2D Shapes Direct Instruction Lesson Plan

by
Sara Jackson

1. Learning Outcomes:
Students will be able to identify the difference between a 2D shape and non-
2D shape.

2. Common Core Standards:

CCSS.MATH.CONTENT.K.G.A.3
Identify shapes as two-dimensional (lying in a plane, "flat") or three-
dimensional ("solid").

3. Lesson Objectives:
1. When shown a picture of shape, students will correctly identify the
shape as 2D or non-2D with 90% accuracy.
2. Students will be able to recite the rule/definition of a 2D shape with
100% accuracy.

4. Anticipatory Set:
Hello kindergarteners! Today I brought in something for you to look at. Hold
up a ball and a printed picture of a circle. So class, what do we notice about
the two things I have brought in? Whats the same between them? What is
different? Can I have a few volunteers to share? I am going to pass these
two items around the class so that you can look and feel the objects I have
brought in. Write down students thoughts on the board for them to see.

5. Procedures:
Okay, so now that we have compared the two items I have brought into class
today, we will be going in depth to learn what is a 2D shape and what isnt a
2D shape, and how to identify the difference. My signal is Go! When I say
Go! I need you to respond appropriately.

My turn, Rule: a 2D shape is flat. (Typed on the PowerPoint, displayed for the
students to see.)
When I say Go, say the rule with me. Go: a 2D shape is a flat.
Yes, a 2D shape is flat, or listen again, a 2D shape is flat. Lets say it
together again. Go: a 2D shape is flat. Yes, a 2D shape is flat.
Now it is your turn. When I say Go say the rule aloud. Go: a 2D shape is flat.
Yes, a 2D shape is flat, or listen again, a 2D shape is flat. Your turn: Go: a 2D
shape is flat. Yes, a 2D shape is flat.

I Do (Modeling)
Now that we know the rule, we are going to look at some examples and non-
examples of 2D shapes. My turn, this is NOT a 2D shape (point to the
sphere), this is NOT a 2D shape (point to the cube), this IS a 2D shape (point
to the triangle), this IS a 2D shape (point to the circle), this is NOT a 2D
shape (point to the cylinder).

We Do (Guided Practice)
When I say Go, say it with me. Go: this is NOT a 2D shape (point to the
sphere). Yes, that is a NOT a 2D shape or listen again rule: a 2D shape is flat.
Lets say it again, Go: this is NOT a 2D shape. Yes, this is NOT a 2D shape.
This is NOT a 2D shape (point to the cube). Yes, that is a NOT a 2D shape or
listen again rule: a 2D shape is flat. Lets say it again, Go: this is NOT a 2D
shape. Yes, this is NOT a 2D shape. This IS a 2D shape (point to the
triangle). Yes, that IS a 2D shape or listen again rule: a 2D shape is flat. Lets
say it again, Go: this IS a 2D shape. Yes, this IS a 2D shape. This IS a 2D
shape (point to the circle). Yes, that IS a 2D shape or listen again rule: a 2D
shape is flat. Lets say it again, Go: this IS a 2D shape. Yes, this IS a 2D
shape. This is NOT a 2D shape (point to the cylinder). Yes, that is a NOT a
2D shape or listen again rule: a 2D shape is flat. Lets say it again, Go: this is
NOT a 2D shape. Yes, this is NOT a 2D shape.

***If one student or a few students are having continuous problems with
differentiating between a 2D and not a 2D shape, isolate the students in
small groups or give individual turns. If a student is still struggling to grasp
the concept in small groups or individual turns, the student will need
individual one-on-one- assistance to practice the concept.

Isolate into small groups example: This is NOT a 2D shape. My turn, when I
say Go this side of the room will say the statement with me. (Divide the class
in half so that there are two smaller groups) Go: This is NOT a 2D shape.
Yes, this is NOT a 2D shape. Now the other side of the room. Go: This IS a
2D shape. Listen again: Rule, a 2D shape is flat. Lets say it again, Go: this is
NOT a 2D shape. Yes, this is NOT a 2D shape.

Individual turns example: This IS a 2D shape. My turn, when I say Go and

say your name, you will say the statement with me. Joey Go: This IS a 2D
shape. Yes, this IS a 2D shape. Jose Go: This is NOT a 2D shape. Listen
again: Rule, a 2D shape is flat. Lets say it again. Go: this IS a 2D shape. Yes,
this IS a 2D shape.

You Do (Independent Practice)

My turn, when I say Go and point to a shape, you will say whether or not it is
a 2D shape or not a 2D shape. Ready, Go: This is NOT a 2D shape (point to
the sphere). Yes, this is NOT a 2D shape or listen again: rule a 2D shape is
flat. Your turn Go: this is NOT a 2D shape. Yes, this is NOT a 2D shape. Go:
This is NOT a 2D shape (point to the cube). Yes, that is a NOT a 2D shape or
listen again rule: a 2D shape is flat. Your turn Go: this is NOT a 2D shape.
Yes, this is NOT a 2D shape. Go: This IS a 2D shape (point to the triangle).
Yes, that IS a 2D shape or listen again rule: a 2D shape is flat. Your turn, Go:
this IS a 2D shape. Yes, this IS a 2D shape. Go: This IS a 2D shape (point to
the circle). Yes, that IS a 2D shape or listen again rule: a 2D shape is flat.
Your turn, Go: this IS a 2D shape. Yes, this IS a 2D shape. Go: This is NOT a
2D shape (point to the cylinder). Yes, that is a NOT a 2D shape or listen
again rule: a 2D shape is flat. Your turn, Go: this is NOT a 2D shape. Yes, this
is NOT a 2D shape.

