Mathematics Unit: Geometric Thinking Grade Two

EDUC 5433: Methods in Mathematics for Elementary Children

Kelsey Rutter-Williamson, Kelsie Poole, and Kennedy Cosman
March 1, 2018
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Table of Contents

Section One: Skeletal Unit Plan

Part A: Determine Enduring Understanding …. Page 2
Part B: Assessment and Evaluation …. Page 5
Part C: Planning the Sequence of Lessons …. Page 6
Part D: UDL, Differentiated Instruction, Bloom’s Taxonomy, Tier 1-3, or PLP …. Page 10
Part E: Reflection on the Unit Plan … Page 12
Section Two: Extensive Unit Plan
Reviewing Shapes …. Page 12
Learning to Construct 2-D Shapes …. Page 16
Learning to Describe 2-D Shapes …. Page 19
Learning to Compare 2-D Shapes (Part 1) …. Page 22
Learning to Compare 2-D Shapes (Part 2) …. Page 24
Sorting Activities With One Sorting Rule …. Page 26
Two Sorting Rules …. Page 28
Introduction to 3-D Objects/Shapes …. Page 30
Constructing 3-D Objects …. Page 34
Describing 3-D Objects …. Page 37
Comparing 3-D Objects …. Page 40
Sorting 3-D Objects …. Page 42
Identifying 2-D Shapes in 3-D Objects (Part 1) …. Page 44
Identifying 2-D Shapes in 3-D objects (Part 2) …. Page 46
Identifying 2-D Shapes and 3-D Shapes in the Environment …. Page 47
References …. Page 52
Appendices …. Page 54
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Subject: Grade:​ Two Length: Date:​ March 1, 2018

Mathematics

PART A: Determine Enduring Understandings

NCTM Standards:
● Analyze characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationships
○ Pre-K-2 Expectations: Each and every student should:
■ Recognize, name, build, draw, compare, and sort two- and
three-dimensional shapes;
■ Describe attributes and parts of two- and three-dimensional shapes;
■ Investigate and predict the results of putting together and taking apart two-
and three- dimensional shapes.
● Specify locations and describe spatial relationships using coordinate geometry and other
representational systems
○ Pre-K-2 Expectations: Each and every student should:
■ Describe, name, and interpret relative positions in space and apply ideas
about relative positions;
■ Describe, name, and interpret direction and distance in navigating space
and apply ideas about direction and distance;
■ Find and name locations with simple relationships such as “near to” and in
coordinate systems such as maps.
● Apply transformations and use symmetry to analyze mathematical situations
○ Pre-K-2 Expectations: Each and every student should:
■ Recognize and apply slides, flips and turns;
■ Recognize and create shapes that have symmetry.
● Use visualization, spatial reasoning, and geometric modeling to solve problems
○ Pre-K-2 Expectations: Each and every student should:
■ Create mental images of geometric shapes using spatial memory and
spatial visualization;
■ Recognize and represent shapes from different perspectives;
■ Relate ideas in geometry to ideas in number and measurement;
■ Recognize geometric shapes and structures in the environment and specify
their location.
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New Brunswick Elementary Math Curricula:

GCO:
● Shape and Space (SS): Describe 3-D objects and 2-D shapes, and analyze the
relationships
SCOs:
● SS6: Sort 2-D shapes and 3-D objects using two attributes, and explain the sorting rule.
● SS7​: ​Describe, compare and construct 3-D objects, including:
○ cubes
○ spheres
○ cones
○ cylinders
○ pyramids.
● SS8: Describe, compare and construct 2-D shapes, including:
○ triangles
○ squares
○ rectangles
○ circles.
● SS9:​ ​Identify 2-D shapes as parts of 3-D objects in the environment

Other Integrated New Brunswick Curricula Outcomes:

● Visual Arts:
○ Strand 1: Create
■ GCO 1: ​Students will be expected to create, independently or
collaboratively, a variety of artworks.
■ SCO:​ K-2.1.1 Students will be expected to create art for a variety of
reasons and recognize that there are many kinds of visual arts.
■ GCO 2​: Students will be expected to explore skills, processes and
materials.
■ SCO:​ K-2.2.2: Students will be expected to, using a variety of materials,
visually communicate stories, ideas, and experiences.
○ Strand 3: Communicate
■ GCO 4:​ Students will be expected to reflect on and respond to their own
and others’ artworks.
■ SCO:​ K-2.4.4 Students will be expected to use descriptive language to
talk about their own work and that of their peers.
■ SCO:​ K-2.4.5 Students will be expected to explain the problem-solving
(how and why) that occurred during the art-making process.
● Language Arts:
○ Reading and Viewing
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■ GCO 2:​ Students will be expected to communicate information and ideas

effectively and clearly, and to respond personally and critically.
■ SCO:​ Students will be expected to:
● Respond to and give instructions or directions that include two or
three components
● Engage in informal oral presentations and respond to a variety of
oral presentations and other texts
○ Writing and Other Ways of Representing
■ GCO 8:​ Students will be expected to use writing and other forms of
representation to explore, clarify, and reflect on their thoughts, feelings,
experiences, and learnings; and to use their imaginations.
■ SCO: ​Students will be expected to:
● Use writing and other forms of representing for a variety of
functions.
■ GCO 9:​ Students will be expected to create texts collaboratively and
independently, using a variety of forms for a range of audiences and
purposes.
■ SCO:​ Students will be expected to:
● Consider their readers’/viewers’/listeners’ questions/comments and
begin to use such responses to assess and extend their learning.
■ GCO 10:​ Students will be expected to use a range of strategies to develop
effective writing and media products to enhance their clarity, precision,
and effectiveness.
■ SCO: ​Students will be expected to:
● Develop strategies for prewriting, drafting, revising,
editing/proofreading, and presenting/publishing.
● Use some conventions of written language.
● Select, organize, and combine, with assistance, relevant
information to construct and communicate meaning.

