Lesson Plan 3

Teacher Candidate: Rebekah Kaltenbach

Grade Level and or Subject: First / Math
Date: January 24-30, 2019 (5 days)
Unit Topic: Geometry

PART I. DEFINE THE GOALS/S FOR THE LESSON

What is the focus of this The focus of this lesson is for learners to explore 3-D solid shapes and identify
lesson? their attributes using formal geometric language. They will also focus on
reviewing 2-D plane shapes and their attributes using formal geometric
language.

National / State Learning TEKS

Standard/s: 1.6(d) Identify two-dimensional shapes, including circles, triangles, rectangles,
and squares, as special rectangles, rhombuses, and hexagons and describe their
attributes using formal geometric language

1.6(e) Identify three-dimensional solids, including spheres, cones, cylinders,

rectangular prisms (including cubes), and triangular prisms, and describe their
attributes using formal geometric language

ELPS
c.1(a) use prior knowledge and experiences to understand meanings in English

c.3(e) share information in cooperative learning environments

Goal/s of the lesson I want my students to be able to identify 3-D solid shapes and describe them
using formal geometric language. I also want my students to be able to identify
and describe 2-D plane shapes using formal geometric language.

PART II: WRITE THE OBJECTIVE/S FOR THE LESSON

Specific learning The students will be able to identify two-dimensional shapes and three-
target(s) / objectives: dimensional solids and describe their attributes using formal geometric
language with 80% accuracy.

PART III TEACHING THE LESSON

A. Opening/Introduction Prior knowledge

Day 1 (assess): Number Chat: What do you notice about this shape? (Hexagon)
The teacher will show the students a shape on the projector and utilize think,
pair, and share strategy to lead students through the number chat.
Day 2 (assess): Number Chat: What do you notice about this shape? (Circle)
The teacher will show the students a shape on the projector and utilize think,
 pair, and share strategy to lead students through the number chat.
Day 3 (assess): Number Chat: What do you notice about this shape? (Cone)
The teacher will show the students a shape on the projector and utilize think,
pair, and share strategy to lead students through the number chat.
Day 4 (assess): Number Chat: What do you notice about this shape? (Cube)
The teacher will show the students a shape on the projector and utilize think,
pair, and share strategy to lead students through the number chat.
Day 5 (assess): Number Chat: What do you notice about this shape?
(Rectangular Prism) The teacher will show the students a shape on the projector
and utilize think, pair, and share strategy to lead students through the number
chat.

Anticipatory Set
Day 1: Students will watch a video about 3-D shapes Jack Hartman 3-D shapes
(3:00)
Day 2: Have the students stand by their desks and allow them to move and get
their wiggles out to the song “What does the Fox Say” [Just Dance kids version]
Day 3: The teacher will remind students about the 3-D solids anchor chart that
they completed on Friday the week before and explain that they will be creating
another one over 2-D shapes.
Day 4: The teacher will gather the students on the floor and will read “Mummy
Math: An Adventure in Geometry”
Day 5: Students will participate in Tunstall’s GM shapes mix and mingle
activity

B. Procedures Day 1 [Thursday]:

1. The teacher will introduce the game 5 in a Line and explain the rules to
the students
5 in a Line
a) Teacher will spin the spinner and place a marker on that solid shape on
the game board
b) A student who is showing expected behavior will have a chance to come
up and take a turn for the student team
c) This will continue back and forth until one team has 5 markers in a line
d) Repeat the game as many times as you would like

