Beacon Lesson Plan Library

Geo Jammin' - Day 1, Lesson 2: Math Mouth!

Katie Koehnemann
Bay District Schools


Ready for the challenge, Geo George has a wonderful game for teaching children the difficult and unusual mathematically correct vocabulary words encountered on the diagnostic assessment. The game develops student understanding of these difficult terms.


The student writes for familiar occasions, audiences and purposes (including but not limited to entertaining, informing, responding to literature).

The student uses volume, phrasing, and intonation appropriate for different situations (for example, large or small group settings, sharing oral stories, dramatic activities).

The student speaks for different purposes (for example, informing, entertaining, expressing ideas).

The student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles).

The student sorts two- and three-dimensional figures according to their attributes.

The student knows the names of two-dimensional and three-dimensional figures presented in various orientations in the environment.


-Math vocabulary written on individual sentence strips (See suggested list in the Procedures section of this lesson plan.)
-Extra sentence strip and marker for adding other math words students may suggest
-Tape for placing math words to the Math Mouth board
-A chart prepared with Math Mouth words written directly on the chart (The A – O.K. to be a Math Mouth vocabulary sheet may be oversized and used as the design of the Math Mouth word board.) (See Associated File) (For suggestions on using a word board, see [The Teacher's Guide to the Four Blocks].)
-A temporary location for the Math Mouth word board. Display is necessary for the duration of the unit.
-Geo puppet
-Poster listing the qualities of a good speaking voice: clear, audible, intonation (tempo, rhythm, or speed), and phrasing (wording, use of language, word choice)
-Students' diagnostic assessments from Lesson 1-Gee Quiz!
-Individual student folders
-Handouts for each student:
Points geo-dot game (See Associated File)
Many Mumbling Mice response sheet (See Associated File)
-Teacher Handouts:
A – O.K. to be a Math Mouth vocabulary page (See Associated File)
Many Mumbling Mice response sheet key (See Associated File)
-An Assessment Management Tool for each student (See Associated Files in the Unit Plan)
-Literacy Link parent pages (Welcome page, four-page glossary, Points game) (See Associated File)
-Student Web Lesson, The Facts Please, Mr. Mumble (See Weblinks)
-OPTIONAL: Cunningham, Patricia M., Hall, Dorothy P., and Sigmon, Cheryl M. [The Teacher’s Guide to the Four Blocks] (A Multimethod, Multilevel Framework for Grades 1-3). Greensboro, NC: Carson-Dellosa, 1999.


1. Write selected mathematical vocabulary on individual sentence strips or prepare a chart where words will be written as each is introduced to the class.
*Suggestion: Use the A – O.K. to be a Math Mouth vocabulary sheet as the design of the Math Mouth word board. (See Associated File)
*Words to be placed on Math Mouth word board are: point, line segment, square, rectangle, triangle, side, angle, two-dimensional, diagonal, and vertex.
2. Investigate and understand ways the words are pronounced and should be taught so as to present strategies for finding word parts for clear and easy reading, and know how you will present each word. (For example: “Tri-” means three. “What is the word we already know if we cover up the tri- in the word triangle? Yes, it’s angle. Why do you think we call this shape (draw a triangle) a triangle? What does the word triangle mean?”) See more about word walls in [The Teacher’s Guide to the Four Blocks] by Patricia Cunningham, et al.
3. Prepare a designated location in the room where the Math Mouth word board will remain during the duration of the unit.
4. Have a designated location for students to turn in their diagnostic assessments.
5. Prepare a copy of the Points game for each pair of students.
6. Prepare a copy of the Many Mumbling Mice response sheet for each of pair of students.
7. Understand the Object and How to Play directions of the game.
8. Gather the materials needed to play the game (pencils and crayons for each pair of students).
9. Prepare a poster listing the qualities of a good speaking voice: clear, audible, intonation (tempo, rhythm, speed), and phrasing (wording, use of language, word choice).
10. Know where this Quality Speaking poster will be displayed in the classroom.
11. Have each student’s name on an individual unit folder for each child.
12. Make a Literacy Link packet for each child to take home. It should include the Literacy Link Welcome Page, Geometry Glossary, and Points game. (See Associated File pp. 5-10)
13. Use the Assessment Management Tool to record student formative assessment results. (See Associated Files in the Unit Plan)
14. Associated File contains:
A – O.K. to be a Math Mouth
Points game sheet
Many Mumbling Mice response sheet
Many Mumbling Mice response sheet key
Literacy Link Welcome Page
Literacy Link Geometry Glossary
Literacy Link Points Game


NOTE: Throughout this unit students will be using the term, angle. It may be helpful if you point out to students that there are different kinds of angles, one of which is a right angle, and show what a right angle is, without getting on too much of a side track.

