICATION, COUNTING AND COLOURING
Shapes are the outlines of objects we see every day. We can identify, count, and colour them.
1. Circle
- A circle is round and has no straight sides or corners.
- It looks like a plate, a ball, or a clock.
2. Square
- A square has four straight sides that are all the same length.
- It also has four corners.
- It looks like a building block, a dice, or a small window.
3. Triangle
- A triangle has three straight sides.
- It has three corners.
- It looks like a piece of pizza, a party hat, or a roof.
4. Rectangle
- A rectangle has four straight sides.
- It has two long sides and two short sides.
- It also has four corners.
- It looks like a door, a book, or a television screen.
Key Words
- Shape – The outline of an object.
- Circle – A round shape with no straight sides.
- Square – A shape with four equal straight sides.
- Triangle – A shape with three straight sides.
- Rectangle – A shape with four straight sides, two long and two short.
Our Shapes Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Circle, circle, round and round,
No straight sides can be found.
Square has four, all the same,
Playing shapes is a fun game.
Triangle, three sides neat,
Rectangle, long and sweet.
Shapes are everywhere we go,
Learning them helps us to grow!
Actions:
- Circle: Make a circle with hands in the air.
- Square: Use fingers to draw a square in the air.
- Triangle: Make a triangle shape with thumbs and forefingers.
- Rectangle: Use hands to show a long, flat rectangle.
- Everywhere we go: Point around the classroom.
Watch and Learn Our Shapes
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing real-life objects to introduce each shape concretely. For instance, hold up a plate for a circle, then a book for a rectangle. After showing the real object, point to the corresponding shape on a chart. Describe each shape simply, emphasizing its key features (e.g., “round,” “four equal sides,” “three sides”). Repeat the names clearly and slowly, encouraging pupils to echo.
What to show or demonstrate: Display shape charts prominently. Use shape cutouts to demonstrate how to count sides for the square, triangle, and rectangle. Draw large, clear outlines of each shape on the board as you name them. Show how to trace a shape with a finger in the air before pupils attempt on paper. Demonstrate proper crayon grip and colouring within the lines.
How to use the rhyme/song: Introduce the “Our Shapes Rhyme” after pupils have been introduced to all four shapes. Sing it slowly first, demonstrating the actions. Repeat the rhyme several times, encouraging pupils to join in with both singing and actions. Use it as a fun break and a way to reinforce shape names and characteristics.
How to use the video: Introduce the video as a fun way to see and hear about shapes. Play the video “The Shapes Song” (from Super Simple Songs) for the pupils. Encourage them to sing along and do the actions shown in the video. After watching, ask pupils to name the shapes they saw and point to them on the chart or around the classroom.
What to watch for: Observe if pupils can correctly identify and name each shape. Pay attention to their ability to count sides for the square, triangle, and rectangle. During tracing and colouring, watch for correct pencil/crayon grip and effort to stay within the lines. Offer individual support as needed.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects
- Picture Talk
- Question and Answer
- Practical Activity
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short “Good Morning” song. The teacher then shows a few familiar objects (e.g., a plate, a book) and asks pupils to name them, hinting that they will learn about the “shapes” of these objects today.
Pupils’ Activity: Pupils respond to greetings, sing along, and name the familiar objects shown by the teacher.
Learning Point: Pupils are engaged and ready to learn about shapes.
Step 2: Presentation – Identifying Common Shapes
Time: 5 minutes
Teaching Skill: Identification/Naming
Teacher’s Activity: The teacher displays a chart with common shapes (circle, square, triangle, rectangle). The teacher points to each shape one by one, clearly stating its name (e.g., “This is a circle,” “This is a square”). The teacher then shows real-life objects matching each shape and asks pupils to repeat the shape names.
Pupils’ Activity: Pupils listen attentively, observe the shapes and objects, and repeat the names of the shapes after the teacher.
Learning Point: Pupils begin to recognise and name common shapes.
Step 3: Demonstration – Counting Sides and Features
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher takes each shape cutout (square, triangle, rectangle) and demonstrates counting its sides aloud, tracing the sides with a finger. For the circle, the teacher explains that it is round and has no straight sides. The teacher asks simple questions like, “How many sides does this square have?”
Pupils’ Activity: Pupils watch the teacher count the sides, listen to the explanations, and try to count along with the teacher. They respond to simple questions.
Learning Point: Pupils understand the basic characteristics (sides, roundness) of each shape.
Step 4: Guided Practice – Shape Matching and Finding
Time: 4 minutes
Teaching Skill: Guided Practice/Application
Teacher’s Activity: The teacher holds up a shape cutout (e.g., a circle) and asks pupils to point to something in the classroom that is a similar shape. The teacher also places various shape cutouts on a table and asks individual pupils to pick up a specific shape (e.g., “Chioma, please pick up the triangle”).
Pupils’ Activity: Pupils look around the classroom to find objects matching the shapes and take turns picking up the requested shape cutouts.
Learning Point: Pupils can identify shapes in their environment and by name.
Step 5: Reinforcement – Shapes Rhyme and Video
Time: 4 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Our Shapes Rhyme” with actions, repeating it twice. Then, the teacher plays the “The Shapes Song” video, encouraging pupils to watch, listen, and sing along.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, singing along and mimicking actions where appropriate.
Learning Point: Pupils reinforce their knowledge of shapes through song and visual media.
Step 6: Application – Tracing and Colouring Shapes
Time: 5 minutes
Teaching Skill: Fine Motor Development/Application
Teacher’s Activity: The teacher distributes worksheets with traceable outlines of circles, squares, triangles, and rectangles. The teacher demonstrates how to hold a pencil/crayon correctly and how to trace the shapes. Then, the teacher instructs pupils to trace and colour the shapes in their preferred colours, moving around to offer individual help.
Pupils’ Activity: Pupils pick up their pencils/crayons, trace the shapes on their worksheets, and then colour them neatly.
Learning Point: Pupils develop fine motor skills and apply their knowledge of shapes through tracing and colouring.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Point to the circle on the chart.”
- “What is the name of this shape?” (holding up a square cutout)
- “How many sides does a triangle have?”
- “Show me the shape you coloured yellow.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, naming, counting, showing their coloured work).
Learning Point: Pupils demonstrate understanding of the lesson by identifying, naming, and showing shapes.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and good work. The teacher briefly recaps that they learned about circles, squares, triangles, and rectangles today and encourages them to look for these shapes at home.
Pupils’ Activity: Pupils listen to the teacher’s summary and say “Thank you, teacher.”
Learning Point: Pupils feel accomplished and are encouraged to continue observing shapes.
Lesson Keywords
- Shape – The outline or form of an object.
- Circle – A perfectly round shape.
- Square – A shape with four equal straight sides and four corners.
- Triangle – A shape with three straight sides and three corners.
- Rectangle – A shape with four straight sides, where two sides are long and two are short.
Differentiation
- Support: For pupils who struggle, use larger shape cutouts and worksheets with thicker tracing lines. Provide hand-over-hand guidance during tracing. Focus on identifying just two shapes at a time initially. Use more repetition and one-on-one naming practice.
- Extension: For pupils who quickly grasp the concept, encourage them to draw simple shapes independently on a blank paper. Ask them to find more examples of shapes in the classroom or name other objects that are not shown on the chart but have the learned shapes. They could also try to count the corners of the shapes.
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