Student Learning:
After completing grade one, students should already be able to sort 2-D and 3-D objects
using only one attribute, and they should be able to explain the reasoning behind their sort. They
should be able to replicate complex 2-D and 3-D shapes and objects, and they should also be able
to identify 2-D shapes in their environment as parts of 3-D objects. Some common
misconceptions may include students being unable to distinguish between a 2-D shape and a 3-D
object, or some students may believe that shapes differ based on their size, orientation, or colour.
At the end of this unit, students will complete a shape scavenger hunt, during which they will
identify 2-D and 3-D shapes in their environment.
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Part B: Assessment and Evaluation

Outcomes or expectations Assessment Strategies Assessment Tools

Explore shape stations Pictures of products, math Anecdotal notes

journal, activity sheets

Explore stations that focus on Observations, conversations, Anecdotal notes

constructing 2-D shapes popsicle stick shape
collection

Paper plate project, complete Collect products, engage in Anecdotal notes

a shape shifter activity sheet conversations

Compare and contrast Collect products, engage in Anecdotal notes

woozles by sorting them into discussion
designated categories

Sort woozles using a venn Collect products, engage in Anecdotal notes

diagram discussion, presentation

Create a sort with one rule Presentation, math journal Anecdotal notes

Create a sort with two rules Collection of product, engage Anecdotal notes
in discussion

Explore stations that focus on Observations and Anecdotal notes

introducing/reviewing 3-D conversations
shapes

Explore stations that focus on Observations and Anecdotal notes

constructing 3-D shapes conversation, collection of net
creations

Create a foldable geometry Presentation of net creation, Anecdotal notes

insert and complete “Edge, collection of worksheet
Face and Vertex” worksheet

Identify the faces of 3-D Observations and Anecdotal notes

objects as 2-D shapes, conversation, collection of
complete an activity sheet worksheets

Complete a sort of 3-D Collect activity sheet, engage Anecdotal notes

shapes, create their own in conversations
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sorting rule, sort flyer

pictures on an activity sheet

Go on a 3-D shape scavenger Observations and Anecdotal notes

identifying 2-D shapes in 3-D conversations
objects

Identify 2-D shapes in 3-D Presentation Anecdotal notes

objects and sort them

Go on a 3-D shape scavenger Collection of activity sheet, Anecdotal notes

hunt, complete QR code observations and
activity sheet, play Shape conversations
Bingo

Part C: Planning the Sequence of Lessons

Lesson Title Outcomes Type of Assessment What will What will
Lesson teacher do? students do?

Review SS6 5E Lesson Pictures of Set up stations, Cycle

Shapes SS8 products, math supervise, through
journal, activity model shape stations,
sheets attributes game, record results
collect products, of shape
take anecdotal pizza activity
notes in journal,
engage in
shape
attributes
game

Learning to SS8 3-Part Observations, Set up stations, Cycle

construct 2-D Lesson conversations, lead students in through
shapes collection of true or false stations, play
popsicle stick game, observe, true or false
shapes take anecdotal game
notes

Learning to SS8 3-Part Collect products, Lead discussion Engage in

describe 2-D Lesson engage in about describing discussion,
shapes conversations shapes, model complete
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paper plate paper plate

project, handout project,
activity sheet, complete
take anecdotal shape activity
notes, lead sheet, engage
guessing game in guessing
game

Learning to SS6 3-Part Collect products, Print, cut out, Engage in

compare 2-D SS8 Lesson engage in and laminate discussion,
shapes (Part conversations woozle cards, compare and
1) model woozle contrast
sort, divide woozle cards
students into using a
pairs, give t-chart
students paper,
a pair of
woozles and a
writing utensil,
record results of
sort of chart
paper, take
anecdotal notes

Learning to SS6 3-Part Collect products, Create venn Compare and

compare 2-D SS8 Lesson engage in diagrams on contrast
shapes (Part discussion, chart paper prior woozles into
2) presentation to the lesson, a venn
model sorting diagram,
woozles into the record the
venn diagram, results of the
divide students sort
into pairs, take
pictures of
woozle sort,
publish the
results in the
classroom

Sorting SS6 3-Part Presentation, Engage students Engage in

activities - 1 SS8 Lesson math journal in discussion, discussion,
sorting rule provide students practice
with attribute creating a
blocks, observe, sorting rule,
take anecdotal draw sorting
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notes, hand out rule on

math journals provided
paper, present
sorting rule,
record rule in
math journal

2 sorting SS6 3-Part Collection of Engage in class Engage in

rules SS8 Lesson products, engage discussion, class
in discussion provide students discussion,
with paddle complete
boards, explain activity sheet,
two sorting present their
rules and sorting rules
provide
examples, hand
out activity
sheets, collect
activity sheet,
take anecdotal
notes

