Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Annie Kim

Date 10/17/17 _ Subject/ Topic/ Theme Mathematics: the faces of 3D shape Grade ____K_____

I. Objectives
How does this lesson connect to the unit plan?
This lesson connect to the unit plan because students are learning different properties of 2D and 3D shapes.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Understand that 3D shapes have flat parts which is called faces. U
Identify how many faces each 3D shapes has. An
Tell which 3D shape has the most faces. U
Recognize 3D shapes different types of faces. U

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard (K.G.3) - Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid).
Standard (K.G.4) Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal
language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g.,
having sides of equal length).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students need to know the concept of 3D shapes that they are different from 2D shapes. They need to
knowledge and skills. know the names of the 3D shapes (cylinder, sphere, cone, and cube) from previous lesson.

Pre-assessment (for learning):

For pre-assessment, I will go over the names of 3D shapes together by showing them 3D shapes
visually.
Formative (for learning):
Outline assessment
activities Formative (as learning):
(applicable to this lesson) Both teacher and students will monitor their learning by doing the worksheets.
Summative (of learning):
Teachers can go around the class and give students feedbacks while they are doing the worksheets or
math exchanges.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
What barriers might this making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
lesson present?

What will it take

neurodevelopmentally, Provide options for language, Provide options for expression and Provide options for sustaining
experientially, mathematical expressions, and communication- increase medium effort and persistence- optimize
emotionally, etc., for your symbols- clarify & connect of expression challenge, collaboration, mastery-
students to do this lesson? language oriented feedback

1-19-13
 Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection

Materials-what materials 3D shapes, a bag, smiley face tickers, chart to write down the number of the faces, markers, and
(books, handouts, etc) do worksheets.
you need for this lesson
and are they ready to
use?

Students will come sit on the blue rug as a whole group and I will be teaching them in front of them.
How will your classroom After the lesson and instruction is given, they will go back to their table group and work on their
be set up for this lesson? worksheets individually, but can ask each other when help is needed. Teachers can go around the
tables and check their understandings.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
For motivation and engagement, I will prepare a Students will engage by responding to the teacher.
Motivation bag with 3D shapes. I will ask few students to pull Students will tell me what each 3D shapes names
5min (opening/ a shape out of the bag and tell the class what that are.
introduction/ shape is called. I will repeat this until all 3D shapes
engagement) are out. This is to review the names of the 3D Will students know all the names of 3D shapes?
shapes and help students to recall their learning, How can I make it easier for them to remember the
and also grab their attention before starting the names?
class.

Ms. VanHaven taught us that 3D shapes are

different from 2D shapes. Square is different from a
cube why is it? Cube, cylinder, cone, and sphere Students will need higher order thinking to
10mi are hard and tough that they cannot be flatten. They recognize the flat parts of different 3D shapes and
n stick out, or pop out. Lets look at a cube now. This able to tell how many each has.
Development cube have flat parts. Cone has a flat parts, doesnt
(the largest it? These flat parts are called faces. I will put
component or smiley face stickers on the faces of a cube (and
main body of other 3D shapes as well). We need to put 6 smiley
the lesson) faces to a cube because it has 6 flat parts. But, look
at sphere. Does sphere has flat parts? Ms.
VanHaven will help us out by filling this chart.
Lets count the faces of 3D shapes together. (cone-
1, cube-6, cylinder-2, sphere-0) Which of these
shapes have the most faces? Cube. NO. Sphere
does not have faces, just a curved face.

5min For closure, I will give an instruction of how to do

Closure
their worksheets. I will briefly go over the
(conclusion,
worksheet together before they do their own. After
culmination,
the instruction is given, students will go to their
wrap-up)
table and do their worksheet until the end of math

1-19-13
 class.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I made few changes as I was teaching. I planned to prepare a bag with 3D shapes and make students pick shapes out and tell what
each shape is called so that students can engage more, but I decided not to do it. Instead, I just showed them the shapes and the whole
group answered me by shouting out the names. Majority of students knew names of 2D shapes based on their learning, so they will
recognize a cube as a square or a sphere as a circle. Also, it was hard for students to understand how 3D shapes are drawn
on the paper. It is their first time learning this concept, but I wasnt sure what I could do to help them make connection between 2D
and 3D shapes. I was very thankful that students were listening and responding to me.

1-19-13