Naming, Drawing, and Creating Shapes

Small Groups

C.C. & State Standard(s):

CCSS.MATH.CONTENT.K.G.A.2- Correctly name shapes regardless of their orientations or overall size.

CCSS.MATH.CONTENT.K.G.A.3- Identify shapes as two-dimensional (lying in a plane, "flat") or three-

dimensional ("solid").

CCSS.MATH.CONTENT.K.G.B.4- Analyze and compare two- and three-dimensional shapes, in different

sizes and orientations, using informal language to describe their similarities, differences, parts (e.g.,
number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).

CCSS.MATH.CONTENT.K.G.B.5- Model shapes in the world by building shapes from components (e.g.,
sticks and clay balls) and drawing shapes.

Objective(s):

• The students will be able to identify simple 2D shapes with 100% accuracy.
• The students will be able to identify simple 3D shapes with 90% accuracy.
• The students will be able to create 3D shapes with toothpicks and playdough with 90% accuracy.
• The students will be able to count the number of sides and corners on 2D and 3D shapes with
100% accuracy.

Student Friendly Objective(s):

• I can name and create 3D shapes.

• I can count the sides and corners of 2D and 3D shapes.

Assessment: I will know that the students have learned the objectives by telling them the name of a
shape and having them create the shape using the sticks. They will also tell me how many sides and
corners the shapes have.

Resources/Technology: toothpicks, playdough, shapes, geo boards, tracing and drawing worksheet,
shape game, counters. Pages 66, 74-77, 100-102.

Key Vocabulary:

Rhombus, hexagon, trapezoid, and pentagon (I will have cards with each shape to describe each shapes
attributes). 2D Shapes, Sides, Corners, 3D shapes (cone, sphere, prism, cylinder, cube).

(Teacher Center)

Anticipatory Set:

• “Boys and girls today we are going to be learning about 3D shapes and how we can make them
with sticks and playdough."
Activate Prior Knowledge:

• First, we are going to review some of the names of shapes that we learned about last week. Have
the students repeat the names of the shapes.
• All these shapes are 2 dimensional. That means that they are flat shapes. We can make these
shapes with sticks. (Demonstrate making one with sticks)
• This shape made out of sticks is 2 dimensional because it is flat.

Input/Modeling:

• "Boys and girls now we are going to learn about some shapes that are 3 dimensional. Can you
say 3 dimensional? This means that all of these shapes are fat, not flat."
• Go over 3D shape paper and explain each shape. Show real life examples. (Party hat, ball, tissue
box, can, dice)
• Now I am going to show you how we can make these shapes by using sticks and playdough.
• Model how to make a shape.
• “Boys and girls now we are going to count the sides on the shape. The sides are the lines that
put the shape together.” (Point to sides)
• “Now we are going to count the corners. The corners are the points that connect the lines.”
(Point to corners)

Check for Understanding/Guided Practice:

• “Boys and girls now we are going to practice making some of the 3D shapes we just learned
about.”
• Name a shape, show students the shape and then walk them through how to create it step by
step.
• “Boys and girls how many sides does the shape have? How many corners does it have?”
• Repeat process with different shapes.

Closure:

• “Boys and girls today we learned that three dimensional shapes are shapes that are fat, not flat.
We also learned how to create some shapes by making them with sticks and playdough."

Independent Practice:

• “Boys and girls now I am going to tell you the name of a shape and I want to see if you can
create it without seeing the picture.”
• Name a shape and have the students create it using their sticks.
• “How many sides does it have? How many corners?”

Differentiated Instruction/Accommodations:

• If students are struggling to understand I will scaffold and explain concepts in more detail.
• If students create shapes rapidly, I will deepen learning by having them try to create different
shapes.
Other centers going on while I am teaching the teacher center: (All centers are on a ten minute rotation)

Writing Center- The students will be tracing, drawing, and coloring a trapezoid, rhombus, and hexagon.

Manipulative Center- The students will be looking at different 2D shapes and then recreating them with
rubber bands on geo boards.

Game Center- The students will be rolling a shape dice to see which shape to cover with a counter on
their game boards. There will be a 2D shape dice and board, as well as a 3D shape dice and board. I will
print 2 of each game.

Activity done at the Teacher Center

Activity done at the Writing Center-

Activity done at the Manipulative Center-

Activity done at the Game Center-