Introduction SS6 5E Lesson Observations Have Cycle

to 3D SS7 and SmartBoard set through the
objects/shape SS9 conversations up prior to stations,
s lesson, play engage in
youtube video, discussion
set up stations,
divide students
in groups,
engage in
discussion,
conduct a read
aloud, observe
and take
anecdotal notes

Constructing SS7 3-Part Observations Set up stations, Cycle

3-D shapes Lesson and engage students through
conversation, in review of 3-D stations, build
collection of net shapes, divide a net creation
creations students into
groups, explain
the ‘3-D Robot
Challenge’,
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observe, take
anecdotal notes,
collect net
creation

Describing SS7 3-Part Presentation of Prepare chart Complete

3-D shapes Lesson net creation, paper drawings ‘Edge, Face
collection of prior to lesson, and Vertex’
worksheets explain the worksheet,
‘Foldable complete
Geometry’ ‘Net
insert, hand out Creation’
math journals, worksheet,
hand out present net
activity sheet, creation
hand back net results
creations

Comparing SS6 3-Part Observations Review 3-D Engage in

3-D shapes SS7 Lesson and shapes, explain matching
conversation, game matching game,
collection of 2-D shapes to complete
worksheets 3-D objects, activity sheet
hand out
activity sheet,
observe and
take anecdotal
notes

Sorting 3-D SS6 3-Part Collection of Explain sorting Engage in

shapes SS7 Lesson activity sheet, game, explain sorting game,
engage in activity sheet complete
conversations and hand it out, activity sheet
provide students by cutting out
with flyers, images in
observe and flyers,
take anecdotal present
notes activity sheet

Identifying SS7 3-Part Observations Tape out a Students will

2-D shapes in SS8 Lesson and shape on the go on a
3-D objects SS9 conversations floor, provide scavenger
(Part 1) students with hunt
clipboards, searching for
paper, and the 2-D shape
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writing utensils, on the floor

discuss results and recording
of scavenger the objects
hunt, observe they find the
and take shape in,
anecdotal notes discuss
results

Identifying SS7 3-Part Presentation Cut out poster Search to

2-D shapes in SS8 Lesson board shapes flyers to find
3-D objects SS9 prior to lesson, objects that
(Part 2) divide students match their
into groups, given 2-D
explain the shape,
activity, observe present
and take
anecdotal notes

Identifying SS6 5E Lesson Collection of Engage students Participate in

2-D and 3-D SS7 activity sheet, in SmartBoard SmartBoard
shapes in SS8 observations and game, hand out activity, go
their SS9 conversations graphic on shape
environment organizer and scavenger
other materials, hunt and fill
put up QR out graphic
codes around organizer,
the classroom, engage in QR
hand out code activity,
worksheet and play bingo
ipods, lead the game
bingo game,
observe and
take anecdotal
notes

Part D: UDL, Differentiated Instruction, Bloom’s Taxonomy, Tier 1-3, or PLP

● UDL
○ The universal design for learning is covered in this unit through the various forms
of assessment strategies, which are low-stress in application for both the students
and teacher alike. These different forms of assessment allow students to be
observed authentically while working, to use their personal strengths, and to
express their thoughts and understanding through hands-on activities and
interviews.
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● Differentiated Instruction
○ or differentiated instruction, students will be allowed to learn at their own levels
and pace through the multiple forms of assessment and the different hands-on
activities that are used to teach this unit. Oral presentations of knowledge,
journals (learning logs), observation of students at work, etc. are all ways that
help for DI in the classroom. Additionally, allowing students to work in groups,
facilitating activity stations, incorporating kinesthetic/tactile aspects to lessons
and introducing discovery-based learning aids with inclusion within the classroom
as well as the engagement of all learners.F
● Bloom’s Taxonomy
○ Each lesson is designed for students to follow the Bloom’s Taxonomy by
beginning with remembering (either present or past concepts learned),
understanding the content for each lesson, applying the content being taught
(either through group work or mini-projects), analyzing (seeing and understanding
how concepts of each lesson in the unit connect), evaluating (either agree, be able
to argue, or connect with the content that has being taught), and creating through
each “end of lesson” evaluation project.
● Tier 1-3
○ The teacher will ensure that all three tiers have been met by providing students
with the opportunity to work individually, in small groups, as well as with the
class as a whole. The teacher will conduct formative assessment during each
lesson to ensure that all students are grasping the content. For those students who
may need additional support, the teacher may choose to adapt lessons to ensure
that these students have an opportunity to work one-on-one with the teacher, or
that they have a chance to work with peers who may be able to support them
during classroom tasks.
● PLP
○ During this math unit, the teacher will ensure that any food manipulatives brought
into the classroom are allergy-free. Those students who may be inclined to eat
inedible objects may sit with an EA while handling small objects, such as formal
manipulatives. In a classroom with students who may have physical
exceptionalities, lessons will be adapted to minimize movement or to make
movement easier. Those students who are identified as gifted in the classroom
may choose to work on an extension project if this unit proves to be below their
learning level.
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Part E: Reflection on the Unit Plan

1. Is each intended outcome or expectation supported by a suitable teaching or
learning strategy?
- Yes. Many of the activities have been selected to specifically meet the curriculum
outcomes. It was important to us that the products of these activities reflect said
outcomes.

