Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Megan Smidt

Grade Level: Kindergarten
School: May Overby Elementary
Date: Feb. 2, 2017
Time: 10:10

Reflection from prior lesson:

The lesson yesterday went okay. The students played Fill the Hexagon where they find
shapes to fill a hexagon without going over the line. They did good for the most part and
really seemed to be making progress. Most students are able to identify if a shape did not
fit in the hexagon. Seven students did not meet the objective, but the other students did. I
would repeat this lesson using more examples of showing the students how to stay in the
lines. Also, tomorrow I might review the game, focusing on how to stay in the lines. I
would encourage the students to practice saying the shapes out loud so they are practicing
shape recognition.

Lesson Goal(s) / Standards:

K.G.2: Correctly name shapes regardless of their orientations or overall size.

K.G.3: Identify shapes as two-dimensional or three-dimensional.
K.G.4: Analyze and compare two- and three- dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences, parts, and
other attributes.
K.G.6: Compose simple shapes to form larger shapes.

Lesson Objectives:

During the class discussion, students will be able to compare verbally two-dimensional
and three-dimensional shapes with 80% accuracy.

During math workshop, students will be able to create a new larger shape out of smaller
shapes with 70% accuracy.

After the lesson, students will be able to correctly identify three-dimensional shapes with
80% accuracy.

After the lesson, students will be able to identify shapes as two-dimensional or three-
dimensional with 90% accuracy.

Materials Needed:
 Two-dimensional shapes
Three-dimensional shapes
Play-Doh
Geoboards
Rubber bands
Pattern blocks
Pattern block pictures

Contextual Factors/ Learner Characteristics:

There are twenty-five students in this class. The classroom has five tables with five
students sitting at each table. There is a wide range of skill and developmental levels.
They like to work in groups and do well working together. There is a carpet at the front of
the classroom for whole class instruction and plenty of room for working in partners if
needed. Technology is available in the computer lab and there is a Promethean Board in
the classroom.

A. The Lesson

1. Introduction (5 minutes)
getting attention:

We have been talking about 2-Dimmension shapes, today we are going to be

talking about 3-Dimmensional shapes.

relating to past experience and/or knowledge:

Has anyone ever heard of 3-Dimmensional shapes before?

creating a need to know:

When you look at a shape, if you do not know if it is a flat (2-D) or 3-D shape,
then you wont know what to call it!

sharing objective, in general terms:

Today we are going to learn about 3-Dimmensional or 3-D shapes!

2. Content Delivery (15 minutes, Class Discussion, Hands-on Activity)

Lets begin by listening to a song and thinking about what we were talking about
with 2-D or flat shapes and 3-D or solid shapes.

Play Song: https://www.youtube.com/watch?v=2cg-Uc556-Q

 Can anyone tell me what this shape is?

It looks like a circle, but this is actually a sphere. It is a sphere because when I
put it in my hand it does not lay flat. Now can someone find a circle? Yes, that is a
circle. When it put that piece of paper in my hand, it is flat. That means that it is a
circle. If it lays flat in our hand it is a circle, if I can grab it, it is a sphere. Any
questions so far?

What is this shape?

You are right, it is not a rectangle because it does not lay flat in my hands. This is
called a rectangular prism. Please say that with me. Rectangular prism. When I
have it in my hand I can grab it.

Is this a square? Why do you think it is not a square? Take a paper square and
put it in my hand. Is this a square? Why is that? Right because when I lay it in
my hand it is flat. What about this? This a cube. Why is it a cube?

Today we are going to do math workshop. I would like for you to look at these
shapes and practice the names with a partner as one of the stations. I would also
like you to take some smaller shapes and put them together to see if you can come
up with a larger shape. Go ahead and get started.

3. Closure (5 minutes)

What is the difference between a 2-D and a 3-D shape? Right, if it lays flat in my
hand it is a 2-D or flat shape. If it does not lay flat in my hand it is a 3-D or solid
shape. Please turn and talk to your table about the different 3-D shapes. Talk about
the names and the difference between a 2-D and 3-D shape. Also, discuss how
you took smaller shapes and put them together to make larger shapes. What
shapes did you end up making?

B. Assessments Used

Informal:
Do students correctly name the 2-D or 3-D shapes?
Were the students able to compare 2-D and 3-D shapes?
Were students able to identify shapes as 2-D or 3-D?
Were students able to make larger shapes out of smaller shapes?

C. Differentiated Instruction

During math workshop, I will walk around and help the students remember the name of
the different shapes. I will help the lower-level students come up with ways to compare
 the shapes to each other and show them how I can take some smaller shapes and put them
together to make larger shapes. The higher-level students will receive less aid during
workshop time.

D. Resources

Pearson Investigations Series

Harry Kindergarten 3-D Shapes Song
https://www.youtube.com/watch?v=2cg-Uc556-Q