What happened before the lesson?

Where did the idea come from? 

• “Look, Make, and Fix,”  pages 107–110 in The Young Child and Mathematics.

What had the children learned BEFORE this lesson?
They knew the names of three two-dimensional shapes: circle, rectangle, and triangle, and had constructed pictures and puzzles with them.

What did you plan to do AFTER this lesson?
We would continue to play “Look, Make, and Fix” as a game. Children would play the game as partners and talk about the placement of the shapes.     

What's happening during the lesson?

Objective: The child will demonstrate her spatial memory by placing shapes in the same position as a model.

Introduction:
I challenged the child to watch me place shapes on a board and then to copy me.

Procedure:

1. I placed five shapes on the board in different positions and talked about them as I did. I asked the child to LOOK at the model without touching her shapes.
2. I then hid the board and asked the child to MAKE what they remembered on her board.
3. Then, I turned the board over and asked the child to FIX it like my board.

What will I do after the lesson?

What would you do differently if you taught it again?
This was an assessment of the child’s spatial memory of shapes and their position in relation to each other. Because of the child’s distraction, I would do this assessment again at another time using only three shapes.  

How would you describe the teaching that occurred using the words on the Continuum of Teaching Behaviors? 
Because this was an assessment, I primarily MODELED the activity, using my actions to show what shapes needed to be changed.