ED 345 Calvin College Lesson Planning Form

Teacher:
(Unit 7)

Kelsey Wilkie

Date: Lesson 3

Subject/ Topic/ Theme: Math

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is 3D shapes, their attributes, and their connection to 2D shapes. We are
also beginning to cover how 3D shapes come together to create new shapes (similar to 2D shapes)
How does this lesson tie in to a unit plan? (If applicable.)
This lesson continues to build off of their past understanding of 2D shapes, and takes it one step further.
We are focusing on how to classify 3D shapes, and how to put them together to create new shapes.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I can
Recognize a 3D shape based on its attributes.
Compare and contrast 2D and 3D shapes.
Create new 3D shapes using many different 3D shapes.
Locate the faces, edges, and vertices on a given 3D shape
Common Core Standards:

CCSS.MATH.CONTENT.1.G.A.1

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess
defining attributes.

CCSS.MATH.CONTENT.1.G.A.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and

quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular
cones, and right circular cylinders) to create a composite shape, and compose new shapes from
the composite shape.1
II. Before you start
Prerequisite knowledge
and skills.

Assessment
(formative and
summative)

Basic number sense

Understanding of counting and 1:1 correspondence
Previous knowledge of shape attributes.
Understanding of 2D shapes
Informal:
During the whole group lesson, I will be posing discussion questions
to the group about shapes and will be listening and taking mental
notes of their answers
Observation of them when we are in our small group workshop.
Formal:
The students will be working on a worksheet as an activity that will
be turned in and checked for understanding.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Expression

(Action)
Options for action/interaction

Multiple Means of
Engagement
Options for recruiting interest

Instead of just saying number, I write them

on the board as well as show them in 10s
and 1s sticks.

The students will be given the

opportunity to move around the
room to find 3D shapes in real
life. This will encourage them to
be collaborative and work
together in a non-disruptive way.

To begin the lesson, I will start

with a short video/song to give
the students an opportunity to
become familiar with the key
vocabulary words as well as
create an experience with these
words.

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &

Persistence

Students are writing the numbers, saying

them, as well as drawing them out. This
allows them to connect the meaning
behind a number. (1:1 correspondence)

The students will be finding

objects around the room that are
3D shapes in real life and are
given the opportunity to draw and
write them out (using key
vocabulary).

Options for Comprehension

Options for Executive Function

Options for Self Regulation

The students are given the opportunity to

be introduced to the materials in a whole
group mini lesson, and then are placed
in a small group where the topic is zoomed
in much more.

The students will be given the

opportunity to hear a minilesson, and then test out the
concepts they were just taught.
They will also have a chance to
work in a small group with the
teacher to solidify the concepts
they just learned and practiced.

The students will be

independently working on a
worksheet/activity that allows
them to stay focused, not
distracting other, and doing what
they need to be doing.

Multiple Means of Representation

Options for Perception

We will be doing everything in a

workshop format, meaning the
students will be changing
activities every so often, which
will help keep them focused and
engaged.

We will also come back together

as a whole class at the end of the
workshop to create an anchor
chart and wrap up what we
learned.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.

Handouts
ELMO
3D shape manipulatives
Whiteboards, markers, erasers,
Projector
3D shapes video

N/A The classroom will be set up as it usually is. We will be having a math
workshop time, so the students will be moving around the room to different
stations throughout math time.

III. The Plan

Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
To begin the lesson, I am going to show the video below. This video is a song about
the different 3D shapes that we are learning about.
https://www.youtube.com/watch?v=2cg-Uc556-Q
After the video, I am going to pull out the large plastic 3D shapes and show them to
the students. Walking around the room, I am going to ask the students if they can
show me the edges, faces, and vertices.
Pass the shape around so the students can hold them.
We will also name each shape.
While we are doing this, we are going to put the anchor chart that the high group
made during the last class on the board to use as a reference as well as to add to.
After going through all of the plastic shapes, under the ELMO put two of those
shapes together to create a new shape.
Ask the students what our original shape was
Ask the students what shapes we used to make that shape.

Developm
ent

Then introduce the activity that the students will be doing as well as the Chrome
Book activity. Then gradually release them to their groups.

Leveled Group:
High
o 3D shapes review/worksheet review
o Composing new 3D shapes
Putting different 3D shapes together to create a new shape
Recognize the original shape as well as the shapes used to
create the shape
Have the students create their own shapes using the foam 3D
shape manipulatives.
o Shape fractions
Half and fourth
How can we divide these shapes in half? Can we divide
them into fourths?
Introduce the idea of EQUAL PARTS.
Using manipulatives
Middle
o 3D shapes
Review the different attributes of the 3D shapes.
o Composing new 3D shapes
Ask the students to create new shapes with their foam 3D
manipulatives
What shapes did they use to create the new shape?
o Original shape
What is the original shape of this new shape I created?
What shapes did we use to make the new shapes.
o What shape makes what?
o Activity sheet
Low
o 2D shape review
can you draw a 4 sided shape for me?
o 3D shape attributes
Can you show me a shape (using the foam manipulatives) that
matches my plastic shape?
We call this shape a cube.
o Composing new 3D shapes
If I put a pyramid on top of a cube, I created a new shape. Can
you tell me what shapes I used to make this new shape?
o Original shape
Can you show me what shapes I used to create these other
new shapes?
o Activity sheet
Introduce the activity sheet then have them gradually work on
it independently.
Chrome Book:
ABCYa

To wrap up, we are going to show the 3D shape song again just to make the names
of the shapes more concrete in the students minds.
https://www.youtube.com/watch?v=2cg-Uc556-Q

Closure

At the end of the lesson, we will come back together and go over the I can
statements we began the lesson with. We will then share 3 things we learned, 2
things we found interesting, and 1 question we still have.
Then we will add our I can statements to our learned portion of the KWL.
Then we will put our materials away and prepare ourselves to go to one of our
specials.

Your reflection on the lesson including ideas for improvement for next time: