K-5 MATH LESSON DESIGN FORM

Title

Name: Alana Puccini

Grade Level: 2
Unit: 2 Session: 1.5

Attributes of 3-D Shapes

Math Focus Points
-

Identifying a 3-D shape by its attributes

Developing geometric vocabulary to describe and compare defining attributes of 3-D shapes
and their 2-D faces
Making a 2-D representation of a 3-D shape
Attending to features of 3-D shapes, particularly the numbers and shape of faces
Matching a 3-D shape to a 2-D image of its faces

Objective
Mathematical Practice(s)
- Look for and make use of structure (MP7)
Materials
-

Teacher Presentation (or Shape Cards J, R, and O)

Slates and markers
Trace a Face materials (pg. 95 and Geoblocks)
Assessment 11-12
Geoblocks E-K, rectangular prisms (1 per student)
Geoblocks B-D, cubes (1 per student)
Student Activity Book pg. 97

Classroom Routine/Ten Minute Math

Name: Quick Images: Shapes
Math Focus Points:
-

Developing visual images of 2-D shapes and language for describing their defining attributes
Drawing 2-D shapes
Describing and comparing 2-D shapes

Description:
Students will get out slates. Using the Teacher Presentation the Shape Card will be displayed for 5
seconds. Then the shape will be hidden and students will be asked to draw what they saw. The shape
will then be displayed for another 5 seconds, after which students will be able to revise their sketch.
Finally, the image will be displayed, and students will make any final revisions. They will then be
asked to share their strategies for remembering the shape. Repeat with additional shapes. Once
students have drawn all three triangles, ask: What is the same about these shapes? What is
different? Students will then be asked to draw a different shape that has 3 sides.
Before Phase/Anticipatory Set

Look around our classroom; see if you can identify any of the shapes that we have been talking
about. Turn to your neighbor and tell them two of the shapes that you have found. Are they triangular
prisms or rectangular prisms?
During/After Phase:
Session Structure
(activity, discussion, math
workshop)
Math Workshop
(30 Minutes)

Teacher Strategies
(model, task, questions,
assessment, teacher summary)
Introduce the Math Workshop
Centers with a brief review of
directions for each center.

Student Behaviors

1A: Trace a Face

- Working with a partner
(sitting back to back to
avoid peeking or having
offices up and
exchanging papers when
done) trace TWO of the
faces of a Geoblock.
They could be two
congruent faces or two
different faces.
- Once you and your
partner have drawn two
faces of a shape, trade
pictures and using the
Geoblock bin see if you
can find the shape that
fits the faces drawn.
(Connect to Find the
Block)

1A: Trace a Face

- Partners make a task
card by selecting a task
card and tracing two of
the faces
- Switch drawings and try
to find a block (or blocks)
that have two face that
match
- Repeat for Geoblock 2

1B: Find the Block

- Working with a partner,
analyze the task cards
which each show the
different faces of a
Geoblock
- Try and identify the
Geoblock that fits the
different faces on the
Task Cards
During Math Workshop the

1B: Find the Block

- With a partner, try and
identify the Geoblock that
fits the different faces on
the task card, through
recognizing the attributes
and trial and error

teacher will be walking around,

monitoring the different groups,
scaffolding for greater
understanding when needed,
and informally assessing
students on their knowledge of
shapes.
Student Summary/Closure:

Explain to students that they will

work on an assessment that
involves describing and
comparing 3-D shapes.

Demonstrate their knowledge on

the different shapes.

Distribute a rectangular prism to

each student for use with
problems 1-3 and review the
questions with students.

Once given a rectangular prism

they will examine the shape to:
(1) answer the number of faces,
(2) draw a representation of the
faces their shape has, and (3)
identify the shapes of the faces
their Geoblock has.

When students raise their hands

once finished with 1-3, distribute
another Geoblock (a cube) to
work with for Problem 4.

Once given a new block (cube)

they will compare the cube to
the rectangular prism drawn for
number (3) and will then
compare and contrast the two
shapes.

Session Follow-Up: Review and Practice

Student Activity Book page 97