School of Education Lesson Design TemplateGrade 1st gradeSubject Mathematics: Geometric ShapesDate April 11, 2012

3. Learning Targets – What are the objectives for the lesson?3.3/3.4 – Cite the performance expectations/ standards using the numbers and text.1.3. Core Content: Geometric attributes 1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes.1.6. Core Processes: Reasoning, problem solving, and communication 1.6.G. Describe how a problem was solved.3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson?

Students will be able to compare a variety of three-dimensional figures according to their geometric attributes, working at the concrete, and/ or pectoral levels.

Students will be able to verbally explain how they compared three-dimensional figures according to their attributes, working at the abstract level.

3.6 – Rephrase your learning targets using student-friendly language.I will be able to compare 3-D objects according to their attributes.I will be able to explain how I compared 3-D objects.4. Lesson Assessment – How will students demonstrate their learning?4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson.

Description of assessment activity Evaluative criteria What the assessment is

designed to assess Feedback to students

During the discussion students will have opportunities to express their ideas to the class as well as in small groups (pair-share). Students will be demonstrating their ability to explain how they compared and sort 3-dimensional figures.

Students will be assessed according to their ability to participate in the class discussion. Students will be evaluated according to whether or not they were able to provide reasoning for their response.

Students’ ability to compare and sort a variety of three- dimensional figures (ex. sphere, rectangular prism, and cylinder) according to their geometric attributes. As well as their ability to describe how they solved a problem.

As this is a class discussion and I want students to feel comfortable with expressing their ideas. I will limit my verbal feedback to students. If a student has an incorrect idea I will help lead them to the correct understanding their guided questioning or I might wait for a later time in the lesson to address their misconceptions in a more direct way. If a student expresses a great point I will restate what the student said to reemphasize the idea.

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Sorting Shapes by Their Faces (p. 212)Students will find 3-dimensional shapes and compare the faces of each shape. Students will draw or write the name of the shape and place an x in the corresponding box that matches the shape of the face.

Exit SlipThe students will be asked to fill out an exit slip where they will be asked to identify a shape according to its attributes. Students are asked to explain why they chose a particular shape.

Students will be evaluated according to their ability to record the shape picture or name and then correctly identify the faces of the 3-dinmensional shape.

Students will be evaluated according to their ability to label the correct name and explain their thinking.

It is designed to assess the students’ ability to compare a variety of 3-dimensional shapes according to an attribute (shape of its faces).

The assessment is designed to demonstrate the students understanding of three-dimensional shapes. As well as their ability to explain their how they solved a problem.

I will provide feedback to students by asking them to explain which shape they choose to evaluate. I will then ask student’s to explain how they knew they had correctly identified the type of face. I will handle misconceptions through identifying the students’ misconception. Through a series of questions I will guide the students to have the correct understanding.

I will provide students with written feedback. I will note one strength of the student and 1 suggestion for improvement.

5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.5 – Describe the sequence of steps in the lesson in the following table.

Time Learning experiences

11:00-11:05am

Vocabulary words: Sphere, cylinder, rectangular prism, surface and faceFocus Question: Which of these shapes can roll? (sphere, cylinder, and rectangular prism)Anticipatory set:Teacher Response (T): As you come to the back carpet turn to a partner near you and identify any shapes on their clothes. I will call on students to describe the shape that they found and we will try to guess the name of the shape.The teacher will direct the students’ attention to the Focus Question for the day:Focus Question:Which of these shapes can roll? (a cereal box, can of food, and a ball)

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11:05-11:20am

T: Do not blurt out the answer yet, I want to give everyone a chance to think of the answer.T: Thumbs up if you think this object will roll (holding up the ball). The teacher will call on a student to try to roll the ball.T: What did you notice? (Students share their observations)T: the teacher holds up the cereal box. Will this roll? (The teacher elicits students’ ideas). A student demonstrates trying to roll the box. Why do you think this object did not roll?Sample student’s response (s): Because that is a cereal box it is not round.T: What do you mean by the word round?S: It does not look like a ball, because it has corners.The teacher then holds up the can of food.T: Will this roll?S: Yes because it is roundThe teacher will then have a student demonstrate rolling the ball.T: What did we notice?S: It rolledT: Is this shape round all over like the ball?S: No it has two flat sidesT: So how come it rolled?S: because the sides are round and there are not any corners.

**When students are sharing their ideas. The teacher will ask the students’ to explain or demonstrate their thinking.Whole class Instruction:The teacher will direct the students’ attention to the learning targets: These are our two goals for Today. Before we leave for lunch we want to be able to do both of these.

Learning Targets: 1. I will be able to compare 3-D objects according to their attributes.*discuss the meaning of the following words: compare, 3-D (length, width and height), and attributes. Pointing to concrete examples to support students’ understating.2. I will be able to explain how I compared 3-D objects.

T: I would like you to turn and talk with a partner. I would like one person to tell their partner one of our goals for today at for us to learn how to do that and then your partner will share the other goal.

T: Now we are going to practice comparing 3-D objects like we did this morning. How could I describe the ball?

Ex. it is round and smooth and has no flat sidesT: Does anyone know the special fancy name we call shapes that look like this ball. We learned this word in science when did our balls and Ramps unit.S: That is called a sphereT: Yes, you are right we call this a sphere. Teacher introduces the vocabulary card for a sphere.T: I have a poem to help us remember the name of this shape (The class reads the poem together, swing their foot to imitate kicking a ball). It goes like this…

“Sphere! Sphere!What’s your clue?