2. After the game has been modeled once the students will be paired up
with partners and play the game
3. A timer will be set for 10-15 minutes (depending on how long the first
game took)
4. After the time is up students will clean up and be seated at their desks
while stations are introduced and they are dismissed
Day 2 [Friday]:
1. The teacher will gather the students on the floor as a whole group and
introduce the anchor chart for 3-D solids that they will be making as a
class
 2. Each student will be handed a piece of the anchor chart (solid name,
picture of the solid, or the description of the solid)
3. The teacher will ask students who have a picture of a solid to raise their
hand, they will then choose a student exhibiting expected behavior to
come up and place their piece on the anchor chart
4. The students who have the corresponding pieces to that piece must raise
their hand to come place it on the chart
5. This will continue until the chart is completed
6. The teacher will then place the chart somewhere in the room where it is
visible to the students
7. The teacher will then explain math stations and dismiss the students
Day 3 [Monday]:
1. The teacher will gather the students on the floor as a whole group and
introduce the anchor chart for 2-D plane shapes that they will be making
as a class
2. Each student will be handed a piece of the anchor chart (shape name,
picture of the shape, or the description of the shape)
3. The teacher will ask students who have a picture of a shape to raise their
hand, they will then choose a student exhibiting expected behavior to
come up and place their piece on the anchor chart
4. The students who have the corresponding pieces to that piece must raise
their hand to come place it on the chart
5. This will continue until the chart is completed
6. The teacher will then place the chart somewhere in the room where it is
visible to the students
7. The teacher will then explain math stations and dismiss the students
Day 4 [Tuesday]:
1. Before the lesson the teacher will prepare by taping the SCOOT
challenge cards in visible places around the room
2. The teacher will begin the lesson by explaining the SCOOT challenge
and showing students the answer sheet and explaining the expectations
3. Students will be divided into predetermined groups (3)
4. Two of the three groups will be given a SCOOT challenge answer sheet
and be dismissed to begin the challenge
5. The other group will meet with the teacher at the teacher table to work
on 2-D and 3-D key vocabulary. The activity at teacher table will be
filling in Tunstall’s GM Solid Anchor Chart sheet as a whole group
a) The teacher will provide a hands-on example of each solid for
students to touch and manipulate
b) Students and teacher will work together on the first solid
c) Students will work with their shoulder partner at the teacher
table to fill in the rest of the chart
d) After students have finished or time if time is almost up the
small group will go over each solid together to check for
understanding and ensure it is filled in correctly
6. Each rotation will last 15 minutes. At the end of each rotation the
 teacher will ring the bell and students will go back to their individual
seats
7. The teacher will then send students to their next rotation. Repeat until
students have been to the teacher table once.
8. The teacher will then have the students go back to their individual seats
and begin to dismiss them for specials (art, music, PE) time
Day 5 [Wednesday]:
1. Students will be given instructions on how to complete the lesson’s
summative assessment
a) Cut out the fox features and the shape
b) Glue fox features on to the shape and glue the whole thing onto a piece
of construction paper
c) Students will complete the “What does the shape say?” speech bubble
2. Before beginning students will brainstorm key vocabulary words that
they may need to complete the activity: vertices, sides, edges, cube,
cylinder, etc.
3. A sentence stem will be provided to students. “I am a ______” “I have
__ faces/edges/vertices/sides”
4. Allow students 15 minutes to complete the activity and turn in to teacher
5. The teacher will then explain math stations and dismiss the students

C. Formative assessment Day 1: I will monitor the learner’s progress throughout the lesson by observing
methods/tools: their identification skills during the teacher vs. students 5 in a line game. The
teacher will continue with this observation when students play the game with
their partners.
Day 2: I will monitor the learner’s progress throughout the lesson by observing
their identification skills and the ability to match the 3-D solid’s picture, name,
and attributes together correctly.
Day 3: I will monitor the learner’s progress throughout the lesson by observing
their identification skills and the ability to match the 2-D shape’s picture, name,
and attributes together correctly.
Day 4: I will monitor the learner’s progress throughout the lesson through
teacher table observations. I will be paying attention to their answers to the
questions I ask and how they fill in their 3-D solids anchor chart. I will also be
using the SCOOT challenge answer sheet as a way to evaluate student progress
in identifying 2-D and 3-D shapes and their attributes.
Day 5: I will monitor the learner’s progress through walking around and
answering student questions throughout the activity. I will also be analyzing the
activity results to determine understanding.

