UMU Lesson Plan Template: Explicit Instruction

2016-2017

Name: Liz Jones Date: February 27, 2017

Grade Level: 2 Class Period: 9:00 -10:00 AM
Subject: Math Lesson # & Title: Toothpick Box
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes: There are a total of 20 students (11 boys and 9 girls) in the second grade classroom. There are
students from different socio-economic backgrounds and ethnicities. Three students are identified with disabilities
and one student is identified as an ELL.
One student is identified with autism and is on the high functioning end of the spectrum. She is on grade level in
mathematics but struggles at oral and written communication and is currently performing two grade levels
below her peers in ELA subjects.
Two other students receive special education services in reading, written expression, and math. The first student is
identified with a Specific Learning Disability and reads one grade level below peers. He has significant
difficulty forming written sentences and paragraphs on given topics. He often makes errors in capitalization,
punctuation, and spelling which impact the readability of his writing. In math, the student can solve grade level
equations with the aid of a number chart. He has difficulty answering applied math problems due to limited
reading skills and the need for concrete examples in math. The student is extremely motivated to learn. The
second student is identified with an Intellectual Disability and reads nearly three grade levels below peers. The
student can copy basic words but has difficulty writing basic words or sentences from memory. In math, the
student can solve addition and subtraction equations with the aid of a calculator. He has difficulty answering
applied math problems and cannot count money or tell time. The student shows little interest in reading, writing
or math within the classroom setting but enjoys working with classmates on projects.
One student is identified as ELL. This student recently arrived in the USA and appears to have some receptive
language abilities in understanding basic conversations. She struggles with communicating what she knows
both orally in English or in written format.

Classroom Environment: The classroom is bright and inviting to the students. The room is set up for having 20
students in mind, with the desks grouped in five teams of four students. Teams are grouped heterogeneously but
this often changes dependent on the lesson. The Smartboard and chalkboard are visible to each of the students in
every seat. There are two designated small group worktables situated around the room. The classroom has three
student computers and a set of ten iPads. There is also a carpeted area with beanbags if students choose to
complete their independent work there. The room is decorated with student work, a word wall, and anchor posters
with helpful reference information. Everything in the room has a place. It is highly organized with labeled bins of
supplies. Students are aware of where everything is located and independence, problem-solving, and peer support
are encouraged. Students have a routine for entering, turning in assignments, answering questions, etc.

Rationale: It is important to take into account that some of the students come from different cultures, races, and
socio-economic situations when planning the lesson. Teachers must also take into account prior experiences and
unique learning needs of the students with disabilities and ELL student when planning this lesson. It is
advantageous to relate the assignment to real life experiences and use various learning supports to help all
students develop the targeted lesson skills.

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Content Standards: 2.G.1 Recognize and draw shapes having specified attributes, such as given number of
angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Rationale: This standard is being taught because identifying shapes is a critical skill to acquire. Students have
previously been introduced to two-dimensional shapes and can identify what they are based on how many sides
they have. Students built, drew, and identified two-dimensional shapes. They also learned how to use attributes of
these other polygons to identify and draw different quadrilaterals including rectangles, rhombuses,
parallelograms, and trapezoids. The next step is to relate the square to the cube, and describe the cubes attributes.

Learning Objectives:
1. Given a name of a two-dimensional shape, students will be able to draw the given shape accurately with
100% accuracy.
2. When given a two-dimensional shape name or picture, students are able to correctly name the attributes of
the shape with 85% accuracy.
3. Given a cube, students will be able to identify the number of faces, edges, and corners with 80% accuracy.

Academic Language:

Shape, parallelogram (quadrilateral with both pairs of opposite sides parallel), polygon (closed figure with three
or more straight sides), quadrilateral (four-sided polygon), right angle (a square corner), square, rectangle,
hexagon, rhombus, triangle, cube, pentagon, angle, face, sides, attributes (characteristics of an object such as
number of sides, angles, or faces)

Assessment Plan:

Formative Assessment:
1. Check students understanding of the names of previously learned shapes: square, triangle, hexagon,
pentagon. Hold up picture of each shape and ask what is this shape and have the class respond on their
white boards with the name of the shape. After getting a grasp that the students know the names of the
shapes, ask individual students to describe how they know they know the name of that shape. Prompt
their thinking by asking how do you know this is a triangle? etc. To evaluate individual students
comprehension of the names of the basic two-dimensional shapes keep a checklist of the students that
respond to the questions correctly, and which students seem to be struggling.
2. Instruct students to turn to their partner and describe the shape to their partner. Emphasize the importance
of using academic language.
3. Ask students after completing the toothpick cube about the different attributes of a cube and how that
relates to what they just constructed. Students should be able to relate edges with toothpicks,
marshmallows with corners, and paper squares as faces.
Summative Assessment:
1. Students will complete a Problem Set worksheet (see attached) to assess whether they understand the
different attributes of a cube, including terms like face, edges, and corners.
2. Students will complete an exit ticket instructing them to draw three cubes and to circle their best one. This
will reinforce the standard that the students are able to draw a cube correctly.

