Wilson EDUC 353/318 Name: Sabrina Spataro Target Grade Level: 1st Date: November 5th, 2013 Curriculum

Topic: Geometry Composing two-dimensional shapes

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals: ICC 1.G.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.

Understandings: Students will understand the difference between twodimensional solid shapes, and one-dimensional plane shapes. They will understand how to classify, identify and sort solid shapes. They will be able to compare and contrast plane shapes and two-dimensional shapes. Students will understand how these shapes are composed. The students will also understand that the face of these shapes is flat and is the same as the one-dimensional shapes they previously learned about.

Essential Question(s): What is the difference between a one-dimensional shape and a two-dimensional shape? What plane shape does the solid shape look like?

Students will know.

Students will be able to..

How to compose new shapes from the composite shapes. Identify, classify, and sort How to compose two dimensional shapes (rectangles, solid shapes (rectangular squares, trapezoids, triangles, half-circles, and quarter-circles) prism, cone, cylinder, cube, pyramid, sphere).

Stage 2: Assessment Evidence

Performance Tasks: 3 work sheets for below grade level students, on-grade level students, and above level students. The below grade level students will have a work sheet with a picture of the three dimensional shape, and then multiple choice to choose which shape it is. The on-grade level students will have a worksheet where there will be two columns and the students will match the shape with the same shape in a different position. The above grade level students will have a work sheet with a picture of the shape and underneath they will name the shape. The ELL students will cut out the shapes and glue them on a sheet with the shapes in their native language. I will then go over the name of the shape is their language and compare it with the English translation. Other Evidence:

Stage 3: Learning Plan

Learning Activities: Engaging, motivating, experiencing, connecting with prior knowledge, reflecting, conjecturing posing problems. . just spending some time with the shapes to begin to discover characteristics such as rolling, sliding, stacking, vertices, numbers of edges, and numbers of faces.

them to walk around the classroom and look at the structures that the other students made. ometric solids. Acquiring knowledge/skills, conceptualizing, developing, understanding, integrating shapes, but now you are going to talk about solid shapes. have the students find the solid shape on the bulletin board. different sides of the shape. of? connect each solid shape to plane shapes: o Rectangular prismrectangles (and possibly squares) o Cubesquares o Spherecircle o Conetriangle and circle o Cylindercircle and rectangle o Pyramidtriangles (and square if it is a square pyramid) . Reinforcement Modeling, giving instructions, checking for understanding, guided practice, independent practice, applying, posing and solving problems o Have the students name the solid shapes and then answer the question Which of theses shapes are not cubes? o Remind them that a cube has a square on every side. students learned and have them identify them one by one. bulletin board and put a label next to them. students that, as the class, they get to discover some other properties of solids. o First demonstrate stacking. ack? and try whatever they suggest, allowing them to do it as well. up a stack sign next to the solid shape on the bulletin board to help the students remember the properties of each of the

solid shapes. o Do the same thing for rolling and sliding. between rolling and slidingpossibly use a patterned ball for the sphere and a patterned block for the cube so that the students can see that the sphere moves all around its surface while the cube does not. Summing up, responding, creating, Performing, committing, evaluating, Closure you learned in class (dice, box, tin can, soccer ball, ice cream cone, etc.). . other shapes (e.g. why can the box not be a cone?). o Try to encourage students to reason using properties such as stacking, rolling, and sliding.

Resources
Itemized Attachments: Materials: Sets of geometric solids, picture or bulletin board model of each of the 7 solid shapes, name labels for each of the shapes, 3 stack labels, 3 roll labels, and 4 slide labels, note cards or labeled geometric solids

Below are the worksheets presented in order of, above grade level on grade level, and below grade level.

ELL students

Citations: http://www.commoncorestandards.org http://www.gobookee.org/get_book.php?u=aHR0cDovL2hvb WVwYWdlcy5kb3JkdC5lZHUvfmxpYndvcmsvaW1hZ2VzL2Vk dTMzMmIucGRmCkdlb21ldHJ5IFNoYXBlcyBhbmQgUGF0dG VybnMgSmFuaW5lIFZpcyBGaXJzdCBHcmFkZSBNYXRoIDE wIGRheXM= http://thesecondgradesuperkids.blogspot.com/