Teacher Candidate: Dylan Brooks Grade: 2nd Grade

Subject/EEDA/SSCA: Mathematics Date and Time of Lesson: 3/28/2013-9:00

Learning Objective:
The student will analyze the three-dimensional shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shape of the faces, edges, corners, and bases of each through investigation activity.

Alignment with Standards:

SC Standard 2-4: The student will demonstrate through the mathematical processes an understanding of basic spatial reasoning and the connection between the identification of basic attributes and the classification of three-dimensional shapes. SC Indicator 2-4.1: Analyze the three-dimensional shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shape of the faces, edges, corners, and bases of each.

Developmental Appropriateness:
In kindergarten, students identified two-dimensional shapes: square, circle, triangle and rectangle as well as the three-dimensional shapes cube, sphere and cylinder (K-4.1). They also further this information in first grade when the study more three-dimensional shapes. In second grade, students will analyze the three-dimensional shapes: spheres, cubes, cylinders, prisms, and cones according to the number and shape of the faces, edges, corners and bases of each. The students will be using geometric shape manipulatives to do a hands-on investigation.

Assessment(s) of the Objectives:

An informal pre-assessment will be conducted through classroom discussion and shape exploration. The students will be assessed on their knowledge of shapes prior to the lesson and a checklist will be used (attached). A formative assessment will be done of the students completed charts. This will let the teacher know of student understanding during investigation. The summative assessment will be through a game that will be completed whole group. The students answers will determine their understanding.

Accommodations: For early finishers during small group work, new challenges will be presented when working with the geometric blocks. Slower paced learners will be partners with faster paced learners during group work. For ESOL students, model thinking aloud to help them verbalize what they are thinking. For example, I will look at my blocks to see if I can find the sides or edges. Materials:
A set of 9 geometric figures will be used (Cylinder, cone, sphere, rectangular prism, triangular prism, hexagonal prism, cube, triangular pyramid, square pyramid), chart paper for each student (attached), Smart/white board, What Shape am I PowerPoint and pencil.

Procedures:
1. Bring everyones attention to the front of the classroom. Can anyone remember what we learned about shapes the other day? (sides, vertices, putting shapes together) The other day we were looking at plane shapes, but today we are going to be studying geometric solids. You are going to get to see the different three-dimensional shapes. Can anyone tell me what they think three-dimensional means?

Three-dimensional is different from the shapes we were drawing the other day. Instead of our flat, plane shapes, today we are going to look at these three-dimensional shapes. I am going to give everyone a blank chart. I do not want you to do anything with just yet. I am also going to give you and your partner a bag of shapes. Do not open them until I tell you to do so. (NCTM 4) 2. Pass out the blank charts to every student and bag of shapes per two students. On the Smart board, if applicable, put the chart up so that everyone can see. I will write in the names of the shapes, as we come across them. 3. Now I want you and your partner to look at the shapes and see if you find any you know. Give students time to explore the shapes. What is one shape you found? Why makes you think that? Write the name in the first blank of the chart on the board. I want everyone to write this in the first blank. 4. Continue this process until every shape has been named. Remember to call attention to some of the details of the shape. For instance, The triangular pyramid is different from the square pyramid because of the bottom or the base of the pyramid. This process of naming each shape is important for this class. They respond more to some explicit direct instruction in the beginning before being allowed to explore the shapes themselves. 5. Now that we all have named each shape, you and your partner are going to fill out the rest of the chart. You are going to find the number of faces, sides/edges, vertices and the shape of the faces. As you are filling in this information I am going to walk around to help. You may start. 6. Walk around the classroom to check for understanding. Ask some specific questions to promote critical thinking. For example, Why is this shape called a hexagonal prism? What makes it that way? What are some of the shapes that you could use the shape to trace with? (NCTM 1, 2, 3) 7. After the investigation is over and the students have had time to fill in the chart, bring the attention back to the front. Okay I want everyone to put their shapes back in the bag. I want us to look at the chart together. Bring up the chart on the board from earlier with the names already written. 8. Can anyone tell me how many faces there are on a cube? Sides/edges? Vertices? Shapes of faces? Continue through each shape, while asking questions that promote critical thinking such as, How did you figure that out? What did you do? Can you explain what your classmate did with that shape? 9. Now I want everyone to flip your chart over. We are going to play a game to test your knowledge about shapes. We are going to play, What shape am I? The shapes are going to give you clues so that you can figure out the name of the shape. I want you to number 1 through 3 on the back of your chart. While we are looking at the different clues you can use your shapes and your partners, but remember to whisper. Write down your guesses on your chart. (NCTM 1, 2, 3, 5) 10. Play through the three questions on the game, having the students raise their hands when they think they have an answer. When you think you have an answer, raise your hand to guess. 11. Now I want everyone to put their shapes back in the bag and look up here at the front. How are the three-dimensional shapes different from what we learned about plane shapes? What are some of the shapes we looked at today? This is to wrap up the lesson and remind the students the difference between 3D shapes and plane shapes.

Name of Geometric Solid

Number of Faces

Number of Vertices

Number of Edges

Shape of Faces

Student Checklist Student

Check if understanding is evident

Check if student is lost or frustrated during discussion

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