Olivia Wrieth November 16, 2020

SIOP Lesson Plan

SUBJECT: Mathematics
UNIT FOCUS: Geometry
2ND GRADE
LEVEL 3

Lesson # 1
Length of Lesson: 40 Minutes

STANDARD(S): CC.2.3.2.A.1: Analyze and draw two- and three-dimensional shapes having

specific attributes.

LESSON TOPIC: Two- and Three-Dimensional Shapes

OBJECTIVES: Present in front of class

A. Language students will be able to:

 Define new vocabulary visually and in writing.

B. Content students will be able to:

 Construct two- and three-dimensional shapes having specific attributes.

 Identify specific features of different shapes.

 Construct a model using words and visuals.

KEY VOCABULARY:

 Two-Dimensional

 Three-Dimensional

 Circle

 Triangle

 Sphere

 Triangular Prism

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Olivia Wrieth November 16, 2020

MATERIALS:

 Poster paper

 Blank sheet of paper

 Vocabulary Cards

 Colored Pencils

 Exit-Slip Worksheet

Preparation:
1. The teacher will draw a circle, a triangle, a sphere, and a rectangular prism each on
separate sheets of poster paper. The teacher will also create labels to go with each picture
on a separate sheet of paper. Show the students images of each shape and display them in
front of the classroom.
2. Have students take out index cards to write down the vocabulary words for this unit.

Motivation:
Display both language and content objectives for students to see. Read and explain each
standard. Have students identify and read both language and content standards, identifying which
is a language standard and which is a content standard.

Strategies:
1. In order to activate the student’s prior knowledge, they will be asked to provide what they
already know about shapes. Students will have the chance to review and refresh previous
content that they may have forgotten, and this also gives the teacher a baseline idea of
where students are in terms of content knowledge.
2. The use of vocabulary cards creates the opportunity for students to write out specific
content, construct visuals, and identify key features of this word. These words will be
emphasized during the lesson. This serves as reinforcement within the lesson and it is
also a good tool for student to refer back to if they need help.
3. Students will read their books aloud to a partner at the end of the activity. This gives
meaning to the students’ work while also reinforcing the vocabulary terms. Students have
another opportunity to practice pronouncing the words and also hearing them. The
teacher will be able to assess the student’s understanding of the content based on this
activity.

Warm Up/Building Background (15 minutes)

 Have students stand up at their desks and make their favorite shapes with their arms.
Students will go around the room and share the name of their shape, the number of sides
their shape has, and the number of corners on the shape. Assess students’ prior
knowledge. Then, have students look around the classroom and point out different

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shapes. Make students aware of specific characteristics about a circle and a triangle.
Expand on the topic by asking students the following:
o What can you already tell me about shapes? What are some words that you know
that relate to shapes?
o Describe each of your shapes. Can you play with your shapes or are they flat?
o What are some specific features of the shapes that are displayed in the front of the
classroom? (number of sides, corners, faces, edges)
 Explain to students that shapes can be either two-dimensional or three-dimensional.
 Have students hold up their vocabulary cards. Explain to students that we will be making
vocabulary cards to go along with each of our vocabulary words. On these cards, students
will include the vocabulary word, a picture to describe the word, and a definition. This
definition may include characteristics of each vocabulary card. The teacher will then have
volunteers come up to the board and attempt to place a label under the correct shape.
Then with students, correct any misplaced labels.

Presentation (10 minutes)

 Teach students about two-dimensional and three-dimensional shapes. Have students
make vocabulary cards for the words two-dimensional and three dimensional. Then
teach students about circles and triangles and then about spheres and rectangular prisms.
Students will make vocabulary cards for those words. Point out differences between a
circle and a sphere and a triangle and a rectangular prism.
 Describe objects around the classroom to students. Give them hints about the number of
sides, corners, and faces of objects. Students will guess the shape based on the
description. Students will write down features of the shapes on their vocabulary cards.
 The teacher will show students how to draw circles, triangles, spheres, and triangular
prisms. Be sure to label each drawing and emphasize the vocabulary words throughout
the presentation.

Practice/Application (10 minutes)

 Review two-dimensional and three-dimensional shapes with students. Have volunteers
discuss what they learned. Then, on blank sheets of paper, have students draw a book
about shapes. Demonstrate teacher modeling. In their books, have students draw and
label a two-dimensional shape and a three-dimensional shape. Students will identify
specific attributes of their shapes discussed during the lesson in full sentences. When
finished, students will read their books aloud to their shoulder partners.
 Students will add these books to their “math library” to use in other presentations.
 Scripted Directions:
1. Today you are going to be making books about shapes.
2. Everyone will need different colored pencils.
3. I am going to pass out 3 sheets of plain paper. Stack all 3 sheets of paper on top of
one another, and then fold your paper in half to make a booklet.
4. On the cover page of your booklet, you are going to think of a creative title for
your book. You will also put “By: __________” and write your first and last
name on that page. Decorate your cover page however you choose.

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5. Now, open your book. On the first page (on the left), you will write the name for
one of the shapes that we learned about today. Underneath the name, draw a
picture of that shape. Be creative with the drawings of your shape!
6. Now, use the page on the right. In full sentences, write about some of the features
of this shape. How many sides does it have? How many corners does it have?
How many faces? Is it two-dimensional or three-dimensional?
7. Continue on making TWO pages for each of the shapes that we talked about today
in class in the same in the same way we just did the first one.

Review/Assessment (5 minutes)
 Students will complete an exit-slip worksheet. They will write down two things they
learned and ask one question that might still be unclear.
 The teacher will review the student’s books to check for an understanding of both
language and content objectives.
 Review objectives as a class and have students give either a “thumbs up” if they think the
objective was met or a “thumbs down” if it was not met. Discuss why an objective was
either met or not met.