Math in Focus Lesson Plan: Chapter 5, Lesson 2: Exploring Solid Shapes

(3-day lesson)
Teacher: Richelle Colucci-Nunn
I.

Content and Standards:

II.

CCSS SMP.4 Model with mathematics

Prerequisites:

III.

Familiarity with plane shapes

Instructional Objectives:

Essential Questions:
o

How are solid shapes the same as or different from plane shapes?

Students will understand that:

o

Grade Level: First

Solid shapes are three-dimensional forms of plane shapes.

Students will know:

o

Vocabulary terms: rectangular prism, cube, sphere, cone, cylinder, pyramid, stack,
slide, roll

Given a solid shape, SWBAT identify, classify, sort, and describe it by both attributes and
movement capabilities.

IV.

Given a solid shape, SWBAT name the corresponding plane shape(s).

Instructional Procedures:
Before (15 minutes)
1. Activate prior knowledge.
Ask students to find objects in the classroom that come in the shape of each plane
shape. Invite 2-3 students to share for each shape.
2. Provoke sense of inquiry into topic.
Say, Wait a minute! If I like at the tissue box from this angle (straight on), I see a
rectangle. But if I look at it from this angle (sideways), it doesnt. What does that

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mean?
3. Set purpose for learning.
Share instructional objectives with students.
During
Day 1
4. Introduction (15 minutes)
Lesson vocabulary

As each solid shape term is introduced, hold up that geometric solid, turning it
around to see the plane shapes. Have students trace the plane shapes they
see in air. Point out that rectangular is the adjective form of rectangle, so that
helps us remember that these shapes are related.

As each movement term is introduced, demonstrate that movement with one of

the geometric solids. Point out that students sometimes get mixed up about
sliding and rolling. Ask a student volunteer to explain how they perceive the
difference.

On SMART board, project p. 111 showing sets of images for each of the solid shapes.
Have students Pair-Share about similarities and differences.
5. Movement Break Circles and Squares song (where students air-write shapes)
Ask students to name the corresponding solid shapes for each shape in the song
6. Identification and classification - heterogeneous pairs with shoulder partners (30 minutes)
Describe a solid shape by its size, name, and color for students to choose matching
geometric solid.
Direct partners to work together to sort shapes by attributes you describe (e.g. flat side,
round side, plane shapes).
7. Students Think-Pair-Share about one thing they learned today and one thing they still want

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to learn about solid shapes. Invite 1-2 students to share with the whole group.
Day 2
8. Show 3D Shapes Posters on SMART board. Chant poem with corresponding actions once
through, and then invite students to choral read poem.
9. Shape movement exploration heterogeneous pairs with face partners (45 minutes)
Model exploration process with one shape.
Students take turns in the role of explorer and recorder as they explore the
movement of each geometric solid, discuss and agree on the outcome, and record their
findings on the Table of Shapes worksheet.
After pairs complete the table, provide discussion prompts for Pair-Share and have
each student respond by holding up the corresponding geometric solid(s). Check for
understanding.

Which shapes can you stack?

Which shapes can you roll?

Which shapes can you not slide?

Which two shapes can be moved in the same ways? Why can these shapes
be moved the same way?

Which shape can move in the most ways? Why can this shape move in so
many ways?
Day 3

10. Activate prior knowledge (5 minutes)

Ask 2-3 students to share learning from Day 2.
11. Shape building exploration heterogeneous desk groups (45 minutes)
Students work with one foldable shape at a time (cube, rectangular prism, and
pyramid). Make sure there is a variety of each shape represented in every desk group.

Invite students to compare their versions of each shape with their desk group
and predict how their shapes will be the same or different once built.

Model the assembly for each shape with a pre-cut shape.

Students cut and glue their shapes.

Students discuss with their group if their predictions were accurate, and what other
observations they made.

Ask a student from each group to share their groups findings.

If no one asks why we didnt build a sphere, cone, or cylinder, show a pre-cut
cone and ask students why they think the folding edges are triangulated. If
necessary, model trying to fold a pre-cut cylinder without the triangular edges
and prompt for discussion about why that doesnt work. Ask students what
they think triangular means (link back to rectangular from Day 1).

Pass out foldable cones and cylinders for students to build at home with their
parents (due to the degree of fine motor skills required for the triangular
edges).

After (10 minutes)

12. Add new vocabulary word card to high frequency word card pack for use in future high
frequency word games and activities.
13. Students write a response in their blue content journal to the following prompt: What was
the most interesting/surprising thing you learned today, and what about it
interested/surprised you?
14. Students share their responses with their 3:00 appointment partner.
15. Students complete their self-assessment rubric.
V. Materials and Equipment:
SMART board
3D Shapes Posters
Math in Focus online teachers manual

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Circles and Squares song
Set of geometric solids for each pair
Clipboard for each pair to use as a ramp for sliding and rolling
Table of Shapes worksheet for each pair
Solid shapes foldables 1 set for each student
Scissors and glue stick for each student
Math in Focus workbooks for each student
Completed Appointment Clock for each student
High Frequency word card for each shape vocabulary word

VI.

Assessment/Evaluation:

VII.

Formative:

Observation of response to teacher questions/prompts

Observation of partner/group work/discussions

Completion of workbook pages 101-104

Blue journal entry

Summative: chapter test

Accommodations or Modifications needed for students with disabilities or ESOL:

Students will be paired and grouped heterogeneously to allow students to support each
other in their learning.
Students who would not be sufficiently supported in a heterogeneous pair/group will be
provided with teacher support.

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For students who are still struggling after the lessons activities, provide additional time
working with geometric solids in a center or small-group activity.
For advanced learners, have them work in pairs. One hides a geometric solid and the other
VIII.

guesses the shape by asking only 2 questions (not the name of the shape).
Technology:

SMART board to project images of solid shapes (bringing concrete understanding to

pictorial)

IX.

Self-Assessment
Were students engaged in lesson?
Were students able to articulate their understanding verbally and/or in their journal entry?