LESSON PLAN

Date: 1-12-15
Duration: ~60 minutes
School: Coronation Elementary

Subject: Math
Level: Grade 2
Group size: Whole class

Students will identify the 2 dimensional components of 3

dimensional shapes
dfd

OBJECTIVE(S) &
LEARNING GOAL(S)

MATERIALS REQUIRED

SUBJECT
COMPETENCIES:

TIME (mins)

Students will complete a graphic organizer that will allow them to

answer future questions in DIGIT relating to solids
Students will create a 3-D model of a solid
-SMARTboard
-Solids graphic organizer
-Pencil crayons
-Pencils
-Scissors
-Glue
-Solid nets
-Pre-made solids made from nets
-Name cards with solid names
Mathematics Competency 2: To reason using mathematical
concepts and processes
Students will be constructing solids and using a process of
organizing facts to reason and come to conclusions about these
solids in relation to plane shapes
Mathematics Competency 3: To communicate by using
mathematical language
Students will be introduced to and use the names of solids, they
will also be expected to describe these solids using the name of
plane shapes
STEP-BY-STEP PROCEDURE

~5

Iwillaskstudentstogettheirsuppliesandmovetheirchairssothattheycanseethe
SMARTboard,wheretherewillbeadrawingofacircle.Iwillpulloutatennisballandask
ifthecircleontheboardandthetennisballarethesameornot,Iwillthenaskwhatthe
differencebetweentheshapeontheboardandtheball,promptingwithquestionslike,can
Idothiswiththeshapeontheboard?andhold,roll,andtosstheball.Iwillthenswitchto
apictureofasquareandpulloutacubeandaskthesamequestions.
Iwillpointoutthattheshapesontheboardareflat;Icantinteractwiththem,whereasI
canholdandmovetheonesinmyhand.Icanputthemdownandtheydontfallover.
Theyresolidsowecallthemsolids!

~5

Iwilltelltheclassthatwearegoingtobemakingourownsolidshapesusingpaper.I
willshowanexampleofanetandsaysomethinglike,justbyfoldingthisflatpieceof
paper,weregoingtomakeasolidobjectwecanholdandmove!Iwillexplainthatbefore
weactuallymaketheshape,therearesomestepsweneedtotakesoIneedeveryoneto
followalongwithme.IwillswitchtoaSMARTboardslidethathasthetoppartofthe
graphicorganizer(Howmanysquares,howmanytriangles,etc.)withthepicturescoloured
in.AsIhandoutthegraphicorganizerIwillaskstudentstocolourtheshapesinthetop
rowonlythesamecolourasthoseontheboard:thesquareblue,thecircleyellow,the
rectanglered,andthetrianglegreen.Iwillaskstudentstoremindmewhatthedifference
betweenarectangleandasquareis.

~10

Iwillgobacktotheboard,whereIwillpullupaslidethathasanetunderthecoloured
topofthegraphicorganizerandexplain,Eachofyouisgoingtoreceiveapieceofpaper
thatlookslikethis*holdupnet*withdifferentshapesonit.Wearegoingtocolourthe
shapesthataremadewithblacklines,wearenotgoingtocolourtheoneswithredlines.I
wantyoutocolourallthesquaresyouseeonthepaperblue,thecirclesyellow,the
rectanglesred,andthetrianglesgreen,justlikewecolouredthemonourhandouts.
Iwilldemonstratewiththenetontheboard,verbalizingasIcolourwhyIammaking
mychoices(thisisasquare,Illcolouritblue)
Nowsomeofyoumightnothaveanytrianglesormaybeyouonlyhavesquares,doesnt
matter,justcolourtheshapesyousee.Iwillrepeatthedifferencebetweenasquareanda
rectangle.
Iwillcirculateandmakesurestudentsarecolouringtheshapescorrectly.Iwillgotothe
studentwhohascylinders(likelyjustone)andremindthemnottocolourthetriangles
outlinedinred.

~5

~3

~8

Whenstudentsaredone,Iwillgobacktothefrontoftheclassanddemonstratehowwe
willbecuttingandgluingourshapes:
Iwillexplainthatwearecuttingaroundtheentireshapesothatitisallonepiece(unless
wehavethecylinder,inwhichcasetherearethreepiecestocutout).Iwilldemonstrateat
thefrontbybeginningtocutoutanetandthenwillholdupanetthatiscompletelycutout.
Iwillgivetimeforstudentstocompletethistaskandcirculatetoensuretheyaredoingit
correctly.
Iwillthencomebacktothefrontoftheclassanddemonstrate,withmynet,howweare
goingtofoldalongeveryblackline,Iwillshowhowwecan,atthispoint,pushthepieces
togethertoroughlymakeashape.Iwillhavestudentsdothiswithme.
Iwillthenexplain(anddemonstrate)howwewillglueoneflapatatimeanduseitto
attachtwosidestogether.Iwillpointoutthatweputtheglueonthesidewithoutlines.I
willmodelthisprocessquicklywiththreeflaps.Ianticipatethisstepwillbethemost
difficultandwillcirculate(withtherestoftheadultsintheroom)toofferguidance.
Asstudentswork,Iwillplacecardsontheirdeskswiththenameoftheirsolid.Ifthey

