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Date: 10-6-15
dimensional shapes?
Standards:
Instructional
Objectives/Learner
Outcomes:
MAFS.1.G.1.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to
possess defining attributes.
Students will be able to understand the differences and similarities between 3 dimensional
shapes and what two dimensional shapes are made from a cube, cylinder, and a cone.
Assessment:
Teacher will collect the papers from the students at the end of the assignment.
Teacher will ask students to identify the shapes used on their paper by writing the names
by the shapes made.
Materials:
Vocabulary:
Instructional
Procedures:
Hook
(amount of
time)
Introduction
(amount of
time)
Step-By-Step
Procedures
(amount of
time)
Closure
(amount of
time) 1
minute
Page 1 of 3
20. Have the students put their red crayon in the air.
21. Have the students trace the flat surface of their cone. Remember we
always want close lines.
22. Lift the cone and ask the shape.
23. Repeat for the cylinder.
24. Ask students to write the names of the 3-d shape next to their tracings
using the colors to know which shape belongs to the 3-d shape.
25. When the students have labeled all of their tracings have them trace
more of the flat surfaces.
26. Refer to name tag for the names of the 3-d shapes. Let students know
they can use it for reference for the rest year.
27. Ask could they trace the curved surfaces. Why can they not?
28. Have students put their shapes on their name tags.
29. Point to your tracing on the doc cam and ask the students where 3-d
the tracing came from.
30. Have students get their writing journals out.
31. Have students think about the shapes they traced. Which were
similar? Why are they similar?
32. Model writing the sentence _________ and ___________ are alike
because
33. Have students copy the sentence in their journal.
34. Have them talk with their groups what they find similar with their
shapes.
35. Have students fill in the blanks and finish the sentence.
36. Model writing the sentence _________ and ___________ are
different because
37. Have students copy the sentence in their journal.
38. Have students find two shapes that are different? Why?
39. Talk with their groups about why the shapes they different.
40. Have students fill in the blanks and finish the sentence.
41. When students are done completing their sentence have ask for a few
examples.
42. Have students put the shapes in their bags.
43. Put their paper tracing in their binder and writing journal away.
Accommodations:
ELL 1 or 2
Vocabulary
Instructiona
l
Grouping
ELL 3 or 4
Vocabulary
Instructiona
l
Grouping
ESE
Vocabulary
Instructiona
l
Page 2 of 3
Revised 07/09
Grouping
Extensions or
Alternate Activities
Page 3 of 3
Revised 07/09