Plane Shapes Circle, Triangle, Square and Rectangle for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 8
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Identification of common objects in the classroom.
Topic: PLANE SHAPES: CIRCLE, TRIANGLE, SQUARE AND RECTANGLE
Subject Matter: PLANE SHAPES – Circle, Triangle, Square and Rectangle

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify and name a circle, triangle, square, and rectangle.
• Differentiate between the four plane shapes.
• Relate plane shapes to familiar objects in their environment.

Affective Domain

• Show interest in learning about different shapes.
• Participate actively in shape identification activities.

Psychomotor Domain

• Point to specific plane shapes when named.
• Draw a circle, triangle, square, and rectangle with guidance.
• Colour plane shapes as instructed.

Social Domain

• Take turns to identify shapes and share observations.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4 Numeracy
• Early Childhood Care and Education Numeracy resources
• Suitable early-years numeracy workbook/textbook

Instructional Materials

• Charts displaying various plane shapes (circle, triangle, square, rectangle)
• Flash cards of each plane shape
• Real-life objects: a ball (circle), a slice of bread/sandwich (triangle), a biscuit/block (square), a book/tabletop (rectangle)
• Drawing paper
• Crayons in different colours
• Workbook with shape activities
• MP4 player or tablet/computer for video display

Rationale for the Lesson

This lesson helps pupils understand the basic geometric forms that make up the world around them. Learning plane shapes develops their visual discrimination, spatial reasoning, and pre-math skills, enabling them to describe and categorize objects more effectively in their daily lives.

Prerequisite/Previous Knowledge

Pupils can observe and identify various common objects in their classroom and home environment. They have basic vocabulary for describing objects.

Lesson Content/Board Summary

PLANE SHAPES: Circle, Triangle, Square and Rectangle

Plane shapes are flat shapes that we can draw on paper. They have sides and corners. Today, we will learn about four important plane shapes: the circle, triangle, square, and rectangle.

1. The Circle

A circle is a round shape. It has no straight sides and no corners. It is smooth all around. Examples: A ball, a plate, a clock face, a wheel.

2. The Triangle

A triangle has three straight sides and three corners. Examples: A slice of pizza, a roof of a house, a piece of carton yogurt, a party hat.

3. The Square

A square has four straight sides, and all its four sides are equal in length. It also has four corners. Examples: A biscuit, a wall socket, a block, a small window.

4. The Rectangle

A rectangle has four straight sides and four corners, just like a square. However, its opposite sides are equal. It has two long sides and two short sides. Examples: A table top, a door, a book, a phone.

Key Words

• Circle – a round shape with no sides or corners.
• Triangle – a shape with three sides and three corners.
• Square – a shape with four equal sides and four corners.
• Rectangle – a shape with four sides and four corners, with two long and two short sides.
• Sides – the straight lines that make up a shape.
• Corners – where two sides meet.

What the Teacher Should Show or Draw

• Display charts and flash cards of each shape.
• Show real objects for each shape (e.g., a ball for a circle, a book for a rectangle).
• Draw each shape clearly on the board as it is introduced.

Shapes Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Round and round, a lovely circle,
Like a ball, or sun so bright.
Three straight sides, a little triangle,
Pointing up with all its might.

Four equal sides, a perfect square,
Like a window, strong and true.
Long and short, a rectangle there,
Shapes are fun for me and you!

Actions:

• For “circle”: Make a big circle with hands in the air.
• For “triangle”: Form a triangle with hands above head.
• For “square”: Use fingers to draw a square in the air.
• For “rectangle”: Use fingers to draw a rectangle in the air.

How to use the rhyme: Sing this song together after introducing all four shapes to help pupils remember their names and basic features. Encourage them to do the actions.

Watch and Learn About Shapes

The teacher will play a short educational video about plane shapes to reinforce the lesson visually and auditorily.

https://www.youtube.com/watch?v=OE_n5y9aW5M

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Manipulation of Objects, Question and Answer, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a general welcome song. The teacher then asks pupils to look around the classroom and name some objects they see.

Pupils’ Activity: Pupils greet the teacher, sing the song, and name various objects in the classroom (e.g., table, chair, board, window).

Learning Point: Pupils are engaged and begin to observe their environment.

