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Name: Courtney Denis

Date: 10-6-15

Content Area(s): Math


Grade Level: first
Topic/Essential Question: How can you describe three-

Allocated Time: 1 hour

dimensional shapes?
Standards:

Instructional
Objectives/Learner
Outcomes:

MAFS.1.G.1.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to
possess defining attributes.
Students will be able to understand the differences and similarities between 3 dimensional
shapes and what two dimensional shapes are made from a cube, cylinder, and a cone.

Assessment:

Teacher will collect the papers from the students at the end of the assignment.
Teacher will ask students to identify the shapes used on their paper by writing the names
by the shapes made.

Materials:

Crayons (red, blue, green)


Construction paper
Pencil

Vocabulary:

Cylinder, cone, cube, flat surface, curved surface

Instructional
Procedures:
Hook

(amount of
time)

Introduction

(amount of
time)

Step-By-Step
Procedures

(amount of
time)

Closure

(amount of
time) 1
minute

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1. Have paper passers pass out construction paper.


2. Pass out the bags with 3 dimensional shapes in it.
3. Have students remove the shapes from the bag.
4. Tell the students to fell the shapes and put the shapes with a flat
surface on their name tag, put the rest of the shapes in their bags.
5. Have the students get out a red, green, and blue crayon and put their
crayon box back in their desk.
6. On the doc cam put a key for the colors.
7. Cube-blue, cone- red, and cylinder- green.
8. Have the students grab the cube and hold it in the air. Check to make
sure the students all have cubes in their hands.
9. Have them put it on the paper.
10. Have students grab their blue crayon and hold it up.
11. Tell the students using the blue crayon they are going to trace the
bottom of the cube on the paper.
12. Demonstrate on the doc cam.
13. Have students trace their cubes.
14. Lift up the cube. Say we want closed lines and corner to create the
shape.
15. Ask what is the shape on the paper.
16. Have them put their cube on their name tag.
17. Have the students grab their cone and hold it in the air.
18. Ask what shape do they think the cone will make when they trace the
flat side.
19. Have the students put the cone on their paper.
Revised 07/09

20. Have the students put their red crayon in the air.
21. Have the students trace the flat surface of their cone. Remember we
always want close lines.
22. Lift the cone and ask the shape.
23. Repeat for the cylinder.
24. Ask students to write the names of the 3-d shape next to their tracings
using the colors to know which shape belongs to the 3-d shape.
25. When the students have labeled all of their tracings have them trace
more of the flat surfaces.
26. Refer to name tag for the names of the 3-d shapes. Let students know
they can use it for reference for the rest year.
27. Ask could they trace the curved surfaces. Why can they not?
28. Have students put their shapes on their name tags.
29. Point to your tracing on the doc cam and ask the students where 3-d
the tracing came from.
30. Have students get their writing journals out.
31. Have students think about the shapes they traced. Which were
similar? Why are they similar?
32. Model writing the sentence _________ and ___________ are alike
because
33. Have students copy the sentence in their journal.
34. Have them talk with their groups what they find similar with their
shapes.
35. Have students fill in the blanks and finish the sentence.
36. Model writing the sentence _________ and ___________ are
different because
37. Have students copy the sentence in their journal.
38. Have students find two shapes that are different? Why?
39. Talk with their groups about why the shapes they different.
40. Have students fill in the blanks and finish the sentence.
41. When students are done completing their sentence have ask for a few
examples.
42. Have students put the shapes in their bags.
43. Put their paper tracing in their binder and writing journal away.
Accommodations:
ELL 1 or 2

Vocabulary

Instructiona
l
Grouping
ELL 3 or 4

Vocabulary
Instructiona
l
Grouping

ESE

Vocabulary
Instructiona
l
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Revised 07/09

Grouping

Extensions or
Alternate Activities

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Revised 07/09