PS1 - Template

LESSON PLAN - Math

Grade: 3 Lesson Title: 2-D Shapes Lesson Duration: 45 minutes
*Part of a series of lessons in the shape unit of grade 3 math
Overview of Lesson: Write a clear and concise overview that indicates what the lesson is, the purpose, how it is connected to the POS, what
students will learn and how the lesson will conclude.

This lesson series serves as an introduction to shapes for grade 3 math students. The purpose is to have students get practice with
simpler 2-D shapes, before moving into more complex 3-D shapes. Students will explore sides and vertices of 2-D shapes through direct
instruction, explaining important terms, followed by experiential learning by engaging in a math game. By the conclusion of the lesson,
students should have an evident understanding of sides and vertices within 2-D shapes and be familiarized with the naming groups of
shapes. By the conclusion of the series of lessons on shapes, students will be able to identify faces, sides, and vertices of 2-D and 3-D
shapes, and be able to sort shapes according to the number of sides, connecting to the GLO and SLOs presented for this section of the
shapes and measurement unit in mathematics.
Alberta Program of Study - Goals and Objectives: Choose selectively and think carefully about what is achievable for students to learn by
the end of the lesson [Maximum 1 GLO, 2-3 SLO].
GLO / GLE SLO / SLE
Describe the characteristics of 3-D objects and 2-D - Describe 3-D objects according to the shape of the faces and the
shapes, and analyze the relationships among them. number of edges and vertices. [C, CN, PS, R, V]
- Sort regular and irregular polygons, including:
- triangles
- quadrilaterals
- pentagons
- hexagons
- octagons according to the number of sides.
[C, CN, R, V]
Learning Objectives: Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words for reference.
Students will…
- Identify the number of sides, vertices, and faces of 2-D and 3-D shapes.
- Classify shapes according to the number of sides.
- Understand the relationship between sides and vertices in 2-D shapes.
- Define the characteristics of regular and irregular polygons.
- Identify models of 3-D shapes, when given information about sides, vertices and / or faces.

Inquiry & Guiding Questions:

Inquiry Question:
How do 2-D shapes differ from 3-D shapes?

Lesson Guiding Questions: Guiding questions must provoke student thinking and help them understand what they are learning, why they are learning, what they
have learned, what they still need to learn etc.
- What are the vertices of a shape?
- What did you find out about the relation of vertices and sides in 2-D shapes?

Annotated Learning Resources List: If it is an online resource provide an active link. If it is a book, cite the book and author. Provide 2 -3
sentences (annotated) to indicate what the resource is and why you have chosen it. How does it support your lesson and student learning?
Resource #1: Alberta Mathematics Program of Study
Resource #2: http://www.myeverydayclassroom.com/2015/03/2d-shapes-lesson-ideas-for-grade-3/
The game idea came from the above resource, with modifications. I think a game is a great way for students to practice math concepts, as it keeps
them engaged and enjoying the process of learning math. This game provides students with a ton of practice determining sides and vertices of 2-D
shapes, while also starting to get them familiar with names of shape groups.
Material and Equipment: List what you will use AND, therefore what you will organize ahead of time prior to your lesson.

1
 PS1 - Template
- Worksheets - enough for every student
- Smartboard
- Students need: their dice, individual whiteboard, marker, colouring pencils
Lesson Procedures
Introduction (2 minutes): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the
timing for each section.
- Explain that we will be putting place value on hold for a class and learning about shapes.
- Tell students the layout of the lesson: review how to determine sides and vertices of 2-D shape, followed by a game to practice
these skills.
- Have students pull out their whiteboards and a marker and put it on the edge of the desk.
Body (37 minutes): Write clearly and concisely. Writing must be descriptive and clearly organized. Specify activities and transitions in lesson.
Indicate timing of each section.
Steps and Procedures: An activity can be reading - transition - partner dialogue
(as an example). Each activity and transition are timed.
Activity #1: Sides and Vertices in 2-D Shapes [Direct Instruction] (15
minutes)
- Review the terms: sides, vertices and how to count these in a shape.
- Ask students: what are the vertices in a shape?
- Side: a line that joins two vertices.
- Vertex: where two lines meet to form an angle.
- Describe the relationship between vertices and the name
of shapes i.e. triangle, quadrilateral, pentagon, hexagon,
octagon.
- Draw some examples while explaining these concepts.
- Draw examples on the smartboard and ask students how
many sides, how many vertices (include a circle).
- Formative assessment: students get their whiteboards ready to use.
- Ask students to draw a shape with a certain # of vertices
and / or a certain # of sides.
Transition (1 minute):
- Ask students to put away their whiteboards and markers.
- Hand out game sheets.
- While handing them out have students write their name on
the top and get out a dice and coloured pencils.
Activity #2: Shape Game [Experiential Learning] (20 minutes)
- Explain the rules of the game.
- Differentiation: the rules are also written at the top of the
game sheet / worksheet.
- In groups of ~3, students will play on the front side using
the number of sides and on the back side using the number
of vertices.
- Take turns rolling the dice.
- First person with 5 shapes coloured in a row wins.
- Name the shape that you colour aloud to your group, so
the group can check that you chose the correct shape.
- Thumbs up, thumbs down to see if students understand the game.
- Remind students that they will need their dice, a coloured pencil,
and their game sheets.
2
Identify Teaching Strategies / Rational:
Example: Direct instructions, pair/share, jigsaw, whole group
discussion etc. When will you use these and why? You will list
in your body, but you will explain your choice here.
Direct Instruction: activity #1
Because this is the first time that the grade 3’s will be
touching on the shapes and measurement unit, I chose
to do direct instruction as the first instructional
method. This allows students to get an initial
understanding of the important terms and concepts in
the shape unit.
Experiential Learning - shape game: activity #2
I wanted to use a game for the next activity so that
students have a chance to practice what they have just
learned in a fun, engaging way. This game gives
students lots of practice in counting sides and vertices
of 2-D shapes.
Assessments / Rational
Example: observation/anecdotal, student/teacher
conferencing, check list, worksheet, discussion, or other
techniques from your evaluation text book. When will you
administer these and why?
Type / Name: Individual whiteboards
Where Assessment Occurs: activity #1
The individual whiteboards is a good formative
assessment to do after the direct instruction because
it allows me to see how well students have understood
the concept. Each student has the chance to
demonstrate their understanding on their whiteboard.
If most students are not able to get the questions I ask
correct, there was a misunderstanding in my teaching
and I will know to do more examples together as a
class, or try and explain the concept in a different way
before moving on.
 PS1 - Template
- Turn students loose.
- If groups finish early, they can replay the game (using the chips in Type / Name: Worksheet
their math supply kit, since shapes will already have been coloured Where Assessment Occurs: activity #2
in). At the end of playing the math game to practice the
concept learned, I have created a question for
Transition (1 minute): students to answer. Through the practice they have
- Students clean up the materials they were using, and return to their done, they should be able to determine the answer,
desks for consolidation and closure. and if not, more practice may be needed before
moving on to the more complicated 3-D shapes in the
unit.

Type / Name: Thumbs up, thumbs down

Where Assessment Occurs: activity #2
Before letting students play the math game, I will do a
formative check to make sure the instructions are
clear. If students have not understood the rules of the
game, it will not give them the proper practice with
the math concepts, so this is very important. I will
attempt to explain in a different manner or give a
demonstration if some students are not
understanding.

Differentiation: Identify your approaches and how these support student learning.
- For activity #2, I have the rules of the game written at the top of the page and I will also take the time to explain the game to
students. This supports student learning because some students learn better by reading the rules rather than having the rules
explained to them. Some students struggle with reading, so these rules may be difficult for them to follow if I weren’t to read
them out, therefore I will have both the written version and the verbal instruction to support all students’ needs. The written
rules also allows students to refer back throughout the game if they forget or run into a problem while playing.
- The experiential learning done by having students play the math game also supports student learning. Direct instruction is
useful in initially teaching the concept, but this doesn’t work best for all students. Learning by playing a game creates a
memorable way for students to learn, which hopefully enhances their ability to grasp the concepts.
Consolidating and Closure: (6 minutes) *beyond 'clean up'
Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure. Provide Clear steps and indicate
process.

- Ask students: what did you find out about the relation of vertices and sides in 2-D shapes?
- If students have not answered the question on the back of their game sheet, have them do so and put the worksheet in a pile.
- Formative assessment: the worksheets that are handed in can be looked over to see if students understood the
concepts presented in the lesson.
- Students clean up their space, and get ready for music class.

Reflection: After teaching the lesson – what went well, what could have gone better, what should be changed for next time etc.
This was the first math lesson that I’ve taught to the grade 3s. I wasn’t exactly sure how much background knowledge they would have
on shapes, and when I started, a student kindly informed me that they had already learned what I was teaching them in grade 2, so we
moved into the individual whiteboards activity fairly quickly. Students were very attentive throughout the lesson. I thought students
could have had a bit more time playing bingo, as most groups weren’t able to finish both bingo games. The consolidation wasn’t as
clear as I wished it would have been. Students did not seem to fully grasp the relation between vertices and sides in 2-D shapes, but if I
had had more time I think I could have cleared this concept up using the smartboard and some more examples. I was given the
feedback that I need to combine verbal instruction with writing, as this helps students to understand, so I will work to add this to my
lesson plans in the future.