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