1. Gather students on the floor to talk to the puppet about the assessment. Have them bring their diagnostic assessments.

2. Geo George (or Georgette) excitedly asks the students how they did on the assessment. Ask such things as, “Did you like it?” and “Was it fun?” The idea is for them to state that there were words they did not understand.

3. Explain there is a game to play that will make it easy to understand what the words mean. Before playing, you will have to develop a Math Mouth!

4. The puppet makes inquiry of the students as to which words they found to be difficult. Students use their assessments as a resource to point out words in particular they found to be difficult because they did not know what they mean.

5. Formative assessment occurs as students begin to interact with the puppet. Listen to student suggestions and responses. Record them on the Math Mouth word board. Keep students focused on the geometric vocabulary being taught in this unit. Use formative assessment data to guide the discussion so extraneous words do not appear on the Math Mouth word board. TIP: If students lack in suggesting geometric words for the word board, the puppet can hold up a word and say something like, do you know how to say this word and what it means? TIP: When presenting a new word, teach the word parts as suggested in [The Teacher's Guide to the Four Blocks]. (For additional instruction see the Preparations section of this lesson.)

6. Once all vocabulary words have been introduced, students are directed by the puppet to place their assessments in a designated location as they return to their seats.

7. Direct students to choose a partner with whom they will play the game.

8. Hand out one Points game sheet (See Associated File) to each pair of students.

9. The puppet explains how to play the game Points, using the terms presented on the Math Mouth word board.
THE OBJECT: To connect POINTS by making LINE SEGMENTS to make TWO-DIMENSIONAL SQUARES. The student who has completed the most SQUARES at the end of the allotted time is the winner.
TO PLAY: Decide which player will go first. A turn means you may draw one LINE SEGMENT from one POINT to another POINT. It can be placed anywhere on the playing page. It can connect to the other player’s LINE SEGMENT, it can connect to one of your own, or it can be made anywhere on the playing area and not touch any other LINE SEGMENT. All LINE SEGMENTS must be horizontal or vertical. None can be on the DIAGONAL. When the LINE SEGMENT you draw completes a SQUARE, place your initial in the SQUARE. You may start anywhere on the playing area and may place a LINE SEGMENT anywhere during your turn. You may not erase a LINE SEGMENT. Once you have drawn it, it must stay there.

10. As students begin to play, monitor the teams for proper use of mathematical language. Formative assessment occurs as the puppet listens for correct usage of mathematical language and offers any necessary corrections.

11. Time allotment is determined by classroom efficiency and scheduling, although there needs to be enough time allowed for each team of students to make a number of squares.

12. When time is called, have players determine the winner of each team and have them announce the number of squares each team member achieved.

13. Hand out to each pair of students a Many Mumbling Mice response sheet. Teams work independently to create responses for the thought questions. Teams may choose one person to be the recorder, or take turns writing in the responses.

14. After a sufficient amount of time either the puppet or teacher can facilitate an oral feedback session. Student pairs will share their responses to Many Mumbling Mice with the class. Before beginning, introduce the wall chart listing the qualities of a good speaking voice. Clarify qualities.

For the next portion: Build a risk-free environment by encouraging students to share what they DO have as answers, and that it is ok to not have ALL the answers or all blanks filled in on their Many Mumbling Mice sheet.

15. Instruct students to listen, as groups share, for correct responses and ones that are different from their own. Encourage students to call on each other for complete answers.
*Formative Assessment I: As each group shares, call on other students to offer opinions as to if the shared response(s) is correct or not. If a response is incorrect or if clarification is needed, peers should assist by giving feedback. Ask students to justify their opinions. Formative assessment of student understanding of attributes of two-dimensional figures and correct use of mathematical vocabulary occurs as responses are given, checking for accuracy of original responses and those suggested by peers.
*For example, when asked to give three reasons why they know they made squares, one group may be able to offer the idea that the four line segments, or sides, are all the same length and that they touch to make four angles. Another team can be called upon to add that the angles are also all the same and that it is a square because it is two-dimensional, or that it can only be measured in two directions. Still, a third team can add that there are four vertices. All of these reasons need to be stated.
*Formative Assessment II: Have students be mindful of their volume, intonation, and phrasing as they orally respond and share. Formatively assess students for a clear, audible voice and allow peers to offer speaking suggestions to the speaker, such as speak louder or keep your volume the same, you start out ok but get softer, etc.

