Claflin University School of Education

Name: Ms. Kenya Robinson_______________________________________

Date: February 16, 2016__________________________________________

PART I: PLANNING
Topic 12-2: Relating Plane Shapes to Solid Figures

Title of Lesson
Is this lesson original idea? If not, from what source did I
borrow this lesson? No, this is not an original idea. Source
Source from Pearsonsuccess.net
Math
Subject Area (s)
2nd
Grade Level
2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes.
Recognize and draw shapes having specified attributes, such as
Curriculum Standards a given number of equal faces.

Describe the lesson’s activities and content.

Description and Tell students in this lesson, you will identify and circle the plane
Background Information shape or shapes that can be made by tracing the flat surfaces
or faces of a solid figure. You will also identify and circle the
solid figure or figures that have flat surfaces or faces that can be
traced to make a given plane shape. Remind children that the
plane shape they choose will be a flat surface or face on the
solid figure.
What will students be able to do at the conclusion of this
Lesson Objectives lesson? Children will identify the plane shapes that form the
surfaces of solid figures.

How will I vary these objectives for students who do not

understand the material? If children cannot visualize the
shapes that would be made by tracing the solid figure, then
Varying Objectives for have them use the solids to trace the faces.
Individuals Needs How will I vary these objectives for students who have
already mastered the concept? Provide those students with
the enrichment activity from Pearson.
How will I vary these objectives for students who are
presently learning English? Provide those students with
manipulatives to trace the solid figures.
Why is it important for the students to learn this content?
Three dimensional or solid figures have length, width, and
Statement of Purpose height. Many can be described, classified, and analyzed by their
faces or flat surfaces, edges and vertices. Many everyday
objects closely approximate standard geometric solids. These
shapes and designs are the very foundational level of the
mathematical field of geometry. Geometry is everywhere.
Angles, shapes, limes, line segments, curves, and other aspects
of geometry. Geometry is a fundamental way of thinking which
allows us to effectively understand properties of an object or
structure students study.
 What materials and supplies are needed to help your
students achieve the stated objectives? What will the
Materials and Resources teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?
Geometric solids {cube, cylinder, cone, pyramid, rectangular
prism}, math journals, laptop, Pearson video, students Ipads
What will you do to motivate the students and get their
Anticipatory Set attention? What is the “hook” that will serve as a focus for
the lesson’s activities?
I will hold up a can or a glass jar. Ask the class, “What shape is
this object?” {a cylinder} “What do you know about cylinders?”
{A cylinder has 2 flat surfaces, 0 vertices and 0 edges} Point to
a flat surface on the cylinder. This flat surface has a shape, too.
It is shaped like a circle.

Part II: IMPLEMENTATION

How will I find out what students already know about this
Pre-assessment topic? Show students real life pictures of solid shapes we use
in everyday life and ask what each shape it is and what shapes
make up the figure to elicit prior knowledge.
What will I do to show students what is expected?
Teacher Modeling or Hold up a rectangular prism and point to a rectangular face. Ask
Demonstration students. “suppose you can trace the edges of this face. What
shape do you think it would make?” Invite volunteers to share
their answers, point to a square face of the prism and have
them identify the shape it would make when traces. Hold up the
rectangular prism, ask students, “Do you think you can trace a
circle from this shape? Why or why not?” (no, the faces all have
straight edges) Now, hold up a pyramid. Point to the square
surface of the pyramid. Tell students, “I want to find the shape
of this face. I can trace it.” On the board, trace the square face
pyramid. Ask students, “what plane shape did I draw?” (a
square)
What will we do together as they learn how to succeed at
the new task? Show Pearson video on 12-2, allow volunteers
Guided Practice to respond and have students respond to questions in their
math journals. Together, we will do the guided practice
worksheet.
Students will work in pairs. Guide children to use geometric
solids; pyramid, cylinder, cone, cube, and rectangular prism, to
make and identify plane shapes. In the space provided on page
385, children will trace the flat surfaces of solid shapes and
record the name of the solid figure and the plane shape.

What questions will you ask to determine if students

Checking for understand so far? What techniques or strategies will be
Understanding used to determine if students understand so far? Ask
intriguing questions and constantly ask questions like,” what
shape is this?”, “does this shape have any flat surface, if so how
many?”, “what shape is the flat surface of the solid shape?”

What will students do by themselves to show that they

have internalized the knowledge? Students will do 12-2
 Independent Practice independently as a grade. Students will also go on an excursion
outside and find and take pictures of three-dimensional shapes.
Once they’ve found at least 3, students will edit each picture,
and through the drawing feature, students will write the
attributes beside each picture and identify the plane shapes that
make up the three-dimensional shape by tracing the edges.
How will I conclude the lesson and relate it to future
Closure experiences? How will you wrap up the lesson to reinforce
concepts taught during the lesson? Remind children that
three-dimensional or solid figures have length, width, and
height. Many can be described, classified, and analyzed by their
face or flat surface, edges, and vertices. Many everyday objects
closely approximate standard geometric solids. “In this lesson,
you learned that shapes such as triangles, rectangles, circle,
and squares form the flat surface of some common solid
figures.
What will students do to demonstrate what they have
Assessment learned? (Attached)
(attach to lesson plan)
What can students do at home or in the classroom to apply
Extension Activities the knowledge or skills? How could you use your
colleagues or community agencies to improve student
performance? Use classroom items to model plane shapes
found on common three-dimensional geometric objects. Hand
out different shape cutouts or attribute blocks (square,
rectangle, circle, triangle) to children. Have them walk around
the classroom and find three-dimensional objects whose faces
are those of plane shapes. Tell students to look for solid figures
at home, draw and label them, and identify the plan shapes that
make up the faces.

How will you use technology to assist students with learning the
concepts? What technology will you use to enhance the delivery
Technology and comprehension of your content? Smartboard for interactive
activity on Pearson, Ipads; students will go on an excursion outside
and find and take pictures of three-dimensional shapes.
How will you connect this lesson with other content areas across
Connection Across the the curriculum? Writing and art. Students use the drawing feature on
Curriculum Ipads to trace the outline of the face of their solid figures, and students
are writing to describe the attributes of their shapes.
PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies

and classroom management. Variety of activities to keep students
Strengths interested and engaged. Describe the strengths of student
engagement.
Describe the weaknesses of your instructional techniques,
strategies and classroom management. There were not any
Weaknesses Describe the weaknesses of student engagement. All students were
engaged.
What would you change when teaching this lesson again?
Suggestions for I would continue this when teaching this again lesson.
Improvement
 THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Assessment: