Math Lesson Plan 2

Developed by: Christien Arsenault

Grade level: Kindergarten

Universal Design for Learning

Representation
Describe objectives in ways
that are clear and specific:
When reviewing outcomes and
establishing goals, begin by
making a list of the knowledge
and skills you want your
students to achieve
Consider a wide range of
abilities, backgrounds, and
experiences of your students
when designing activities and
assignments
Provide options in the way
information is presented:
Present information in multiple
formats including text, graphics,
audio and video
Design electronic materials to
be accessible to a wide range of
users and display technologies.
Structure material for easy
information access
Provide options for building
knowledge:
Whenever possible, tie new
concepts to prior knowledge
Provide structure to the
material: highlight key concepts
and explain how they relate to
course objectives
Active and participatory
Start each class with an outline
of material to be covered and
conclude each session with a
summary of key points
Make learning relevant. Draw
on real-life examples whenever
possible
February 10, 2016

Lesson Topic: 3D-Shapes

Length: 45 minutes

Outcomes
GCO: Shape and Space (SS): 3-D Objects and 2-D
Shapes
SS3: Build and describe 3-D objects.
SCO: I will be able to build and explain my own 3-D
shapes.
Objective(s) for this lesson: To help students
understand 3-D shapes and how to create their own.

Introduction
APK/ Introduction: Each table will be divided into
four sections (cone, cube, rectangular prism, and
cylinder). The students will be given multiple
objects (cereal boxes, soup cans, party hats, dice,
blocks, crayons, toilet paper rolls, pylons,
dominos, etc.), students will need to identify what
shape the object resembles and place the object in
the correct section of the table. (10-15 minutes)

Focus Question
Can we identify 3-D shapes in our everyday life? Can
we create our own 3-D shapes using items we can find
at home?
During/Learning Activities
Students will begin with the APK activity listed above.
Following this activity there will be a short discussion
reviewing the objects and what shape they
correspond with. (10 minutes)
Cone: party hats, pylons, etc.
Cube: blocks, dice, etc.
Rectangular Prism: cereal boxes, dominos, etc.
Cylinder: soup cans, crayons, toilet paper rolls, etc.
C4U: What other objects could resemble these
shapes? What shape would a can of pop resemble?
Following this activity, describe and demonstrate to
the students how they can use household items to

Required Materials, Tools and

Technology
http://www.kindergartenkind
ergarten.com/2012/03/mathproblem-solving-week-8-3dimensional-shapes.html
https://www.teacherspaytea
chers.com/Product/3D-ShapesMarshmallow-Models-Freebie223490
Shape objects: cereal boxes,
soup cans, party hats, dice,
blocks, crayons, toilet paper
rolls, pylons, dominos, etc.
Marshmallows (3 bags)
Toothpicks (over 200)
Shape hand out
https://s-media-cacheak0.pinimg.com/564x/1a/09/
aa/1a09aa958d9d2a4ccead1
bd6ed6f71a6.jpg
3-D Shape Song:
https://www.youtube.com/wat
ch?v=uZ8Jy1xgqPU

Special Concerns
Students will sit in groups at
tables of four or five students.
Ensure to separate any students
that do not or are not working
well together.
Ensure that all students can see
the teacher as well as a clear
sight line from the teacher of all
the students.

Use assessments that

accurately measure knowledge
development:
Develop assessments directly
from the outcomes
Consider alternatives to
traditional quizzes and test
Provide instructions for
assignments both verbally and
in writing
Monitor the effectiveness of
instruction
Provide clear expectations and
feedback
Action and Expression
Describe objectives in ways
that are measurable and
achievable:
Set goals that guide instruction
and assessment
Define expectations at the
beginning of class so that
support services can be
arranged if needed
Provide options for students to
express what they know:
Adopt instructional
technologies that increase
communication and allow for
alternate modes of expression
Provide options for building
skills:
Emphasize time on task. Create
assignments that require
students to practice reviewing
and applying information. Brain
research confirms the adage
practice makes perfect
Help students determine how
they learn through examining
multiple intelligences and
learning styles
Begin each class with an
essential question that you will
address throughout the class.
Have students answer the
question at the end of the class
February 10, 2016

create 3-D shapes in the classroom and at home.

Demonstrate how to create a cube, cylinder, pyramid,
and rectangular prism using toothpicks and
marshmallows. Connect the tooth picks by stabbing
the marshmallows to hold the shapes in place (see
photo below). (5 minutes)
At each table (4 or 5 students per table), place a bowl
of marshmallows (close to a bag) and a container with
toothpicks. Ensure to remind students not to touch
the materials until they are asked. Place a hand-out at
each table showing examples of the shapes in which
the students can create. (2 minutes)
Allow the students to use the marshmallows and
toothpicks to create their own 3-D shapes. Let the
students choose which shapes they wish to create.
Encourage students to try and make multiple shapes
using the given materials. (15 minutes)
C4U: Circulate around the room and ensure that all
students are understanding the activity in which they
are doing. Monitor their progress and help any
students that may be struggling.
Once the students have completed their 3-D shapes,
allow the students to share in their groups or with the
class what they have created. Encourage the students
to make connections between the shapes they have
created and the objects that were examined at the
beginning of class. Ensure that all students understand
that 3-D objects are in our everyday life. Discuss other
ways in which the students could create their own 3-D
objects. (10-12 minutes)

Differentiation
Visual/Spatial: Seeing the
objects and how they connect.
Kinesthetic: Dealing with objects
hands-on. Creating their own
shapes.
Interpersonal: Working in groups
to discuss what objects
correspond with what shape.
Intrapersonal: Working alone to
create new shapes using
manipulatives given.
Musical: Can be addressed by
playing the 3-D shape song while
students are creating their own
shapes.

In-Class Support
Educational Assistants may be
helpful with circulating the room
while doing the activities to
ensure that all students are
staying on task.

Cross-curricular Connections
Music: with the song about 3-D
shapes.

Assessment (formative/summative)
Formative Assessment: Students will be assessed
through their ability to identify the shapes of everyday
objects as well as by creating their own shapes using
manipulatives. Make sure that students understand
the shapes as well as how to create their own.

Closure
Students will share their shapes that they created.
Have the students hand in one of their shapes in
which they created. Place the shapes on a piece of
paper that has each students name.

Art: Creating 3-D shapes using

different materials.

Capture students attention to

pique their interest in the topic
Allow students to work in pairs
or small groups
Use assessments that measure
skill development:
Give prompt, ongoing formative
feedback to support learning as
students prepare work prior to
formal evaluation
Engagement
Describe objectives that
motivate students to learn:
Become familiar with student
resources at your school,
including EST team, Assistive
Technology, Guidance and other
supports
Invite students to speak to you
if they have learning challenges
Consider the career goals,
personal interests, and values of
students
Consider student diversity
age, gender, culture, language
and ability when writing
objectives
Provide options in the way
information is presented:
Ensure that examples and
content used in class are
relevant to people of diverse
backgrounds and experiences
Provide options for building
motivation and engagement:
Create a welcoming class
environment; greet students as
they enter
Encourage greater cooperation
and collaboration between
students
Create some energy during
class to increase attention and
recall
Illustrate abstract concepts with
concrete examples. Point to
February 10, 2016

real-life examples from your

own experience and your
students
Use assessments that
accurately measure emotional
development:
When applicable, have students
explore the meaning and value
of their learning experiences to
themselves and to society
For experiential learning
activities, explore growth in the
affective domain through
reflective activities
Have students relate new
concepts and information to
their own lives and the lives of
those explored
Give prompt, ongoing and
instructive feedback to support
learning and self-assessment

February 10, 2016