Build Models with Solid Shapes

Name: Rosa Kleinman

Date and time of the lesson: 1:10-2:00 p.m. | Thursday, October 27th, 2016
School: P.S. 20M
Grade: 1
Cooperating teacher: Inna Djaniants
Room number: 208
Content area: Mathematics
Central Focus/Essential Question
The central focus of this lesson is building models with 3D geometric shapes.
Goal of Lesson
By the end of the lesson, students will be able to create a complex 3D model by combining geometric blocks
(cones, cubes, prisms) in groups.
Common Core Standards
CCSS.MATH.CONTENT.1.G.A.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and

quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and
right circular cylinders) to create a composite shape, and compose new shapes from the composite
shape.
Prior Knowledge/ Key Misconceptions
Students should know the names of 3D shapes, although some of them may confuse the names or think that
they are the same (ie a circle is the same as a sphere).
Materials & Resources
Document camera, 3D shapes (blocks), images of shapes and models (from Math in Focus teachers manual)
**Blocks should be divided evenly for 4 groups**
Lesson Development
Part I: Warm up (10 minutes)
1. Invite students to sit on the rug (call by tables)
2. Explain to students that you have a bag of 3D shapes (Kleenex box, ball, ice cream cone, pyramid,
cardboard tube, large cylinder such as paper towel roll). Explain that the solid shapes that see in real
life are the same as the ones we see in math class.
3. Take each shape out one by one and discuss its name and characteristics with students. Ask: what shape
is this? How many sides does it have? How is different from x shape? Etc.
Part II: Exploring Models (20 minutes)
1. Explain to the students that we are going to build models ** Check understanding-Ask students: what
is a model? (Making a new shape with smaller shapes)
2. Show students the models from the teachers manual. Ask the students: what shape is the model? There

can be more than one answer.

3. Ask students: What shapes are inside the model? How many? Can you count them?
4. Explain to the students that we are going to try to replicate the first model. Ask for one student
volunteer to help you build the model and ask the rest of the students to watch closely. Ask students to
think of at least 3 things they notice while we build our model, not only about the model, but also about
how we talk to each other.
5. Build the model with one student in front of the class (on the rug). Model positive collaborative talk
and behavior:
6. Ask students: what model did we build? (can be more than one answer) What shapes did we use? What
did you notice about how we spoke to each other and the words we used in our group?
Part III. Building Models (10 minutes)
1. Explain to students that they will be building models in groups. **pre-select groups**. Explain that we
will be doing a gallery walk of all the models at the end of the period.
2. Assign each group a spot in the room to work on creating a model and dismiss students by groups to
work. Give students their checklists.
3. Put on the timer! Give a 2 minute warning before stopping.
Part IV: Gallery walk (5 minutes)
1. Ask students to stop working on their models
2. Call students to line up. Remind students of gallery etiquette (walk quietly and look only with our eyes)
3. Walk around and examine the models. Ask what the models are and what shapes students used.
4. Ask students to count other groups shapesmake sure the checklists are correct. Reinforce shape
names.
5. After the gallery walk, summarize what we did in the lesson (build models out of shapes)
6. Ask students to help put away materials.
Differentiated Instruction
ELLs: We will be repeating the names of shapes several times throughout the lesson. I will also model
collaborative language in front of the class with the student who works with me.
Assessment
Throughout the lesson, I will be assessing students on their knowledge of 3D shape names and their ability (as
a group) to build a model and describe what shapes they used to build it. I will also be informally assessing
students collaborative skills.