Step 2: Introduction of Circle

Time: 5 minutes

Teaching Skill: Demonstration/Identification

Teacher’s Activity: The teacher introduces the concept of shapes. The teacher holds up a ball and a circular flash card, saying, “This is a circle. It is round.” The teacher draws a circle on the board and asks pupils to trace it in the air.

Pupils’ Activity: Pupils listen, observe the ball and flash card, repeat “circle,” and trace a circle in the air with their fingers.

Learning Point: Pupils identify and name the circle.

Step 3: Introduction of Triangle

Time: 4 minutes

Teaching Skill: Demonstration/Comparison

Teacher’s Activity: The teacher shows a picture of a slice of pizza or a carton of yogurt (as per seed) and a triangular flash card. “This is a triangle. It has three sides and three corners.” The teacher draws a triangle on the board and counts the sides and corners with the pupils.

Pupils’ Activity: Pupils observe, repeat “triangle,” and count the sides and corners with the teacher.

Learning Point: Pupils identify and name the triangle and its features.

Step 4: Introduction of Square

Time: 4 minutes

Teaching Skill: Demonstration/Observation

Teacher’s Activity: The teacher displays a square biscuit or block and a square flash card. “This is a square. It has four equal sides and four corners.” The teacher draws a square and points out the equal sides.

Pupils’ Activity: Pupils observe, repeat “square,” and identify objects in the classroom that are square-shaped (e.g., a wall socket).

Learning Point: Pupils identify and name the square and its equal sides.

Step 5: Introduction of Rectangle

Time: 4 minutes

Teaching Skill: Demonstration/Differentiation

Teacher’s Activity: The teacher shows a book or a picture of a table top (as per seed) and a rectangular flash card. “This is a rectangle. It also has four sides and four corners, but two sides are long and two are short.” The teacher draws a rectangle and highlights the long and short sides.

Pupils’ Activity: Pupils observe, repeat “rectangle,” and distinguish its sides from those of a square.

Learning Point: Pupils identify and name the rectangle and differentiate it from a square.

Step 6: Reinforcement and Practical Activity

Time: 6 minutes

Teaching Skill: Application/Creativity

Teacher’s Activity: The teacher leads pupils in singing the “Shapes Song.” The teacher then plays the educational video on shapes. After the video, the teacher distributes drawing paper and crayons and instructs pupils to draw and colour the shapes. For example, “Colour all the square shapes blue and colour all the triangle shapes yellow.”

Pupils’ Activity: Pupils sing along with actions, watch the video, then draw and colour the shapes on their paper according to the teacher’s instructions.

Learning Point: Pupils reinforce their learning through song, visual aid, and hands-on drawing 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.

1. “Point to the circle on the chart.”
2. “What shape is this?” (Teacher holds up a triangle flash card).
3. “Show me something in the classroom that is a rectangle.”
4. “Draw a square in the air.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, naming, showing, drawing in the air).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarization/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and good work. The teacher reminds them to keep looking for shapes everywhere they go.

Pupils’ Activity: Pupils respond to the teacher’s praise and acknowledge the reminder.

Learning Point: Pupils feel encouraged and understand the practical relevance of shapes.

Lesson Keywords

• Circle – a round shape.
• Triangle – a shape with three sides.
• Square – a shape with four equal sides.
• Rectangle – a shape with two long and two short sides.
• Shapes – the form of an object.

Differentiation

• Support: For pupils who are struggling, the teacher can provide larger shape cut-outs for tracing, offer more direct hand-over-hand guidance during drawing, or focus on identifying only two shapes at a time. Use fewer choices when asking them to identify shapes.
• Extension: For pupils who grasp the concepts quickly, the teacher can challenge them to find more complex objects with these shapes, count the sides and corners independently, or draw patterns using two or more different shapes.

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials, especially the real-life objects, charts, and flash cards, are prepared and easily accessible. Test the MP4 player or video device to ensure it works smoothly. The main idea children must understand is that shapes are all around them and each shape has unique features (like number of sides or whether it’s round). Encourage active participation by allowing pupils to touch the real objects and trace the shapes in the air or on their desks. Repeat the shape names clearly and frequently. When asking pupils to draw, focus on their effort and recognition of the shape rather than perfect lines. Observable actions like pointing to the correct shape, naming it, or attempting to draw it will show understanding. Remember to give plenty of praise and encouragement.