Lesson Plan

Lesson: Two- Dimensional Shapes on Three-Dimensional Shapes (11.5)

Grade: 1st
Date: 4/19/16
Time Allotted: 10:20-11:00
Purpose, Student Understanding, Instructional Objectives:
I can identify two- dimensional shapes
I can identify three- dimensional shapes
I can identify two and three- dimensional shapes together
Anchored Instruction (Common Core Standards):
1.G.A.1 : Distinguish between defining attributes versus non-defining
attributes; build and draw shapes to possess defining attributes.
Math Practices:
o Make sense of problems and persevere in solving them
o Model with mathematics
o Attend to precision
UM Student Teaching Performance Outcomes Addressed:
I will effectively manage my students.
I will teach my students the difference between two and three
dimensional shapes.
I will have students use three dimensional blocks as effective learning
tools.
Materials/ Resources:
Worksheets 657 662
Cones (4-8)
Rectangular prism (4-8)
Cube (4-8)
Pyramid (4-8)
Cylinder (4-8)
Promethean Board
Think Central Software
Paper shape templates
Technology and Rational:

Promethean Board: I will use the promethean board to work through

the worksheet with the students. We will work the first three sheets
together and then the students will work alone.
Instructional Method/ Procedure:
1. Introduction: I will hand out the block and explain what I expect
students to do. These are to be used as learning tools, not toys.
2. I will hand out the worksheet and the students will have to place their
name on the sheets, that is all.
3. Then, I will explain what the difference between three dimensional
shapes and two dimensional shapes. If time permits, I will use paper
templates to show what two dimensional shapes make up three
dimensional shapes.
4. Then, as a class we will work through the first 3 pages.
5. When students are working alone, they will be sharing shapes. This is
not an uncommon scenario so it will not need a lot of instruction on
how to share shapes.
6. Once complete students will silently read and I will come around and
check their work.
Accommodation:
We have one student who has a para, but he is capable of doing this. I
might just have to slow down a little if he falls behind. I will also have a
new student in the classroom. Today will be the first day I have worked
with him, so based on prior knowledge I might have to be more explicit
in expectations and provide more one-on-one assistance.
Assessment:
Teachers will check students work. This will give us an idea if the
students understand the information. The students usually are very
honest about needing help. If they do not let us know, we will be able
to tell when we circulate to check for understanding.
Reflection: N/A
Reference:
(2015) GO MATH: Chapter 11, Houghton Mifflin Harcourt. Orlando, FL