Geometry in the early childhood classroom is more than just identifying and naming shapes. Students learn to identify shapes in the environment, think about shapes in terms of position, combine two or more shapes to make a new shape, and even create their own 2D and 3D shapes. Educators can make this learning hands-on and interactive to increase engagement. Using the Kindergarten Math Standards, *NY-K.G.4 Analyze, compare, and sort two- and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes* and *NY-K.G.5 Model objects in their environment by building and/or drawing shapes* and, How can you develop a lesson plan that focus on geometry?

1. What are examples objectives that align with the standards?
2. What would be an example of an Anticipatory Set for the lesson?
3. For Multiple Means of Representation Differentiation examples of How materials will be differentiated for each of the following groups: English Language Learners (ELL), Students with special needs, Students with gifted abilities and Early finishers?
4. Multiple Means of Engagement Differentiation examples of how materials will be differentiated for each of the following groups: English Language Learners (ELL), Students with special needs, Students with gifted abilities and Early finishers?
5. Multiple Means of Expression: What Formative and summative assessments can be used to monitor student progress and modify instruction?
6. For Multiple Means of Expression Differentiation examples of how materials will be differentiated for each of the following groups: English Language Learners (ELL), Students with special needs, Students with gifted abilities and Early finishers?
7. What are examples of any extension activities or homework tasks to support the learning objectives?
8. What would be an example of Lesson Summary and Focus?
9. What would be an example of the Instructional Plan Title?
10. Discuss the professional practices related to the ethical and responsible use of data for the following:

• Planning and revising instruction.
• Identifying the need for differentiation or accommodations.
• Providing students meaningful feedback.