1. Topic-
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| Comparing 3D and 2D Geometric Shapes |
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2. Content-
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flat
cube
pyramid
cylinder
square
circle
triangle
roll
stack
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3. Goals: Aims/Outcomes-
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1. Students will know what 3D and 2D shapes are.
2. Students will be able to identify between the two by name of shape
without hesitation.
3. Will be able to compare the shapes. |
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4. Objectives-
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1.Completed with 95% accuracy and understanding
2.Students will pay very close attention to the lesson
3.Children will be well-behaved and follow directions with minor interruptions
or distractions. |
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5. Materials and Aids-
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"Shapes That Roll" book,
Smart-board,
copies of shapes (with the names) sheets,
2D and 3D shape charts |
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6. Procedures/Methods-
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A. Introduction-
| Ask the children what they have already learned about 3D and 2D
shapes from Mrs. Smith. |
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B. Development-
1.Introduce and read the book "Shapes That Roll" on the carpet.
2.As the book is being read, frequently ask the students some questions.
-What shapes are you seeing on this page?
-What are the shapes doing in this picture.
3.After reading, ask for a few things that the students learned about
shapes in this book. |
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C. Practice-
1.Introduce a Smart-board activity that will deal with identifying
whether shapes are 3D or 2D.
2. Have each child come up and tell what kind of shape they see and
have them put it there.
3.Find out whether the answer is correct or not. |
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D. Independent Practice-
1. Once children are back to their original seats, pass out the
3D and 2D chart, along with the different shapes with the names out
to each student.
2. Have the students get out their scissors and glue sticks. 3. Have
the students cut out the different shapes(keeping the names attached)
and glue them to where they think the shapes belong on the chart. |
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E. Accommodations (Differentiated Instruction)-
| If a student is having a little trouble understanding, help correct
their mistake by giving them a demonstration on what they are to do. |
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F. Checking for understanding-
1. When students are all done with activity, go over and star the
charts that are correct.
2. If a student's chart is not fully correct, explain to them that
something is not right and what needs to be fixed. When fixed, star
their paper. |
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G. Closure-
1.Ask the students what they learned about 3D and 2D shapes after
this lesson. (Call on 3 or 4)
2. Allow them to take their charts home to use as a way for them to
study their shapes. |
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