2. Is a valid assessment strategy included for each enduring understanding?

- Yes. Many of our lessons have been planned to meet all different learning types. Students
will be assessed through many different ways to ensure that all needs are meet. The
teacher will refer to the students’ work, and using either a rubric or checklist, check for
students’ understanding.

3. Will students have opportunities to sufficiently develop their inquiry and

communication skills, regardless of their initial skill level?
- Yes, throughout the various lessons, our students will work on their inquiry and
communication skills. Through oral presentations and discovery-based lessons, the
students will have an opportunity to work specifically on these skills.

4. Can you think of other challenges?

- Oral presentations may prove to be stressful for some students; however, for these
students, the lessons may be adapted so that they can either record their presentation, or
they may choose to present it to a smaller group.

Title of Lesson: Reviewing Shapes

Materials Location

● Computer ● On the teacher’s desk

● SmartBoard ● At the front of the room
● Pattern blocks ● In the closet at the back of the room
● On the teacher’s desk
● Shape pizza worksheet (Appendix A) ● In the top drawer of the teacher’s desk
● Camera ● In the closet at the back of the room
● In the closet at the back of the room
● Playdough ● On the shelf next to the teacher’s desk
● On the shelf next to the teacher’s desk
● Toothpicks ● In the closet at the back of the room
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● In the closet at the back of the room

● Shape cards (Appendix C) ● On the shelf next to the teacher’s desk
● On the teacher’s desk
● Shape sort pictures (Appendix B) ● On the teacher’s desk

● Geoboards

● Elastics

● Geoboard cards

● ‘Count the Sides’ activity sheet

(Appendix D)
● The Greedy Triangle by Marilyn
Burns

Engagement:
What the teacher will do: What the students will do:

● Set up the computer and the Smart ● Students will stand up and make sure
Board. they have enough room that they
● Ask students to stand up and spread won’t hit other students.
out ensuring that they cannot hit ● They will then participate in the video.
anyone with their arms​. ● Students will then sit on the mat and
● Play the youtube video- answer the questions asked by the
https://www.youtube.com/watch?v= teacher.
beTDz9HSNOM&t=35s
​ (This video reviews various 2-D shapes,
and it also for students to get up and moving)
● Have the students sit down on the
classroom mat.
● Ask the students what shapes they saw
in the video and what they know about
them.
● If all the students do not answer, give
them prompts by mimicking the
song’s actions.
● Once all the shapes have been
reviewed (Circle, Square, Triangle,
Rectangle, Oval), the teacher will then
explain that they are going to work in
teams and rotate from table to table
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working on “2-D Shapes” (stations)

for the rest of the class.

Exploration:
What the teacher will do: What the students will do:

● The teacher will then explain each ● Students will listen to the instructions
table activity. for each activity.
1. 2D Shape Pizza-​ Students will create ● Students will split into groups.
their own shape pizza. They will need ● Students will participate in each
to design their pizzas with the shapes station and rotate after the allotted
provided. Once they are done, they time.
will raise their hands, the teacher will
come and take picture of it for later.
Once the teacher has taken a picture of
it, they will get the students to fill out
a sheet (appendix A) and count and
record how many of each shape they
have used.
2. Build shapes with toothpicks and
playdough -​ Following the guidelines
on the shape cards, students will build
each shape using toothpicks and
playdough.
3. Shape Sort -​ Pictures will be placed
on the table. Students will sort them,
based on their shape, into the correct
place on the sorting sheet. (Appendix
B)
4. Geoboard Shapes ​- Using a
geoboard, students will make the
shapes that are on the provided cards.
(Appendix C)
5. ‘Count the Sides’ Activity sheet-
Students will colour the appropriate
shapes that match the amount of sides.
(Appendix D)
● After explaining each activity, the
teacher will split the students into
groups, and they will rotate after the
allotted time. Remember to take
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pictures of the students’ shape pizzas.

Explanation:
What the teacher will do: What the students will do:

● After all each group has rotated ● Students will meet the teacher back at
through each station, the teacher will the mat. Each student will pick out
call the students back to the mat to two blocks from the jar of pattern
complete a class discussion of blocks. They must give two attributes
attributes. that are the same and two attributes
● The activity will begin with the that differ between the two shapes.
teacher modeling it for the students. Each person will have a turn.
They will pull two shapes from the jar ● Any student who struggles with this
of pattern blocks. The teacher will activity will have the opportunity to
then explain two ways in which the ask their elbow partner for help.
shapes are the same and two ways that
the shapes differ.
● The teacher will review the term
“attribute.”
● The teacher will then explain to
students that during the first station,
the students were only doing activities
that involved finding one similar
attribute between shapes; however,
during their task they just completed,
they were able to provide two similar
attributes.
Elaboration:
What the teacher will do: What the students will do:

● Ask the students to regroup at the mat. ● Students will remain seated at the mat
They will then read the story, ​The for the duration of the story.
Greedy Triangle​ by Marilyn Burns. ● Students will use their math journals
This story introduces the concept of to write about their favorite shape and
how shapes can change when their where it can be found in real life. I.e:
lines are manipulated. Pizza is the same shape as a circle.
● Ask students to write about their
favorite shape in their math journals.
Where can this shape be found in real
life? Ask them to draw the shape and
explain.
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Evaluation:
- This lesson would be a review of materials learned in grade one and a very brief
introduction to what students will be learning in this unit. The teacher should use the
products of this lesson as a method of formative assessment to determine which
students grasp the concepts introduced during the first grade. This lesson will help the
teacher determine if they need to reteach the material, or if any students will need
additional support during this unit. Products from this lesson may include:
- The picture of students’ shape pizzas as well as their write-up;
- Anecdotal notes taken during discussions;
- Students’ math journals;
- Anecdotal notes taken during the observation of the center rotations;
- And the “Count the Sides” activity sheet.

