Box Lesson Plan Template

Adapted
First Name

Kendra

Last Name

Morita

UH Email

kmorita7@hawaii.edu

Date

3/5/2015

Semester

SPRING

Year

2015

Grade
Level/Subject

KINDERGARTEN MATH

Lesson
Duration

45 MINUTES

Title

2D AND 3D SHAPES

Lesson Overview
This lesson is to designed to scaffold off the students prior knowledge of shapes. The
students will learn the difference between flat and solid shapes, ultimately labeling
them as two/three dimensional. Once they understand the difference, they students
will be able to identify these shapes in a real-world context. To assess their
understanding, worksheets will be provided, in which the students choose whether a
particular shape is two-dimensional or three-dimensional.
Central Focus (Enduring Understandings)
Students know how to identify between 2D and 3D shapes in a real-world context.
Essential Question(s)
How do you test between 2D and 3D objects?
How do you identify real-world objects as 2D or 3D shapes?
Content Standard(s)/Benchmark
Standard/Common Core
CCSS.MATH.CONTENT.K.G.A.3

Benchmark
-Identify shapes as twodimensional (lying in plane,
flat) or three-dimensional
(solid)

Performance Indicator
Using the worksheet provided,
the students will accurately
place the shapes under the
proper column.

Prior Academic Knowledge and Student Assets

This lesson plan will be scaffolding off of the students prior knowledge of shapes. The
students should already be familiar with basic planar shapes (ie square, triangle
circle). Teaching this lesson will labeling those flat shapes as two-dimensional and
introducing solid shapes as three-dimensional. The students will also use their prior
experiences to further their understanding of three-dimensional shapes. They will
examine buildings, houses and other everyday objects and determine what dimension
they are in.

Academic Language Demands

2D Shapes
3D Shapes
Flats
Solids
Fats
Instructional Strategies and Learning Tasks

1) Students will first name different 2D shapes like circles, squares, triangles etc.

that are held up by the teacher.

2) Students will then go on to name different 3D wooden blocks like cube,
pyramid, rectangular prism, sphere etc. that are held up by the teacher.
Students also use the anchor chart to say the 3D shape poem. Allow one
student to demonstrate and have the rest of the class follow along.
3) Facilitator will remind students how to test the object by putting two hands
above and below the object and check whether or not hands are touching. If
hands are touching, then it is a 2D object. However, if hands do not touch then
it is a 3D object.
4) Facilitator will tell students that today we will be sorting between different 2D
and 3D shapes. Remind students that since we did an activity similar to this
before that it should go much faster and the answers should be more accurate
so it is important to listen to the person next to you to know when they finish so
that you can begin right away. Let students know that we will be using different
everyday objects that belong to you so they need to treat the objects with
respect since it does not belong to them. Explain to students that they will have
two minutes to explore their object and after the facilitator claps twice
everyones focus should be back on the facilitator and their objects should be
placed behind students.
5) Students will then sit in a circle and will be given different wooden blocks, 2D
shapes, and everyday objects.
6) Facilitator tells students that they will each share their object, conduct the 2D or
3D object test and try to name the object the correct name. If students does not
know a name of the object they can refer to the poster with all of the different
shapes hanging in the front of the classroom. They will then stand and put their
object next to the 2D or 3D sign and sit back down. Remind students since we
did a lesson similar to this one that they should be faster at sorting the different
objects. Students should also be reminded to use the word because when
explaining.
7) Model an example of how to present and name and sort shapes then allow
students to begin going around the circle and discussing their shape. Pausing
to repeat what important key notes that students say.
8) After students take turns around the circle have students return to their bubble
and ask students:
a) What do you notice is the difference between 2D and 3D objects?
b) What other real life objects that you can find in this classroom that you
can point out is a 2D or 3D object?
9) Tell students that we will be doing a worksheet on sorting 2D and 3D objects.

Pull up the worksheet on the smartboard and start by putting facilitators first
and last name and date. Do the first problem and explain to students that we
will be sorting the two different 2D and 3D objects in two different columns.
Remind students that we will be cutting out on the lines of the different objects
and gluing it to the worksheet that has the columns 2D and 3D. Remind
students of the rule for gluing, dot, dot, not a lot. Allow the paper passers to
pass out the paper to every desk and have students transition to their desks
quickly and quietly.
10) As students complete their work, monitor students learning and ask questions
regarding their work. If necessary, allow struggling students to work with you
on the back table.

Assessment
a.

Task
What students do to demonstrate they meet standards( matches Performance Indicator

Students will be able to differentiate between a 2D and 3D object.

b. Tools (criteria)How good is good enough? Decide on rubrics, checklists, or other

criteria with students to show they meet standards.
c
Students will: (Insert or Attach Rubric or Checklist Assessment)
ME(meets with Excellence)
MP (meets with Proficiency

DP (developing proficiency)

Students will be able to

differentiate between 2D
and 3D objects with >83%
accuracy on their
worksheet.

Students will be able to

differentiate between 2D
and 3D objects with <83%
accuracy on their
worksheet.

Students will be able to

differentiate between 2D and
3D objects with 83% (2 wrong)
accuracy on their worksheet.

Differentiation and Accommodations

TYPE OF LEARNER

ELL/MLL

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
Students can be given pictures or manipulatives on their desk
while completing the worksheet to have examples of 2D and
3D objects in front of them.

Struggling

Accelerated

504/IEP

Students can be put in small group in the back of the

classroom receiving direct instruction from the facilitator.
Students can write down the different shapes or objects on
their paper if they are finished early.
Follow instructional 504/IEP plan for individual students.
Students can be put in a small group in the back of the
classroom from the facilitator and be allowed to have a
puppet speak for them if the student feels too
uncomfortable to speak.

Others (describe)

Materials (Optional)

Worksheet
Scissors
Glue
3D Wooden Blocks
2D Shapes
Computer
Real Life Objects
Tuna Can
Spam Can
Orange
Picture of a building
Picture of a rubics cube
Cardboard pieces
Plastic Knives
Decorative paper pieces
Lesson Plan Reflection

Next time, I would like to change the lesson by incorporating more of the 3D objects names in
my lesson. I feel that the students still had trouble of naming their 3D shape and had to keep
referencing to the anchor chart. I would also like to change my lesson by allowing students to
discuss in small groups since it was difficult for students to pay attention when each individual
student was talking because they were easily distracted with other things around them.
My next steps for teaching are to give students the opportunity to learn more about 3D
objects. I would like to teach students how many points does each shape have, what are the
names of each shape, and what 2D shapes can be seen in the 3D object. This will hopefully
allow students to remember the names of the 3D shapes.