Lesson+Plan+Assignment

Math/3D Geometric Shape || b. Recognize and name the following three-dimensional figures: spheres and cubes. b. Build, represent, name, and describe cylinders, cones, and rectangular prisms. ||
 * Lesson Plan Template**
 * Name: _____________Christina Goodwin____________________________ Grade Level: _____________K_______________**
 * Estimated number of day’s lesson will cover: _______________1_________________**
 * Lesson Subject/Title:
 * Performance Standards:
 * MKG1. Students will correctly name simple two and three-dimensional figures, and **
 * recognize them in the environment. **
 * M1G1. Students will study and create various two and three-dimensional figures **
 * and identify basic figures (squares, circles, triangles, and rectangles) within **
 * them. **
 * Lesson Objectives (What students will know and/or do) :
 * Students will identify 3D shapes and their names.

Enduring Understanding: To identify and name 3D shapes. || What’s my 3D shape? || Sphere, cylinders, cones, and rectangular prisms ||
 * Essential Questions:
 * Key Vocabulary:


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 3 min || Introduction/hook/activation of prior knowledge

Tell student they are going to sing about 3D shapes. Show an example of sphere, cylinder, cone, and rectangular prism. Have students say shape name. || Attach shape name to shape. || 3D shapes || Assess to see if students can pronounce shape name. ||
 * 15 min

10 min || Instructional activities

Guided Practice (if appropriate) Give each student a set of 3D shapes. Have students stand in a circle. Have them place their shapes on the floor in front of them. Tell students they are going to review the names of each shape by singing the “Hokey Pokey!” Instead of putting an arm or leg “in” or out,” students should use the 3D shape that teacher calls out.

Teacher calls out: “Cylinder!”

You put your cylinder in. You put your cylinder out. You put your cylinder in. And you shake it all about! You do the Hokey Pokey, and you turn yourself around! That’s what it’s all about!

Teacher calls out: “Rectangular prism”

Continue singing until you have used all four shapes.

Independent Practice (if appropriate)

Have students color 3D shapes and cut out shapes. Have students glue shape to correct shape name. || Show student example of shape with shape name.

Show examples of shape and shape name. || 3D shape

Glue, scissors, Construction paper, Worksheet with shapes || Assess to see if students can indentify shape with shape name.

Assess to see if students can identify shape name with shape. ||
 * 3 || Review and Closure

Show an example of sphere, cylinder, cone, and rectangular prism. Have students identify shape and name. || Attach shape name to shape. || 3D shapes || Assess to see if students can identify shape and name. ||

Lesson Reflection: What worked well in your lesson? Having the 3D shapes worked well. The student could handle the shape and they understood what it looked like. Singing the song helped them remember the shapes better. Reviewing the shapes before helped them remember the names.

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? Some of the students got finished early. I noticed some other students struggling with independent practice. I asked the students who got finished early to help those other students. I used peer tutoring. It worked out well and the students enjoyed helping out. What follow-up instruction related to your objectives is needed either for remediation or extension? The students will continue to learn about 3D shapes and others shapes too. Asking the student what shape something it will help them put it into practical use. What would you still like to learn that might help you to better meet the diverse needs of your students? I would like to learn more strategies for classroom management. Example: how do you handle crowd control.