Lesson Plan

Lesson Plan 3-D Shapes and Attributes • Objective: For the learner to name 3-D shapes and attributes of 3-D shapes. TEKS: §111.3. Grade 1 (6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: (E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. • Review: First we will do the daily spiral review of previous math learning. This week’s review includes time, shapes, story problems, money, and mental math. • Anticipatory Set: We will review the vocabulary of faces, vertices, and edges that was learned the previous day as well as look at real 3-D objects. • Input/Modeling: Each partner group will then get a 3-D shape and turn and teach (WB) to the other student where the faces, vertices, and edges are on their shape. Then I will introduce the activity and model what students will be doing with their table groups using the cube as an example. • Check Understanding: During the time that the students are teaching each other about the shape and its attributes, I will be checking for understanding by listening to partners teach to each other about their 3-D shape. Then I will choose one student to teach us about their shape and attributes. • Guided Practice: Students will be working in their table groups to complete a chart of 3-D attributes and draw real life examples of 3-D shapes in a 7-10 minute timeframe. There will be shapes available for students to hands on count vertices, faces, and edges. When they have their chart complete, each group will have an iPad to use the QR codes to check their answers. After the chart is complete, students will draw real life examples of 3-D shapes until we meet back at the floor. • Closure: After students have completed their own 3-D chart, we will meet back at the floor to fill out the chart on the Smart Board. I will clarify any shape attributes that the students had trouble with. • Independent Practice: Students will complete 3 more problems of SCOOT that we started the previous day working with a partner. Students walk around the room finding labeled problems to solve. For example a riddle about a shape or a picture where they have to name the shape and list an attribute. Shapes will be on the tables for students who need to count vertices, faces, or edges

First Day Activities

I am looking forward to getting to have my own first days in my own classroom. The first day/first week I think it is an important step in setting up the whole school year for success. Some things I will do during the first week is getting to know the students and letting them get to know me a little bit. There are a lot of great ice breaker activities out there depending on what grade I will teach. Also learn their names quickly! Another is rules and procedures. I think these are so important and I will spend time modeling as well as having students model. I also want to watch students growth throughout the year and be able to show parents how far their student is coming! I will have students write about themselves and draw a portrait and then at Christmas and another one toward the end of the school year. At the end of the year I may put them together in a book to give to the student to see how they have changed. I can also get information from their writing as to their interests for what books they may enjoy or topics that interest the student. I think the first days/week is so important. Once I know what grade I am teaching, I will be able to plan age appropriate activities and have more of a plan!

Rules and Procedures

In the classroom I am student teaching in, my cooperating teacher utilizes a lot of whole brain learning. For the rules, I stuck with the 5 rules in whole brain teaching. The students can recite the rules and even have hand motions to go along with them. The procedures are also very important to implement in the early days in the classroom to get exposure and practice. Some procedures I would teach is morning procedure - putting away back packs, folders, and getting started on bell work. Other procedures would be how to line up, come to the carpet, getting materials, centers, lunch procedures, recess, PE, music, independent work, assessment, dismissal etc. I think giving students expectations to follow and modeling is very important. If you spend the first week going over the rules and procedures, I think it will greatly reduce the amount of time you have to go over the things later on in the year. I would also start implementing the whole brain teaching on the first day. For example, when I say mirrors on, the students hold up their hands and mirror what I say.

My Classroom Rules

Floor Plan

Visual Managers