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I’m like the soccer ballthat you kick with your shoe!”

How could we describe the can?Ex. It is curved and has two flat sides.

T: Who would like to share with the class the name for this shape?S: It is called a cylinderThe teacher restates the student’s response and introduces the vocabulary card for a cylinder.T: I have another poem to help us it goes like this…

Cylinder! Cylinder!What’s your clue?

I look like a can of chicken noodle soup!The whole class recites the poem while they pretend to eat soup.

How would you describe the box?Ex. all of the sides are flat and there are corners

T: Who can tell me the name of this shape?S: That is called a Rectangular prismThe teacher will post and the read the poem for the rectangular prism

Rectangular prism!What’s your clue?

I’m like the box of tissuesWhen you say Achoo!

The whole class recites the poem and pretends to sneeze.

T: The outside or “skin” of any of these 3-D shapes is called its surface.The teacher will demonstrate how some are flat and some are round.*** Have kids model with their hands:

Curve- holding arms in front of them as though they were holding a large ball Flat-sticky arms straight out.

Ask a student to point to the flat (straight) sides of the rectangular prism and the cylinder. Say that these are sometimes called the faces.T: How many flat faces does each shape have? The teacher will elicit students’ ideas and demonstrate counting all of the faces for each shape. While counting the teacher will write a number on each face in order to help students’ visualize what they are counting.T: how many flat faces does the sphere have?S: the sphere has 0 flat faces

Teacher holds up the cylinder shape.T: How many flat faces does a cylinder have?S: 2 (count them as a class)T: What are the shapes of the flat faces?S: The flat faces of a cylinder are circlesT: How many flat faces does a rectangular prism have?S: A rectangular prism has 6 faces.T: the teacher will explain that all of the flat faces of the rectangular prism are rectangles (a square is a special rectangle).

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11:20-11:30am

11:30-11:40am

The teacher will point to the corner of the rectangular prism and explain that a corner is a point at which at least three flat faces meet.T: Does a cylinder have any corners?S: No, this is because its flat faces do not meet.T: If you had to make an estimate how many corners do you think a rectangular prism has?The teacher will point to each corner as the class counts. There are 8 corners.

Independent practice: Everyday Mathematics Teacher Master p. 212I am going to give you directions about what you are to be working on so listen closely. I have placed a variety of objects that are examples of 3-dimensional shapes. I would like you to follow these steps (The teacher holds up the worksheet):

1. Look at the 3-dimensional shape on your desk.2. Write the name or draw the shape in the column.3. Match the shape to its face. Place an X in the box that matches the faces of your

shape.Then I would like you to look at your table partners shape.Are there any questions?

*** As students are working on completing the worksheet the teacher will circulate around the room.

Possible questions to ask: When we say a shape’s face what are we talking about? Point to a shapes face. How did you know that was a face? How what are the faces on your shape? How many faces does your shape have? Did you find any shapes that had a triangle as its face?

Closure:The teacher will call students to the back carpet. The teacher will review the key concept sin the lesson by asking the following questions:What are some attributes of a sphere?What are some attributes of a rectangular prism?What are some attributes of a cylinder?

T: Turn to your partner and remind them about our two learning targets for the day?I will be calling on you to repeat not what you said but what your partner said.The teacher allows the students to share and then calls for volunteers.T: So how did we do at reaching our learning goals for the day?*Thumbs up if you feel very confident about being able to compare 3-D shapes. So confident that you will still remember how to compare 3-D shapes after eating lunch.*Thumbs to the side, if you can compare some 3-D shapes by their attributes but maybe not all or you think you might forget what you learned after lunch.*Thumbs down, if you are like man today was really hard and I do not know anything about 3-D shapes or how to compare them?

T: Close your eyes and stick your thumbs up high so I can see them.

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11:40-11:45am

Thank you!T: know I would like a show of thumbs of how confident you are at explaining how you solved a problem. Students close their eyes and hold up their thumbs (up, down or to the side). Remember that math is something that can take a while to get really good at.

T: Who would like to share some suggestions of what people can do to help them get better at comparing 3-dimensional shapes and explaining how they solved a problem.The teacher facilitates a discussion of possible suggestions.T: What we can do to help get all thumbs up next time?Thank you class: I wanted to let you know that we will be creating a shape museum in class. This is a place where you can bring in item from home and will be sorting their according to which type of 3-dimensional shape they are.T: I have added the shapes that I brought in today (cereal box, can of food and a ball). Please bring in examples of shapes form home or from outside to add to the museum. It can be an old cereal boxes, paper towel rolls, ice cone… Just make sure you bring in something that if it gets lost it wouldn’t make you sad. Take a few minutes to collect the items off your desk and sort them in the correct location in the museum.T: The teacher will call on students’ to explain how they sorted their items.

T: Your ticket out the door is to fill out this Exit Slip and hand it to me on your way out the door to lunch.The teacher will hold up the Exit Slip: You are to circle the shape that has two flat faces, write the name of the shape, and explain how you knew it was that shape.

5.9; 5.10 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson? What materials will students need for this lesson?

Instructional Materials

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3-dinemnsional shape vocabulary poster

Learning targets

3-dimensional shape poems

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Assessment Tools

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