Procedures: Lesson Introduction: 10 minutes

1. Gain students attention by asking what we learned in the previous.
2. Student should mention that we previously learned the different attributes or characteristics of shapes.
Emphasize the importance of using the term attribute/characteristic.
3. To review these shapes have the students grab a white board, marker, and eraser.

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 4. Draw a shape on the board. You are checking for students understanding of the names of previously
learned shapes: square, triangle, hexagon, pentagon
5. Ask what is this shape? and have the class respond on their white boards with the name of the shape.
After getting a grasp that the students know the names of the shapes, ask individual students to describe
how they know they know the name of that shape. Prompt their thinking by asking how do you know
this is a triangle? etc. To evaluate individual students comprehension of the names of the basic two-
dimensional shapes keep a checklist of the students that respond to the questions correctly, and which
students seem to be struggling.
6. Repeat this process of drawing shapes and having the class identify them with 3 shapes.
7. Then repeat the process instead writing the name of a shape on the board and having the students draw the
shape on their board.
8. Continue to ask the students how they know what shape they drew, looking for them to use the term
attributes, and other academic language such as angle and sides.
Procedures: Lesson Body:
Review & Presentation- 5 minutes
1. Draw a square on the board.
2. Describe the attributes of the square specifically
a. There are 4 sides to a square
b. There are 4 right angles
3. Add extending lines so that the students can see that a cube is made of 6 squares.
a. The shape I have drawn on the board is called a cube. Write the term cube on the board.
4. Introduce the term-face.
a. The face of a shape is a two-dimensional side of a three-dimensional shape
b. The face for the cube on the board is a square.
5. Show students a model cube.
6. Tell the students that they will be physically making cubes today.
Structured & Guided Practice- 30 minutes
1. The classroom should be arranged so that students are in groups of 4.
2. Distribute a bag of toothpicks and an adhesive material (mini-marshmallows) for constructing the cube.
Each student will also be a given a sheet of white paper.
3. Demonstrate to students how to construct a square using 4 toothpicks and 4 marshmallows.
4. Have students do the same. Give them appropriate time to work.
5. Instruct students to turn to their partner and describe the square to their partner. Emphasize the importance
of using academic language.
6. Explain that an appropriate response would include that there are 4 straight sides, 4 square corners, can be
called many different names (polygon, quadrilateral, rectangle, parallelogram, square), has two parallel
sides.
7. Construct a cube using the toothpicks and adding to your previously constructed square.
8. Ask what shape the face of a cube is. Students should respond with square
9. Count the edges of your cube out loud. Mark the edges on the cube drawn on the board. Have the students
could out loud with you. There are 12 edges total.
10. Ask students how many edges a cube has. Students should respond with 12.
11. Ask students if there are 12 edges of a cube, how many more toothpicks theyll need to make a cube.
Students should work with the person next to them to figure this out.
a. (12 sides -4 sides =8 more toothpicks).
12. Instruct students to grab 8 more toothpicks and more marshmallows to create a cube like the one you
created. Give students time to work.

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 13. Have students take a look at their cubes. Bring their attention to the marshmallow corners. Connect the
idea that we can count the marshmallows used to know how many corners a cube has.
a. How many corners does a cube have?
b. Students should respond with 8 corners.
14. Next step is to make the faces of the cube.
a. Our cube is missing its faces. How can we make faces that are the exact size we need them to
be?
b. Students should respond saying we can trace the cube on to a piece of paper and make enough
squares for the faces of the cube.
15. Have students start tracing the bottom of their cubes. Walk around and assist students that need extra help.
16. Ask students how many squares they had to cut out in order to have enough faces for the cube.
a. Explain that there are 6 faces to a cube.
17. Ask students how we know how many edges there are in a cube.
a. Counting the toothpicks would be the best way.
b. There are 12 toothpicks.
18. Review that a cube has 12 edges (toothpicks), 6 faces (paper squares), and 8 corners (marshmallows).
19. Switch gears to focus on the drawing aspect of the standard. Distribute a piece of white paper to each
student.
20. Instruct the students to draw their best square in the middle of the page. Draw along with them on the
board.
21. Draw the next step of the cube and instruct the students to follow along.
22. Connect the extending lines to complete your cube. Students should follow along and do so. Using their
toothpick cube as reference.
23. Ask what the students see, looking for use of academic language.
a. Students should reply saying they see a square as the face, there are edges, they cant see all of
the faces, etc.
b. Explain that yes the cube came from the original square drawn as was done with the toothpick
square turned cube.
24. Students can continue to practice drawing cubes on the rest of the white paper.
Independent Practice (5 minutes)
1. Students will complete the Problem Set worksheet independently at their desk. (See attached).
2. For students that dont finish this will be homework.