*** If one student or a few students are having issues during independent
practice, use the examples provided after the guided practice section to help
the student(s), but instead of saying it with them after re-teaching, you can
have them practice saying the rule and labeling the shape by themselves.

6. Differentiated Instruction:
For a student with a seeing impairment, I would have the pictures of 2D and
non-2D shapes displayed large enough for the student to see. If the student
had assistive technology, such as an iPad, I would have the pictures
displayed on his/her iPad so that they could zoom in if needed.

7. Closure:
For the review: Point to a shape on the previous PowerPoint. Delete the rule
off the PowerPoint for the review, and do not point to the shapes in the same
order as you did during modeling, guided practice, and independent practice.

Alright class, now that we have learned what is and what is not a 2D shape,
we are going to play a review game. I am going to split the group up into 2
smaller groups. Each group will stand next to the board. I am also going to
give each group a set of cards. One card says 2D, and the other card says
not 2D. When I point to a shape and say Go, the groups will race against
each other to raise the card with the matching type of shape. So, if I point to
a 2D shape, the first group to raise their 2D card will get a point. You will
get an extra point if your group can tell me why it is or is not a 2D shape
using the rule. (Reminder: there is no right or wrong order that you
point to the shapes; however, make sure the order is not the same
as the other practices.) Ready, lets begin! Is this a 2D shape or not a 2D
shape? Go! Yes! Can you tell me why for an extra point? Go! Yes, it is a 2D
shape because a 2D shape is flat. Or listen again, rule: a 2D shape is flat.
Your turn, is this a 2D shape? Go! Yes! Can you tell me why for an extra
point? Go! Yes, that is a 2D shape because it is flat. Continue until you have
gotten through all the shapes on the diagram. Good job class! Tomorrow we
will be learning about 3D shapes.

8. Assessment (Formative and Summative):

Formative: For the formative assessment, I will be observing that the
students are able to repeat the rule/definition of the 2D shape with me, and
then be able to recite the rule/definition on their own with 100% accuracy.

Summative: I will be using the closure portion of the lesson for the
summative assessment. I will be giving each team 10-15 rounds of the game
to practice identifying 2D and non-2D shapes. I will be looking to see that the
students are able to correctly identify 2D and non-2D shapes with 90%
accuracy.

9. Materials/Equipment:
4 index cards or pieces of paper; 2 cards that have 2D written on
them, 2 cards that have Not 2D written on them
PowerPoint with 2D shapes on it pdf attached below (square, triangle,
circle, rectangle) and 3D shapes, Powerpoint attached separately
(sphere, cube, rectangular prism, cylinder)
Projector
Picture of a circle printed (for anticipatory set)
A ball (for anticipatory set)

10. Technology:

I will be creating a PowerPoint that will display pictures of 2D shapes and

non-2D shapes. I will then be projecting the PowerPoint on a whiteboard via a
projector.

11. Reflection on Planning:

While planning this lesson, I took into consideration that I may not be the
only one to teach this lesson. Therefore, I attempted to create this lesson as
explicitly as possible so that if other teachers were to read my lesson, they
could execute it as it is intended. Another area I took into consideration was
the grade level of the students. Since this is a lesson for kindergartners, I did
not want to confuse the students by introducing both 2D and 3D shapes.
Instead, I chose to isolate 2D shapes first versus a shape that is not 2D. I
made this change while creating the lesson. After the lesson on 2D shapes, I
would introduce 3D shapes, and then lastly compare the two in future
lessons.

One of the struggles of planning this lesson was making sure that the direct
instruction script was descriptive enough. I wanted to ensure that each time I
gave the single and the students responded, I gave an appropriate response,
whether that was a reassurance of the answer or a re-teaching of the rule.
Another struggle that I encountered in my lesson was figuring out the
objectives. I really had to push myself to isolate what information the
students needed to know to identify 2D shapes and non-2D shapes. While
isolating different information the students needed to know, I finally came to
the conclusion that the students needed to understand and be able to recite
the definition of a 2D shape with 100% accuracy before they are able to
identify 2D and non-2D shapes.

Lastly, some of the strengths of this lesson are the anticipatory set, closure,
and level of detail in the lesson. The anticipatory set is a quick way to get the
students thinking about different forms of shapes. Using a ball in the
anticipatory set is also a good way to have students physically feel the
difference between a 2D and non-2D shape. I believe my closure is also a
strength in my lesson because it is a way to assess the students
understanding of the concept in a fun way. With the game, students will be
able to physically engage by holding up the correct card. As stated earlier, I
have explicitly explained many different types of responses in my direct
instruction script. I have also written multiple ways to isolate students into
groups or individuals to further examine and identify students who are
having difficulty with the concepts.

12. Reflection on Instruction (once the lesson has been taught):

N/A
Rule:A2Dshapeisflat.