PRIMARY / JUNIOR LESSON PLAN

Name: Alexa Nichilo

Date: April 19th,

0915674

2016

Subject(s):

Lesson & Unit:

Mathematics/Geometry 2D and 3D Geometry

and Spatial Sense
Intended Student
Outcomes

Assessment

Motivation/
Anticipatory Set
(MINDS ON)

Time Estimate:
40 Minutes

Identify and describe common two-dimensional and threedimensional figures, sort and classify their attributes by their
geometric properties using concrete materials.
Build a structure using three-dimensional figures, and describe the
two-dimensional shapes and three-dimensional figures (or forms) in
the structure.
Describe the relative locations of objects using positional language.

The lesson is an introductory lesson to 2D shapes and 3D forms. I will be doing an

assessment for learning to see the levels the students are working at and what
support they will need along the way. The introductory activity will allow for a
quick observational assessment. The activity sheet will give a more detailed and
clear understanding of whether or not the students have comprehended the
concepts being taught.

Rationale

Grade: 1

Assessment for learning

Observation
Work Samples
Performance Task

I have selected these expectations as it is important for students begin to observe

and identify the shapes in the classroom and the shapes that are part of our world.
Connecting small manipulative and images of 3D shapes to real life examples,
allows students to have a better understanding of how the world is structured
around geometric principles and shapely construction.

Display charts with the appropriate 2D shapes and 3D forms on them

and have their attributes available in the classroom for students to
reference to.
Students choose a clue from box/bag and match/describe it to their
partner with to the appropriate 2D shapes or 3D forms they have
previously learnt.

Check for Understanding:

Variation of the Headbands Game: I will walk into the classroom with
headband and shape, wait for students to notice and to advise me
that I have a shape on my head. With their help, I will ask them to
describe it to me without giving away its name and simply provide
clues with mathematical terminology previously learnt. (vertices,
edges, faces, slide, roll, stack etc.)

Student Engagement/
Procedures
(ACTION ON)

Input/ Modeling:

Display charts with the appropriate 2D shapes and 3D forms on

them.
Students choose a clue and match it with to the appropriate 2D
shapes and 3D forms they have previously learnt.
Handout 3D forms and ask students to identify the shapes in order to
differentiate what they understand or know from prior knowledge to
what they still need to learn.
Learning Goal: Compare and sort 2D shapes and 3D forms.

Independent Practice:

Closure
(CONSOLIDATION)

Accommodations/
Modifications

Materials/Equipment/
Technology

Reflection

to be completed after
the lesson is taught
reflect on the
strengths,
weaknesses, and next
steps for
improvement

Students will receive a handout with 2D shapes and 3D forms on

them and a set of manipulatives to complete the task

Students will hand in the activity sheet once they complete it

(students will identify the corresponding 2D shapes and 3D forms
and write a description about it)

Refer back to real life examples previously mentioned in the world

and see if students can describe the similarities and differences
between an everyday object and a two and three-dimensional
figures.

For specific students:

Extra time
Peer tutor
Partner
Educational Assistant
Scribe
Differentiated Manipulatives
Variety of worksheets with simpler shapes (2D and 3D)

Pencils
Handouts
Headbands Games
Box/Bag
Cut out of various 2D and 3D shapes
Chart Paper or Activity Board
2D shapes and 3D forms/Manipulative

Self-reflections should assess the effectiveness and the delivery of the

lesson plan for individual students and consider both next steps and
revisions for improved future use.
To what extent am I following the Assessment for Learning and as
Learning Practices?
Were my oral questions planned in advance related to the big ideas,
related to key ideas?
Did I use a variety of questioning strategies?
Are there opportunities provided for students to follow up on
feedback?

At the end of the lesson, do I know which students achieved the

learning target and which students need further instruction?