Lesson Plan

Cycle Level:
Cycle 1, Year 2

By the end of this lesson, the students will be able to:

Inquiry:
Shape math centers

Group Size:

Date: Dec. 1st, 2015

Time: 9:15 10:10 AM
Duration: One hour

Reinforce their ideas of 3D solids.

Reinforce their concepts of 2D plane figures.
Enhance their mathematical vocabulary.
Recognize 2D and 3D shapes.

Materials:

22 students (whole class)

Thumball
Center Displays
Center worksheets
6 iPads
Marshmallows
Toothpicks
Barbecue sticks

Subject Competency:
C2: To reason using mathematical concepts and processes.
o Students will be working on this competency by understanding the characteristics of the vario

shapes and by associating the characteristics of the shapes to the appropriate shape.
C3: To communicate by using mathematical language.

Students are expected to use the mathematical language provided in their Digit workbook and
the Progression of Learning.

Cross Curricular Competencies:

Works well in a team

o Students will be working on this competency by working harmoniously with their peers. Sinc
this class will require lots of movement, they will have to be more cautious than they are used

Time

15 minutes

Lesson

Introduction:
Ask the students to put their lunch boxes away and to sit at their seats quie
Announce to the students that we will be doing math centers today.
Explain that they are a little bit different than what they were last time bec
they will be the ones moving from center to center.
Explain the instructions of each center to the students.
Tell students that the students who work the best are going to be receiving
Dojo points.

10 minutes

10 minutes

10 minutes

10 minutes

Development:
1. Thumball center (Appendix 1)
a. Students will be given a rather soft ball. On the ball, there will be
solids, plane figures and clues to figure out which plane figure they
clue is speaking of. Students will take turns throwing the ball to eac
other. When a student catches the ball, they will answer the questio
that their thumb lands on. Then the next person catches the ball, an
on and so forth.
2. Solid creation center
a. For this center, there will be a sheet with the names of 3D solids, no
the pictures. Students will have to make the specified 3D solid with
marshmallows and sticks that will be provided with this center.
3. Shape iPad center
a. For this center, student will have to go on the app called Todo mat
on their iPads. They will click on the app. Once they enter the app,
they will have to click on the Free-choice tab and scroll to the
bottom of the page. There they will find a game called Falling
shapes under the Geometry category. They will have to play these
games which work on the shape recognition of the students.
4. Coin iPad center
a. For this center, students will have to click on the application called
Todo Math on their iPads. Once they have done so, they will hav
click on the Free choice tab and then they will have to scroll dow
the section which says Time and Money and they will press on th
game that says Keep the change. This game will help students
recognize the

Tasks:
Students will complete these centers within the time constraints accorded t
them.

Plan B: (if
students are too
rowdy and
distracted?)

If the centers get out of control, I will ask all of the students to go back to t
seats. I will tell them that this is not how we agreed that we were going to
with the centers. I will re-explain the rules and ask certain students to mod
for me. Once they have finished modelling, I will ask the students if they h
any questions. If they do not have any questions, I will ask students to go b
to their centers and they will try it again.

Differentiation:

Since we are working on centers, I am targeting all kinds of learning styles

visual, kinesthetic, auditory, and logical. There is no need for differentiatio
since the purpose of centers is for students to work at their own pace and
reflect on their mathematical notions.

Assessment:

Assessment will be done diagnostically. I will be walking around the class

during the centers and I will be checking off the names of the students who
seem to be participating and working well.

Preparation before

Make the thumball.

the day of lesson:

Buy the marshmallows, toothpicks and barbecue sticks.

Reserve iPads.

Progression of
Learning:

Compares objects or parts of objects in the environment with solids.

Compares and constructs solids.
Identifies and represents the different faces of a prism or pyramid.
Compares and constructs figures made with closed straight lines or closed
curved lines.
Identifies plane figures.
Describes plane figures.

Appendix 1

Appendix 2

1. Make a cube.
2. Make a triangular prism.
3. Make a square prism.
4. Make a square pyramid.
5. Make a rectangular prism.
6. Make a triangular pyramid.