KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Katie McCurdy

Cooperating Teacher: Jennifer Hunsberger

Group Size: whole & small

Allotted Time

Date: 3-30-15
Coop. Initials
60 mins

Grade Level 2

Subject or Topic: Math: Relating Plane Shapes to Solid Figures

Section 391

STANDARD:
CCSS.2.G.1 Recognize and draw shapes having specified attributes, such as a given
number of angles or a given number of equal faces. Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes.
I. Performance Objectives (Learning Outcomes): The students will be able to identify the
plane shapes that form the flat surfaces of solid figures by tracing the flat surfaces of
hands-on solid figures.
II. Instructional Materials
A. Solid Figures (sphere, cube, rectangular prism, cone, cylinder, pyramid)
B. Solid Figure Name Cards
C. Math Mat 12-2
D. Blank Paper
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite Skills
1. Identification of solid figures (sphere, cube, rectangular prism, cone,
cylinder, and pyramid)
2. Understand that solid figures have length, height, and width
B. Key Vocabulary
1. Plane Shapes- A closed, two-dimensional or flat figure
2. Circle- a round plane figure whose boundary (the circumference)
consists of points equidistant from a fixed point (the center)
3. Square- a plane figure with four equal straight sides and four right
angles
4. Triangle- a plane figure with three straight sides and three angles

5. Rectangle- a plane figure with four straight sides and four right
angles, especially one with unequal adjacent sides, in contrast to a
square
6. Polygon- a plane figure with at least three straight sides and angles,
and typically five or more
C. Big Idea
1. Students will identify the face (plane shape) of a solid figure
IV. Implementation
A. Introduction
1. Hold up a can and ask, What solid figure does this can represent?
Cylinder
2. Ask for a volunteer to tell how many faces, edges, and vertices are
on the can- Write the numbers on the board
3. Show students a face on the can. Ask, What shape is the face on
this can? Circle
4. Trace the circle on the board and label it face
5. Pull up promethean board exercise- students will complete exercise
by coming up to the board:
1. Identify the names of the solid figures by dragging name to the
solid (review)
2. Identify the shape of the face for each solid figure by dragging
the shape to the solid
B. Development: The class works in three different groups. Below is the
schedule:
Group 1
Group 2
Group 3
15- 20 mins
Rotation 1:

Whole Group
Instruction
Partner Math

Whole Group
Instruction
Math with Teacher

Whole Group
Instruction
Math by Myself

Math with Teacher

Math by Myself

Partner Math

Math by Myself

Partner Math

Math with Teacher

10-15 mins

Rotation 2:
10-15 mins

Rotation 3:
10-15 mins

1. Send students back to their seats and hand out their math mat
1. Group 1: Approaching Level
a. Lay solid figures out on table
b. Identify name cards to solid figures
c. Give students blank paper
d. Give students cube and tell them to trace the flat surface
(face) of the solid figure and identify the shape they
drew Square

e. Give students other solid figures, trace flat surface and

identify the shapes they drew
f. Go over problems 1, 2, 3, and Do you Understand? in
the math mat together
g. Individually complete 4, 5, 6 and Geometry
2. Group 2: On Level
a. Match names to the solid figures
b. Show students how to trace the flat plane of a cube and
let them trace the other solids by themselves
c. Hand out blank paper and trace
d. Complete problem 1 and 2 in the math mat together
e. Individually complete problems 3, Do you
Understand?, 4, 5, 6, Geometry in the math mat
3. Group 3: Above Level
a. Match names to the solid figures
b. Show students how to trace flat plane of a cube and let
them trace the other solids by themselves
c. Complete problems 1-6 in the math mat individually
C. Closure
1. Send students on a shape hunt
2. Record different shapes they find in the classroom
3. Discuss all the shapes that were found in the classroom
D. Accommodations/Differentiation
1. CB- repeated directions, movement during lesson, aide helps during
math time
2. AS- directions explained directly to student
3. KC- directions explained directly to student using visuals

E. Assessment/Evaluation Plan
1. Formative- teacher observation during lesson, collecting math papers and
checking for understanding
2. Summative- end of unit test

V. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)

The students identified the solid shapes from the previous lesson. All students
were able to do so. All students were able to identify the plane shape of a solid
figure. They traced the solid shapes on a piece of paper and labeled them.
Remediation Plan
The students would have benefitted from extra tracing practice. They may feel
more comfortable identifying the plane shape if they traced them multiple times.
Also, each student should keep their traced shapes to use when completing their
math mat by themselves.
B. Personal Reflection
This lesson went very well. I love to use the Promethean board. The students
really seem to enjoy it as well. I have to make sure I let everybody use it at least
once. It is a great way to get the students involved. They were engaged in the
activity and were eager to participate. I used real life objects in my lesson. The
students had to figure out which plane shape the objects were representing. I
liked how I incorporated real life objects that the students were able to relate to.
VI. Resources
A. Charles, R. (2012). EnVisionMath Common Core. Glenview, Ill.: Pearson
Education.