D. Grouping structure/s: Day 1: Whole group instruction and partners

Day 2: Whole group instruction
Day 3: Whole group instruction
Day 4: Whole group instruction, individual work, and small group instruction
Day 5: Whole group instruction and individual work
E. Accommodations/ Accommodations
Modifications Day 1:
 Before beginning the game the teacher will go over all the names of the
solid figures present on the game board
Day 2:
 Focus is on matching shape, name, and attributes
 Depending on how the lesson is going the teacher may need to ask
guiding questions along the way to achieve student success in creating
the anchor chart
Day 3:
 Focus is on matching shape, name, and attributes
 Depending on how the lesson is going the teacher may need to ask
guiding questions along the way to achieve student success in creating
the anchor chart
Day 4:
 Lower level students will work with the teacher through the solids the
entire time instead of working with their shoulder partner after the first
is used as an example
 Teacher will explain all instructions for SCOOT challenge and check for
student understanding before releasing students to work
 Academic vocabulary for this unit will be repeated and reinforced
throughout teacher table
 Teacher will sum up all the things the SCOOT challenge covers before
releasing students to go complete
Day 5:
 Vocabulary will be present on anchor charts within the classroom
 Sentence stems will be provided

Modifications
Day 1:
 Gifted students will be asked to explain more about the solids; like how
many edges, vertices, faces, etc.
 ELL’s will be expected to know all solids by name which will be
reinforced and modeled by teacher throughout the entire teacher vs.
student game
Day 2:
 Lower students may be given the pictures and names of the solids to
master identification
 Higher students may be given the attributes to work on vocabulary
identification and mastery
Day 3:
 Lower students may be given the pictures and names of the solids to
master identification
 Higher students may be given the attributes to work on vocabulary
identification and mastery
 Day 4:
 Students will not be penalized for not completing the entire SCOOT
challenge
 The teacher table goal for lower level students will be to complete at
least 4 of the 7 solids
 Vocabulary such as vertex, vertices, edges, faces will be reinforced and
repeated for ELL’s to master
Day 5:
 Higher students will be given 3-D solids
 Lower students will be given 2-D shapes

F. Instructional Day 1:
Materials, Equipment  Number chat: Hexagon
and Technology:  Jack Hartman 3-D shapes (3:00)
 5 in a Line game board 3-D solids (8 copies)
 Expo marker
 Paperclip
 Pencil
Day 2:
 Number chat: Circle
 “What does the Fox Say” [Just Dance kids version]
 What Does the Shape Say anchor chart title
 Cube, sphere, pyramid, triangular prism, cylinder, rectangular prism,
cone paper cutouts
 Solid shapes clue cards
 Solid shapes name cards
 Anchor chart paper
 Glue
 Tape
Day 3:
 Number chat: Cone
 What Does the Shape Say anchor chart title
 Circle, hexagon, triangle, rectangle, parallelogram, trapezoid, pentagon,
square, rhombus, quadrilateral, octagon paper cutouts
 Plane shapes clue cards
 Plane shapes name cards
 Anchor chart paper
 Glue
 Tape
Day 4:
 Number chat: Cube
 “Mummy Math: An Adventure in Geometry”
 SCOOT challenge question cards
 SCOOT challenge answer sheet (one for each student)
Tunstall’s GM Solid Anchor Chart
3-D Solid shapes: cube, sphere, cone, rectangular prism, cylinder,
triangular prism, and pyramid
 Pencil
 Clipboard
Summative Assessment/Day 5:
 Number chat: Rectangular Prism
 Tunstall’s GM shape mix and mingle cards
 2-D or 3-D fox body shape from Linda Kamp’s What Does a Shape Say
bundle
 Fox ears (5 copies)
 Fox snouts (3 copies)
 Fox eyes (2 copies)
 Fox tails (6 copies)
 Lined speech bubbles (9 copies)
 Construction paper
 Pencil

IV. SUMMATIVE ASSESSMENT

Summative “What Does the Shape Say” activity

Assessment:

Assessment  C.R. will not be completing due to not being in the General Education classroom
Accommodations during the day
&  Lower level students will be given 2-D plane shapes
Modifications
 Higher level students will be given 3-D solid shapes
 Vocabulary will be present on anchor charts within the classroom
 Sentence stems will be provided

V. REFLECTION ON THE EXPERIENCE

Reflection Write a brief reflection on what worked in the lesson and what you could improve upon
for the next lesson. (If you did not actually get to teach it, reflect on your planning
experience. What challenged you? What do you still need to know? How could you find
out?)