Lesson Plan Template

First Name

Denis

Last Name

Baik

UH Email

denisb@hawaii.edu

Date

April 2, 2015

Semester

Spring

Year

2015

Grade
Level/Subject

First Grade
Lesson Duration

45 minutes

Title

Mathematics

Identifying and Sorting 3D Objects

Lesson Overview
Students will examine some features of basic 3-D objects. Students will identify the 3-D
object, determine how many flat and curved surfaces there are, and connect it to real
world examples.
Central Focus (Enduring Understandings)
Students must be able to identify the three dimensional shape, the different 2-D shapes
that make up the 3-D shape, connect with real world examples, and determine if the
shape has flat, curved, or both surfaces,
Essential Question(s)
The big idea of the lesson stated as a question or questions
What two-dimensional shapes make up three-dimensional shapes?
What three-dimensional shapes have flat surfaces?
What three-dimensional shapes have curved surfaces?
Content Standard(s)/Benchmark
CCSS.MATH.CONTENT.1.G.A.1 - Distinguish between defining attributes (e.g.,

triangles are closed and three-sided) versus non-defining attributes (e.g., color,
orientation, overall size) for a wide variety of shapes; build and draw shapes to
possess defining attributes.
Prior Academic Knowledge and Student Assets

Students have background knowledge about two dimensional and three dimensional
shapes because of past Stepping Stones lessons.
Students can identify, name, and describe the features of two dimensional shapes.
Students explored squares, rectangles, triangles, hexagons, and circles.
Students know the names of different three dimensional shapes. They were not taught
the attributes/features of three dimensional shapes. Students were exposed to cubes,
rectangular prisms, triangular prisms, cones, spheres, pyramids.
Academic Language Demands
The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps the
student understand and use language)
edTPA Rubric 4: Identifying and Supporting Language Demands: The candidate
identifies and supports language demands associated with key learning tasks.
Two-dimensional shapes (circle, triangle, square, rectangle)
Three-dimensional shapes (cube, sphere, cylinder, cone, prisms, pyramid, cylinder,
hemisphere)
Flat/curved surfaces

Instructional Strategies and Learning Tasks

Teacher

Student

Teacher shows students a cube and invites Students participate in a whole group
them to answer essential questions. What
discussion.
is the name of the shape? How many flat
surfaces are there? Curved surfaces if
any? What different shapes make up this
3-D shape?
Teacher explains differences between flat
and curved surfaces.
Teacher invites a few students to count the
flat surfaces on a cube.
Teacher discusses how a cube has all flat
surfaces.
Teacher asks, Are there any objects you
can see that have a round or curved
surface?

Students participate in a whole class

discussion.

Teacher reviews that the objects the

students have are three dimensional

Students name the shape that they have.

shapes.
Teacher organizes students in small
groups (three students per group) and
distributes a three dimensional shape to
each group. Instruct students to share their
shape so that all of them have a chance to
hold it.

Students investigate the shape that they

receive and talk amongst each other about
what they observe.

Teacher and students apply their

knowledge about 3D shapes to real world
objects.

In a whole class discussion, students

share what 3D shapes real world objects
are.

Assessment
Assessing students on:
Recognizing 2D shapes that are used to make 3D shapes
Connecting 3D shapes to real world objects
Recognizing 3D shape features - flat surfaces and curved surfaces
Identifying 3D shapes

Differentiation and Accommodations

TYPE OF LEARNER

List the type of accommodation or differentiation

(learning environment, content, process, or performance
task) and describe how you will differentiate.

ELL/MLL

Allowing students to use manipulatives and physically

hold the objects will help students grasp better
understanding of the content taught, Students in the
class will be collaborating with a partner to determine
how many flat surfaces the 3D shapes have. Use hand
gestures to indicate flat surfaces or demonstrate the
difference between curved and flat surfaces.

Struggling

Using manipulatives will help struggling students

understand the content. Physically holding the objects will
allow struggling students to see the different shapes,
sides, and edges. Showing 3-D objects on a 2-D surface
(on paper) will prevent struggling students to visualize the
shape or count the amount of flat surfaces. Have
struggling students understand the difference between flat

and curved surfaces and identifying the different shapes

that make the 3-D shape. Pair struggling students with
accelerated students if needed.
Accelerated
504/IEP

Have accelerated students orally list real world objects

with the shape that they hold.
Not applicable.

Materials
3D shapes
Stepping Stones student journal