Name: Name: Stacie Snyder Date: November 9, 2018 Time: 10:30 am -11:30 am

Big Idea/Topic: 3D Shapes Grade/ Subject: 1st/ Math

CPALMS/ Resource link: N/A
Lesson Structure: Whole group/small group
Standards: (CCSS/NGSSS)
MAFS.1.G.1.1: Distinguish between defining attributes (e.g., triangles are closed and three‐sided) versus non-defining
attributes (e.g., color, orientation, overall size)
Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)
Students will identify 3D shapes and their attributes.
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Students will listen to their partner describe 3D shapes.
Key Vocabulary (academic/content-defined in kid friendly terms) Instructional Materials/Resources/Technology
(include hyperlinks to videos & websites)
Vertices: the corners of the shape 3D shape pictures
Faces: the flat surfaces Online timer
What am I? and cover
3D Shapes
Small pre-cut 3D shape pictures

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorganiz
http://www.edpsycinteractive.org/topics/cognition/bloom.html ers/

How would you compare/contrast a cone and a cylinder?

How would you compare/contrast a cube and rectangular prism? N/A

 How could we make a cube a rectangular prism? (stretch it).

How could you make a rectangular prism a cube? (all sides are the same)

How would you compare/contrast a cone and a cylinder?

How would you compare/contrast a cube and rectangular prism?

 How could we make a cube a rectangular prism? (stretch it).

How could you make a rectangular prism a cube?

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate prior For each level EL at each instructional step. (Add
knowledge, motivate students to learn? additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge) N/A
Review 3D shapes:
Cones, Cylinder, Rectangular Prism, Cube 5 mins
Show pictures as you review.

Review what vertices and faces are- talk with a partner.

Compare 2D shapes to 3D shapes.

Instructional Steps: Pair with someone who will support him.
Tell students that we are going to find 3D shapes around the room.
5 mins
Students need to find a cone, cylinder, cube, and rectangular prism.

Students will NOT grab the items.

Display the timer and tell students they have 1 minute and 30
seconds to find the objects and sit back on the carpet. Students must
be on the carpet when the timer hits 0. *Give a 30 second warning,
count down from 10.

Review vertices and faces again. 15 LQ-

mins What shape do cones and cylinders have? (circle)
Use a can as a cylinder example:
Say: "The can is in the shape of a cylinder. A cylinder has __ faces
and __ vertices.

(Have this on the board)

Have students share their cylinder and fill in the blanks.

Repeat with cone, cube, and rectangular prism.

How would you compare/contrast a cone and a cylinder?

How would you compare/contrast a cube and rectangular prism?

 How could we make a cube a rectangular prism? (stretch it).

How could you make a rectangular prism a cube?

Give students What am I? 15 N/A

mins
Students will draw their shape or glue the shape and write defining
attributes about it.

Circulate and ask: How many vertices does it have? How many
faces does it have?

Have students switch with a partner and guess what shape it is. 10 Partner him with someone who will support him.
mins
Share some with the class.

Closures Pacing ESOL Support

Content/Procedural Closure: N/A

10
mins
 Why is knowing 3d shapes important in real life?
-Everything in the world is a shape
-Engineers, Architects, Artists, Teachers, Video game creator, Astronomy, etc. use shapes

What is the difference between 2D and 3D shapes?

Procedural Closure:
Students will line up for lunch.
ESE Modifications CPLAMS Access Points ESE
http://www.cpalms.org/Standards/AccesspointSearch.aspx Accommodations (think
content, product, process,
(identify access point, if needed) environment)
Independent:
Supported:
Participatory:
Assessment of Student Learning:
(congruent with instructional objectives)
Objective 1: Listen to student answers.
Post Lesson Analysis
Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Content Summary: Detail the learning trajectory associated with this standard. A learning trajectory
consists of set of instructional tasks, matched to each of the levels of thinking in the developmental
progression. These tasks are designed to help students learn the ideas and skills needed to achieve that level
of thinking by grade level. Include each standard for grade levels below & one above from CPALMS, the
VCS curriculum maps, or another resource.

In Kindergarten, students learned to identify shapes as 2 dimensional or 3 dimensional

(MAFS.K.G.1.3) and analyze and compare 2-d and 3-d shapes by vertices, sides, corners, etc.
(MAFS.K.G.2.4). Now, students are learning about defining and non-defining shapes and how to classify
3-D shapes by their defining attributes (MAFS.1.G.1.1). Students only learn cubes, cylinders, cones, and
rectangular prisms. In the future, students will learn to Identify triangles, quadrilaterals, pentagons,
hexagons, and cubes (MAFS.2.G.1.1).