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Original Unit of Instruction

The math lesson focused on identifying and describing 3D shapes. Students went on a shapes hunt around the school to find examples of cubes, rectangular prisms, cones, and cylinders. They worked in groups to locate specific shapes and included them in a "Shapes Museum" display. The next day, students used a graphic organizer to describe and compare the attributes of 3D shapes like faces, edges, and corners. They completed an activity where they determined whether common solids could roll or not based on their shape.

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dawajo15
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146 views

Original Unit of Instruction

The math lesson focused on identifying and describing 3D shapes. Students went on a shapes hunt around the school to find examples of cubes, rectangular prisms, cones, and cylinders. They worked in groups to locate specific shapes and included them in a "Shapes Museum" display. The next day, students used a graphic organizer to describe and compare the attributes of 3D shapes like faces, edges, and corners. They completed an activity where they determined whether common solids could roll or not based on their shape.

Uploaded by

dawajo15
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teacher: Fluker

Content: Math

Week of : March 913

Day: Monday

Standards:

MCC1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right
circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

We Are Learning To (Learning Intentions)


Identify 3-dimensional shapes

What Im Looking For (Success


Criteria)
I can find 3D shapes around school and
at home.

Warm-Up/ Do-Now (5-8 minutes)


Mad Math Minute

Opening (Hook/ Activating Strategy/Learning Intentions)


WALT/WILF
Read Captain Invincible and the Space Shapes by Stuart J. Murphy or other book about 3D shapes. Prepare a
chart/graphic organizer to record the characteristics of the three-dimensional figures as you read the story. Pass around
solid 3D shapes (cube, right rectangular prism, right circular cone, right circular cylinder) and ask students to describe
how each one looks and feels and record these characteristics in the graphic organizer.
Work Period
Ask the students, How are these different from the shapes we have been using? Allow students to engage in the
conversation that defines the difference between 2D and 3D. After a class discussion on the differences between three
dimensional and two dimensional shapes, explain to students that they will go on a shapes hunt in the school to
identify 2D and 3D shapes found within their environment. Tell them that they will work with members of a group to
locate specific items on a list and bring them back or take a picture of the items to include in a Shapes Museum.
Divide students in to groups and assign them each a specific list of items to locate, such as:
Two or more shapes that make another shape
Solids that are like a box, a cylinder, a pyramid, a cone
Five shapes that are alike in some way

Give students the option to take a picture with a digital camera, draw a picture, collect the items, or make the shapes
using clay, to display in a Shapes Museum in the classroom.
Part IV
Students will work with a partner to play, Whats My Shape (Van de Walle, Activity 7.2, page 195). Make a set of 2D shapes on paper. Cut out a third of the shapes and paste each inside a folded half-sheet of construction paper to
make secret shape folders. One student will be the leader and the other will hold the secret shape folder. The leader
will ask yes or no questions about the shape to lead to a correct guess.
FORMATIVE ASSESSMENT QUESTIONS
Is this object exactly like our model? How is it the same? How is it different?
Which solid is the hardest to find in the classroom? Why?

Diferentiation

What do you notice about the faces of objects?


Where would you find __________ at your house?
How are the students describing the shapes they are finding?
Tell me about the shape you are looking for? The shape you found? (What attributes are the students using to describe
the shape?)

Extension
Students could determine attributes and then use that information to graph objects from the Shape Museum.
A home connection could be made by sending a parent letter asking for students to search for solids they could
bring back to school to add to the Shape Museum or to share during show and tell.

Intervention
Give students who struggle cards with examples of 3-D solids that can be used when they are looking for
Closing (Summary)
(5 minutes)
3 Questions that link back to Success Criteria
Which solid is the hardest to find in the classroom? Why?
What do you notice about the faces of objects?

Reflection What will I do tomorrow?

Teacher: Fluker

Content: Math

Week of : March 913

Day: Tuesday

Standards:

MCC1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right
circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

We Are Learning To (Learning Intentions)


Describe and compare attributes of 3dimensional shapes

What Im Looking For (Success


Criteria)
I can complete a graphic organizer to
describe and compare 3D shapes.

Warm-Up/ Do-Now (5-8 minutes)


Mad Math Minute
Graph favorite shapes (2D or 3D)
Opening (Hook/ Activating Strategy/Learning Intentions)
WALT/WILF
Discuss attributes of shapes from graph

Diferentiation

Work Period
Review difference between 2D and 3D shapes. Three-dimensional shapes are not flat. They have a thickness or
depth. Discuss plain faces and curved faces. Review vocabulary faces, corners, and edges. Invite students to describe
3D shapes and point out the corners, edges, and faces. Use modeling clay to create the shapes. Students will complete
the table, Does it Roll? and descriptions boxes.

Extension
Van de Walles Activity 16.9, page 311, Feeling It, uses a box, bag, or sock to place a secret shape in. The
student puts their hand in the box, without peeking, and describes the shape using mathematical language while
the other students try to guess what shape it is.

Intervention
Provide a list of defining and non-defining attributes students can refer to.
Closing (Summary)
(5 minutes)
Questions that link back to Success Criteria

What are the attributes of ________? Why did you put _______ in this section of the table?

Reflection What will I do tomorrow?

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