Title of Lesson: Learning to Construct 2-D Shapes

Materials -
● Shape Sheet (Rectangles, Squares, Circles and Triangles) - Photocopies are kept on the
left hand corner of Teacher’s desk - Appendix E
● Playdough - Kept in the back closet on the third shelf in a labeled bin
● Playdough Mats with Shapes - Kept in the back closet on the third shelf in a labeled
folder - Appendix F
● Glue Sticks - Communal tub of glue sticks located on Class Supply Shelf in a labeled
container
● Wiki Sticks - Kept in the back closet on the second shelf in labeled bin
● Popsicle Sticks - Kept in the back closet on the fourth shelf in a labeled bin
● Large Freezer Bags - Purchased at the Dollar Store and kept in bag underneath the
Teacher’s desk
● Permanent Markers - Kept in the main drawer of the teacher’s desk
● Turn-in Bin - Found on the shelf beside the teacher’s desk
● Sand - Already in the sand trays
● Sand Trays - Kept in the back closet on the lowest shelf
● Clothespins, plastics spoons and paintbrushes - Collected beforehand (bought at the
Dollar Store) and kept in a bag underneath the Teacher’s desk
● Online Timer or a SmartBoard Timer

Before:

What the teacher will do: What the students will do:

● Have stations set prior to starting this

lesson.
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● The teacher will do a review of ● Actively listen during the review led
content learned during the previous by the teacher.
2-D 5E lesson.
● The teacher will prompt students to ● Partake and contribute to the
explore the different attributes of exploration of attributes of shapes led
shapes with questions. by the teacher.
● True or False Game - Each side of the ● Take part in the True or False Game
room represents either ‘True’ or by offering the answers to the
‘False’. Read out questions and have question/statement given by the
students move from side to side teacher.
depending on their answers. Questions
could include, but aren’t limited to, the
following examples...
○ A circle has 2 sides
○ A triangle has 4 points
○ A triangle has 3 sides
○ A rectangle and square have
the same amount of sides
○ A rectangle and square have
the same length of sides
○ A rectangle has 4 sides that are
all the same length
● Following this short review, the ● Actively listen to the teacher while
teacher will explain the different they explain the different Shape
stations students will be traveling to. Stations and what will be done at each
1. Playdough Mats (Appendix F)​ - one.
Students will model the shapes
displayed on the various playdough
mats using the playdough provided at
the station. These mats will have
different shapes, of different sizes,
outline on the mats - which students
will then fill in using playdough.
2. Popsicle Stick Shapes​ - Students will
create a triangle, square and rectangle
using popsicle sticks and a circle using
Wiki Sticks (as you can’t make a
circle with popsicle sticks). Students
will construct their popsicle stick
shapes using the glue sticks at the
station. A shape sheet (Appendix E)
with a visual of the shapes, different
attributes, and names will be provided
for students to look off of.
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*Students will write their names on a large

freezer bag using permanent marker, and put
their shape creations inside the bag. This bag
will be sealed and placed in the turn-in bin
beside the station on the floor.
3. Sand Trays​ - Students will create
circles, squares, rectangles and
triangles in the sand trays using their
fingers. They can make the shapes
different sizes, or they can explore
using other writing utensils (paint
brush, spoon, clothespin,
non-dominant hand, different fingers,
etc.) to create their shapes. The same
shape sheet that is used at the
playdough station would be provided
for the sand trays as well.
● The teacher will check for students’ ● Students will communicate their
understanding of the instructions and understanding of the procedures and
procedures of the stations. instructions of the stations.

During:

What the teacher will do: What the students will do:

● Split students into equal groups, with ● Students will gather with their groups,
varying skill levels and strengths. and travel to their first station.
Assign groups to a station to begin
their rotation.
● Ensure to manage noise levels and be ● Students will keep their voices to an
available for questions. acceptable level and be sure they are
● Circulate throughout the classroom on task.
while students are learning, and take
anecdotal notes when needed.
● Split time at the stations equally, and ● Students will clean up their station at
set a timer up on the SmartBoard, so the one-minute warning and rotate
that students can be aware of time quietly when prompted.
remaining at the specific station. Give
a one minute warning so they can tidy
their stations/put away materials
before moving on.
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After:

What the teacher will do: What the students will do:

● After the stations are complete, ● Students will get their math journals
students will get their math journal and take a seat on the mat. They will
and come sit on the carpeted area. The label and draw a circle, square,
teacher will prompt the students to rectangle and triangle in their journal
label and draw a circle, rectangle, upon the request of the teacher.
square and triangle in their math
journals.
● To close this lesson, the teacher will ● Take part in the conversation and offer
facilitate a conversation with the class their ideas/opinions about the stations.
about the stations, including which
ones students liked and which ones
students did not like.