16. Direct students back to their seats.

17. REMINDER: Place diagnostic assessment and all class work into each student's folder. (Make copies of group work after any feedback comments have been added so that each student has a copy in their folder.)

18. At the end of the day, send home with each child a Literacy Link packet. (See Preparations #12)


Students’ pronunciation and understanding of geometric vocabulary are both diagnostically and formatively assessed as new words are presented, discussed, and added to the Math Mouth word board. Formative assessment occurs as students learn to use the vocabulary during the game period and make adjustments according to positive and corrective feedback as the puppet gives it. Then again, as student responses to leading thought questions on the Many Mumbling Mice worksheet are shared orally, formative assessment occurs with peer, puppet, and teacher feedback with regards to describing two-dimensional attributes, sorting, and naming shapes, and use of good speaking qualities. All formative assessment data should be used to drive the instruction of the unit.


*Lessons may reflect modifications of, but are designed in conjunction with the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom.
1. This is Lesson 2 – Math Mouth; a Working With Words lesson
Lessons 1 – 3 are for Day 1 of the unit Geo Jammin’
Lessons 4 – 7 are for Day 2 of the unit Geo Jammin’
Lessons 8 – 11 are for Day 3 of the unit Geo Jammin’
Lessons 12 – 15 are for Day 4 of the unit Geo Jammin’
Lessons 16 – 19 are for Day 5 of the unit Geo Jammin’
Lesson 20 is for Day 6 of the unit Geo Jammin’
Lesson 21 is for Day 7 of the unit Geo Jammin’
2. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
3. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
4. The Facts Please, Mr. Mumble is an interactive Student Web Lesson that addresses the standard: the student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles). Students should visit the lesson regularly for optimal practice in describing two-dimensional attributes. The Facts Please, Mr. Mumble can be visited by clicking the link in the Weblinks section of this lesson plan or by using the following URL:
5. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.
6. Science/Social Studies could be integrated by studying, on a second-grade level, some of the historical names associated with geometry. The AIMS Education Foundation offers biographies of Archimedes (287 - 212 BC), who made original contributions to geometry, and Pythagoras (560 – 480 BC). Pythagoreans were the first to use letters on geometric figures. Descartes (1596 – 1650) founded analytical geometry and Sophie Germain (1776 – 1831) said, “Algebra is but written geometry and geometry is but figured algebra.” Brief student reports on these people of history would extend an interest in mathematics and the people who worked and were dedicated to the study of numbers.
7. As new vocabulary is introduced to students, create a word puzzle. It is fun, helpful, and an opportunity for students to work with the new words and their meanings. These are created automatically at the suggested Website (see Weblinks). Suggested is Letter Tiles. For this puzzle, type in a phrase, choose how many spaces are wanted per box (for second grade, consider four), and it automatically creates the boxes. Students cut them out and rearrange the boxes so the phrase makes sense. For example: Vertex – the point where two line segments meet. Students could work in small groups to arrange the correct phrase/word meaning. Puzzles do print out small, however. Suggestion is to use the site to create the puzzle, then hand print the letters onto larger rectangles of paper or sentence strip. Laminate.
8. One center activity that can be used during small Guided Reading groups is the A – O.K. to be a Math Mouth vocabulary page. (See Associated File) Have a copy for each student at the learning center. Students are to use the list provided on the center rectangle to read, find, and label points, line segments, two-dimensional squares, rectangles, triangles, sides, right angles, diagonal line segments, vertices, and angles.
9. Extra copies of the game Points can be used as a learning center activity during small-group Guided Reading.

Web Links

See Extensions section for usage
Discovery School’s puzzlemaker

This is an interactive Student Web Lesson that addresses the standard: the student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles).
The Facts Please, Mr. Mumble

Attached Files

Student Activity     File Extension: pdf

Literacy Link     File Extension: pdf

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