finishquickly,Iwillaskthemtohelptheirclassmates.
~7

Whenallshapesarecompleted,Iwillaskstudentstogobacktotheirdesks.Iwillpraise
thegalleryofsolidsthatwehavemade.Iwillpullupacopyofthegraphicorganizeronthe
SMARTboard.Iwillexplainthatwearegoingtowalkaroundtheclassroomwithour
pencilsandourgraphicorganizersandusetheshapestofillinthesectionsonthechart.I
willexplainandmodel:IwalkuptoMarqeensdesk,andseethathehasacubepickup
cardwiththenameofhisshape.Ilookatmypaperandfindcubeshowon
SMARTboard.Ineedtofigureouthowmanysquaresareonthecube,soIcountthem,I
knowthatallthesquaresarebluesothatmakesiteasierformeandIcount1,2,3,4,5,6,
thereare6squares.Sounderhowmanysquares,Iput6writeonboard.NowIneedto
seehowmanycirclesthereare.Idontseeanyyellowcircles,soIllput?Right,0.
Now,arethereanyredrectangles?No?Okayso0rectangles.Andarethereanygreen
triangles?No?So0again.
IvefilledinallthespacesforthecubeandIcanseenowthatacubehas6squares,no
circles,norectanglesandnotriangles.SonowImgoingtowalkaroundandfindadesk
withanothersolid.modelagainwithadifferentsolid.ImgoingtodothisuntilIvefilled
inmywholechart!AndthenIllsitdown!

~10

Asstudentscirculate,Iwillaswell,askingquestionsaboutwhattheyhavewrittenand
whattheyarenoticing(e.g.isthisshapesimilartoanyoftheothershapes?Howso?)

~5

Wewillcomebacktogetherasaclassandfillinthegraphicorganizerwithanswers
contributedbystudents.Aswefillineachsection,Iwillholdupthecorrespondingshapeso
wecanverifyouranswers,encouragingstudentstocorrecttheiranswers.Iwillasktheclass
questionssuchas,Lookingatourchart,whatisthedifferencebetweenarectangularprism
andasquareprism?,holdingupthesetwoshapes:Whatsthedifferencebetweena
squarepyramidandatriangularpyramid?Whichshapesdowethinkwouldroll?,
Why?

~2

IwillaskstudentstoputawaythegraphicorganizersintheirMathduotangsforfutureuse.
Ifthereistime,Iwillalsohaveaslidepreparedwithrealworldexamplesofshapes
matchedwiththeirsolidname
*before:layoutshapesonemptydeskswithnamecards*
1.Smartboardsame/differencewith2D
2.Shownamesof3Dshapesfromdigit
3.Askwhichoneslookfamiliar,discuss
4.Handoutgraphicorganizer,asktocolourthetopshapes
5.ShowhowImadeashape(holdupmadeshape,commentonquality,showneton
board)
6.ExplainthatbeforeImadethem,Icolouredthe2Dshapesaccordingtocodeabove,
colouronSMARTboard
7.ExplainthatthenwhenIfoldedthem,Icouldseeexactlywhatshapestheywere
madeupby,showbyusingtriangularprismandaskingwhatshapesmakeitup
8.Putupgraphicorganizer,modelusewithtriangularprism(pointingoutcolours)
9.Explainthatwewillgoaroundandlookatmybeautifulgalleryofshapesandfillin
thegraphicorganizer.Modelwithcylinder(astrickywiththerectangleforcurve
highlightthecolourcodingtellsitsarectangleanddemonstratehowthisworksby
rollingapieceofpaper)

10.Reiteratedirections,askfordifferencebetweensquareandrectangle,showwhere
rulersareavailableiftheywanttomeasureforthemselves
11.Studentsgoaround,asIdotoo
12.Comebacktogetherandfillintogether,ifwedisagree,pulloutshapeandcount
together
13.Wrapupquestions:triangularpyramidandsquarepyramidlooksimilarhoware
theydifferent?Samequestionswithrectangularvssquareprism.Whichshapeswould
roll?Why?Curvedface.
Canweseeanythingintheclassroomthatsshapedlikeacylinder?Arectangular
prism?

-I am giving the nets to students based on the strength of their motor

skills and the complexity of the nets
DIFFERENTIATION

METHOD(S) OF ASSESSMENT

-I will wear the FM device for Alex

Informal formative assessment

-I will circulate, asking questions and observing what is being written in
the graphic organizers to assess mastery of the concept as this is
an introductory lesson, I am looking for understanding of which shapes
make up each solid.

-Have students create their own 3-D shapes with nets I have prepared
-Ask students to seek out objects in the classroom and classify them by
shape
BACK UP WORK/ACTIVITIES