Assessment:
● Anecdotal notes
● Observation
● Participation in Discussions/Questions
● Popsicle Stick Shape collection - If a student did not complete all shapes, chances are
the Teacher observed the student’s ability in creating these shapes at another station. If
not, the Teacher can check the student’s drawing of the shapes in their math journals.

Title of Lesson: Learning to Describe 2-D Shapes

Materials -
● Popsicle Stick Shapes - Located in the turn-in bin from the previous day
● Paper plates - Kept in the back closet on the fifth shelf
● Scissors - Kept on the Class Supply Shelf in a labeled bin
● Markers - Kept on the Class Supply Shelf in a labeled bin
● Glue Sticks - Kept on the Class Supply Shelf in a labeled bin
● Chart Paper - Located at the front of the class
● Shape Shifter Activity Sheet (Appendix G) - Located in the left-hand corner of the
teacher’s desk
● Paper Bag - Located in the left-hand corner of the teacher’s desk
● Shapes in Paper Bag - Circle, Square, Rectangle and Triangle cut out ahead of time

Before:
 20

What the teacher will do: What the students will do:

● The teacher will pass back students’

popsicle stick shapes bag and ensure
each student has a marker.
● After all shape bags have been ● Students will raise their popsicle stick
returned, the teacher will ask the shapes when prompted.
students to hold up their...
○ Circle
○ Rectangle
○ Square
○ Triangle
One at a time.
● Teacher will stand at the chart paper ● Students will contribute to the
and ask students what are some ways discussion and actively listen.
we can describe shapes - writing down
responses.
○ Vertices
○ Number of Sides
○ Length of Sides
● After having these categories ● Students will listen to the attributes of
displayed on the board, introduce the each of the shapes. They will then
shapes circle, square, rectangle and number the sides and vertices of their
triangle to the class, and have them popsicle stick shapes using a marker;
describe the shape according to the they can use these popsicle stick
categories. Have students number the shapes for reference later in the lesson.
sides and vertices of the shapes using
the markers and their popsicle stick
shapes. They can look at their shapes
later in the lesson for reference.

During:

What the teacher will do: What the students will do:

● Leave the category names on the

board for all students to see.
● Hand out a paper plate to each student.
● Have them divide the paper plate into
4 sections using their marker. Then ● Students will divide the paper plate
instruct them to draw a circle, square, into 4 sections. They will then draw a
rectangle and triangle in each of the circle, square, rectangle and triangle in
sections (1 per section). the sections.

● Instruct the students to describe, in
point form, the different attributes of
the shapes in their sections.
● After students have described the
shapes on their own, hand out another
paper plate. On this plate, students will
again split the plate into 4 sections.
Tell students to write the words circle,
square, rectangle and triangle on the
sections, so that it matches their other
plate.
● Instruct students to make a dot where
the lines intersect, and then measure
using 1 finger away from the dot
marking it on each line. Then cut
along the lines until they reach the
marked measurement.
● Once the lines have been cut, students
will glue the middle of their first plate
and stick their second plate to it
(making sure that the sections line up).
Let the glue dry
● For example, students will be able to
lift the ‘circle’ flap, and see a drawing
of the shape as well as the description.
*Note: Have a completed version of the
project available to refer to when explaining.
● The second activity is be an activity
sheet (Appendix G) upon which a
circle, square, rectangle and triangle
are drawn. Invite students to draw a
picture using the shapes already drawn
(Circle -> Snowman, Square -> Robot,
etc.). Below the picture, have students
describe the different shapes. Attribute
prompts will be included on the sheet.
After:
What the teacher will do:
21
● Students will describe the shape in
point form, describing its different
attributes.
● Students will divide the second paper
plate into 4 sections. They will write
the words circle, square, triangle and
rectangle in the same section as the
first paper plate, so that they match.
● Students will make a dot where all of
the lines meet, and make a mark on
each of the lines that is equal to 1
finger width. They will then cut along
each of the lines until they reach the
mark.
● Students will then glue the second
plate to the first plate, making sure the
sections match up.
● Students will complete the activity
sheet. They will draw a picture around
the shapes provided on the hand out.
They will then describe the shapes’
attributes.
What the students will do:
 22

● The teacher will gather students on the ● Students will sit quietly on the mat.
mat.
● The teacher will ask students to come ● Students will actively listen and
up to the paperbag, and select a shape volunteer to participate if they would
out of it. They will then explain the like.
attributes to the class as a review of
the lesson. Repeat until all shapes
have been described.

Assessment:
● Collection of Paper Plate Project - Use the attributes described by students to assess
their understanding.
● Collection of Shape Shifter Activity Sheet - Use the attributes described by students to
assess their understanding.
● Participation in Discussions/Questions

Title of Lesson: Learning to Compare 2-D Shapes (Part 1)

Materials:
● Laminated Woozle cards (Appendix H) - at the corner of the teacher’s desk
● Chart paper - on the easel at the front of the room
● Markers - in the back closet
● Writing utensils - at the writing station
● Paper - at the writing station

Before

What the teacher will do: What the student will do:

● Prior to the lesson, the teacher will ● The students will participate in the
print off multiple sets of woozle cards discussion about comparing and
on different colours of cardstock, contrasting the woozles providing
laminate them, and cut them out input when asked.
(Appendix H)
● The teacher will introduce students to
the woozles.
● The teacher will ask students to look
at the woozles and compare them. The
teacher will then ask the students to
explain some of the differences
 23

between the woozles; for instance,

some woozles have curvy bodies,
while some have straight bodies.
● Post two different woozles on the
board, and ask the students to describe
what is different about them and what
is the same.
● Record the students’ response on the
board.