Procedures: Lesson Closure: 10 minutes

1. Summarize by saying: Today we learned how to identify different attributes of a cube.
a. The terms we learned today can be applied to other three-dimensional shapes that we will learn
later.
2. Reemphasize the importance that shapes have as a building block for math in the future. Students will do
a turn and talk to their partner and explain what other situations, both academic and personal, that shapes
are evident in.
3. Instruct students that there is an exit ticket.
4. Students will complete an exit ticket instructing them to draw three cubes and to circle their best one. This
will reinforce the standard that the students are able to draw a cube correctly.
a. Collect the ticket to know which students have grasped the ability to draw a cube and which may
need more practice.
5. Explain that the next lesson will also deal with shapes, and incorporating the use of fractions with
dividing shapes evenly.

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Differentiation, Individualized Instruction, and Assessment:
The first student that is identified as autistic and is on grade level in math should be able to fully
participate in this activity. When asked to turn and talk with a partner this student can work in a group of
three to alleviate pressure to talk. Written instructions on how to construct the cube will be available so
the student is comfortable and familiar with the directions at each step.
The student identified with a SLD will be in a group with kids also in a lower academic level for extra
support. Considering there are no complex calculations in this math lesson the student shouldnt struggle
with calculating his answers, and will probably thrive in drawing the shapes. Spelling of the shapes will
be difficult for this student to accomplish and so this student will be given a sheet of the names of the
shapes and asked to copy the name down instead of explicitly spelling the shapes.
The student with an Intellectual Disability shouldnt have an issue with the math or calculations of this
unit, considering to find the number of edges, faces, etc. the student only has to do simple counting. The
student may use a calculator when they need it in order to focus the lesson on the content not the
mechanics of the math. This fun activity involves food and other nontraditional methods which should
help keep this students interest.
The ELL student will be provided a sheet of instructions translated to their native language alongside the
simplified English directions. Photos of each step of constructing the cube will be provided in the
instructions as well. The instructions for completing the Problem Set worksheet will be provided in their
native language. The exit slip will also be in their native language.

Instructional Materials and Support:

Three-dimensional cube
White boards (one per student)
Dry erase markers
Erasers for whiteboard
2 packages of mini marshmallows
3 packets of toothpicks
glue sticks
Scissors
Blank sheets of paper
Homework: Lesson 5 Problem Set in Common Core Mathematics Workbook
Exit Slip Worksheet
Common Core Mathematics: Time, Shapes, and Fractions as Equal Parts of Shapes Workbook

Research and Theory Commentary:

1. Blooms Taxonomy- States that students learn in a hierarchal manner, meaning they must build a basic
understanding of the concept and then build on that understand more complicated aspects of the topic. In
the context of this lesson the students have basic knowledge and understanding of two-dimensional
shapes and will apply this knowledge to learning three-dimensional shapes starting with a square and its
relation to a cube.
2. Jerome Bruner- His principle is that learning is an active process in which students will learn new ideas
and concepts based on prior knowledge. Instruction must incorporate this prior knowledge and be
structured so that students will be able to fill in the gaps between the previously taught material and the
new material. In this lesson this is evident because students initially review what they have learned about
the characteristics of two-dimensional shapes. In this lesson they expand on that knowledge to apply it to
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 three-dimensional cubes. As they learn new information they are reemphasizing previously learned
material which Bruner emphasizes as important.
3. John Dewey- His theory claims that students construct knowledge by physically doing things. In this
lesson students are actively creating a cube to tacitly identify the angles and sides they are learning about.
They are also able to hold the three-dimensional cube to be able to fully grasp the shapes and be able to
put a visual with whats on paper.

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NAME: _________________________________

EXIT SLIP: DRAW 3 CUBES. PUT A STAR NEXT TO

YOUR BEST ONE

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