During

What the teacher will do: What the students will do:

● The teacher will divide students into
pairs.
● The teacher will provide each student
with a pair of woozles, a piece of
paper, and a writing utensil.
● The teacher will then explain the
activity.
● The students will divide into pairs, and
return to their desks with their
materials.
● The students will draw a t-chart on the
provided paper. The headings for their
t-chart should read “Woozle #1” and
“Woozle #2.”
● Under each heading, the students will
record the distinctive characteristics of
each woozle (example, Woozle #1 has
a curvy body, etc.).

After

What the teacher will do: What the students will do:

● The teacher will ask the students to ● The students will participate in the
return to the classroom carpet with discussion.
their t-charts.
● The teacher will then ask them to
provide some of the distinguishing
characteristics of their woozles,
recording their results on a large piece
of chart paper.

Assessment:
 24

The teacher will engage in formative assessment to evaluate students’ progress. The teacher
will assess students by engaging them in class discussion, observing them during the sorting
activity, and taking anecdotal notes to record any difficulties students may be having to later
address them through conferencing or differentiated activities.

Title of Lesson: Learning to Compare 2-D Shapes (Part 2)

Materials:
● Laminated Woozle cards - at the corner of the teacher’s desk (Appendix H)
● Chart paper with venn diagrams - on the easel at the front of the room
● Markers - in the back closet
● Writing utensils - at the writing center
● Paper - at the writing center

Before:

What the teacher will do: What the students will do:

● Following the brainstorming session ● The students will listen to the

that took place during part one of this teacher’s instructions and participate if
lesson, using large pieces of chart needed.
paper, the teacher will create venn
diagrams and label each one with two
of the characteristics that were
recorded during the brainstorming
session.
● The teacher will begin by modeling
how to use the venn diagram. (For
instance, if the two categories are
“Pink” and “Has Hair”, show the
students that those woozles that are
pink belong in the bubble labeled
“Pink”, the woozles that have hair
should be placed in the bubble titled
“Has Hair”, and the woozles that are
both pink and have hair go in the
middle. If they get a woozle that is
neither pink, nor has hair, they put it
outside their venn diagram)
 25

During:

What the teacher will do: What the students will do:

● The teacher will divide students into
pairs. They will give each student a
large sheet of chart paper with a venn
diagram already drawn on it and two
chosen categories from the
brainstorming session written over
each bubble. The teacher will also
provide each pair of students with a
set of woozles.
● The teacher will explain to students
that they are to sort their woozles into
the categories provided.
● The students will pair up and return to
their desks with their materials.
● Each pair of students will sort their
woozles into the designated
categories.
● Once the students have completed
their venn diagrams, they are to ask
the teacher to take a picture of their
sort.

After:

What the teacher will do: What the students will do:

● Once the students have finished their ● The students will record the results of
venn diagrams, the teacher will their sort on the paper provided.
provide them with a piece of paper
and writing utensils.
● The teacher will then explain that the
students should record the results of
their sort on their piece of paper.
(Example: There are __ pink woozles.
There are __ woozles that have hair.
__ woozles are pink and have hair. __
woozles are not pink and don’t have
hair.)
● The teacher will post the pictures of
each pairs’ sort as well as their
recorded results in the classroom​.
 26

Assessment:
The teacher will assess this lesson through formative assessment. This assessment will be
completed by observing students during the activity, engaging them in class discussion, and
collecting students’ completed venn diagrams and recorded results. The teacher will take
anecdotal notes to record any difficulties students may having, so they may later be addressed.

Title of Lesson: Sorting Activities With One Sorting Rule

Materials:
● Attribute Blocks - in the back closet on the third shelf in a labelled jar
● Whiteboard and markers (red and blue) - at the front of the class
● Long white paper - in the back closet on the second shelf
● Crayons - each student will have their own in their desk.
● Math journals - in the back closet in a blue bin
● Anecdotal Note page - on the teacher’s desk

Before:

What the teacher will do: What the students will do:

● Have students sit on class mat
● Using the whiteboard draw this pattern
out:
● Students will sit on the mat and listen
to the teacher.
● They will answer the sorting rule
questions.
● Once the activity is completed, they
will return to their desks.

● Ask the students what they see.

● Once the students say “the circles are
different sizes”, start using the
vocabulary “sorting”
● Post another sorting picture on the
whiteboard:

● Ask them what the sorting rule is for

this. The correct answer is by shape.
● Another example to draw on the
whiteboard:
 27

● Ask them what this sorting rule could

be. This is they all have the same
about of vertices. (4)
● Once this is completed, get the
students to return to their desk and
create their own sorting rule. They
only need to create one.

During:

What the teacher will do: What the students will do:

● Give the students attribute blocks. ● Return to desks and wait for attribute
● Ensure each student has enough to blocks.
create at least one sorting rule. ● Practice creating their own sorting
● While students are practicing, rule.
circulate around the room and note ● Return to the mat and listen to new
which students appear to be instructions.
struggling. ● Return to their desk and draw their
● After an appropriate amount of time own sorting rule on the provided
has been given, have the students stop paper. They must also be able to
and return to the mat. explain their sorting rule.
● Tell them they are working really hard
and doing a great job.
● Explain to them they are going to do
the same thing, but the only difference
is they must draw their sort on a piece
of paper provided.
● Send them back to their desk with a
piece of paper.
● Circulate around the room and assist
any students who need it.
 28

After:

What the teacher will do: What the students will do:

● Once the students have finished their ● Return to mat with sorting rules.
sort drawing, have them return to the ● Present the rule to the class.
mat with it. ● Write and draw in their math journal
● Have each student present their sort what their sort rule is.
rule to the class. While they present,
take anecdotal notes about each
student’s sorting rule.
● Hand out their math journals.
● Get the students to write and draw
what their sorting rule is.

Assessment:
● Anecdotal notes
● Sorting activity creation
● Presentation notes
● Math Journal

Title of Lesson: Two Sorting Rules

Materials -
Whiteboards and markers - at the front of the class
Individual whiteboard paddles and whiteboard markers - each student will have one in their
desk.
Activity sheets (Appendix I) - on the teacher’s desk

Before:

What the teacher will do: What the students will do:

● Have the students sit on the class mat ● Students will sit on the mat in the front
at the front of the room. of the class.
● Ask the students what a sorting rule is. ● They will participate in the class
 29

● Once they list a few examples of discussion.

sorting rules, have them each grab a ● They will answer questions on the
whiteboard paddle and a marker. paddle boards.
● Each student will then draw 2 ● They will participate in the discussion
examples of a sorting rule. ● They will return to their desks.
● Take anecdotal notes.
● Get the students to try to make a
sorting rule with 2 attributes.
● Write down the students who are
successful and what they did.
● Get the students to return their
whiteboards to their desk and return to
the mat.
● Ask the students how they think they
can make a sorting rule with 2
different attributes.
● Draw this example out:

● Ask the students what they think the 2

sorting rules are.
● Explain that is it by color and 4
vertices.
● Post another sorting picture on the
whiteboard:

● Have the students to guess how it is

sorted.
● Explain that this is sorted by size and
shape.
● Explain the activity sheet that the
students are required to do. The
students must create 2 sorting rules.
● Send students to their desks.

During:

What the teacher will do:
● The teacher will hand out the activity
sheets to students. (Appendix I)
● The teacher will ensure that the
attribute blocks are out on the table.
● The teacher will circulate and make
sure that students stay on track.
After:
What the teacher will do:
● Ask the students to return to the mat.
● Ask a few students to present their
sorting rules.
Assessment:
● Activity sheet
● Anecdotal notes for paddle board activity
Title of Lesson: Introduction to 3-D Objects/Shapes
Materials
1. Computer and SmartBoard
2. 3D-Shape Introduction Video:
https://www.youtube.com/watch?v=2c
g-Uc556-Q
3. Playdough
4. 3-D Shape Block Manipulatives
5. 2-D Shapes (Crackers, Sticks of Gum,
Doritos, Sheet of Paper, Cards,
Tissues, Slice of Cheese, Dimes,
Ziplocs, etc.) and 3D Shapes (Pink
Peppermints, Gumballs, Dice,
Hershey’s Kiss, Strawberry Wafers,
etc.)
6. Paper Bags
30
What the students will do:
● Students will sit at their desks.
● Students will complete the activity
sheet.
What the students will do:
● Return to the mat
● Present their sorting rules if they feel
comfortable.
Location
1. At the front of the classroom
2. On Youtube
3. Kept in the back closet on the third
shelf in a labeled bin
4. Kept in the back closet on the third
shelf in a labeled bin
5. Purchased at the Dollar Store and kept
in bag under the teacher’s desk
6. Kept in the back closet on the second
shelf
7. Printed off and cut out beforehand;
kept in the left-hand corner of the
teacher’s desk
8. Mats and item cards printed off and
cut out beforehand; kept in the
left-hand corner of the teacher’s desk
 31

7. 3-D Shape Cards (Appendix J) 9. Found within Smart Notebook

8. 3-D and 2-D Shape Mats paired with
Item Cards (Appendix K)
9. Online/SmartBoard Timer
10. Chart Paper and Markers
11. 3-D Shape Activity Sheet (Appendix
L)
12. Flat Side Activity Sheet (Appendix M)
13. Cubes, Cones, Cylinders and Spheres
by Tana Hoban
10. Found at the front of the classroom
11. Photocopied beforehand; found in the
left-hand corner of the teacher’s desk
12. Photocopied beforehand; found in the
left-hand corner of the teacher’s desk
13. Rented from the public library; found
in the left-hand corner of the teacher’s
desk

Engagement:
What teacher will do: What the students will do:

● Set up the computer and the Smart

Board before starting the lesson.
● The teacher will ask students what 2-D ● Students will participate in the
shapes they know and the different discussion led by the teacher.
attributes they can use to describe
those shapes (length and number of
sides and number of vertex/vertices).
● After this short discussion, the teacher
will play the youtube video- ● Students will watch and actively listen
https://www.youtube.com/watch?v= to the video played by the teacher on
2cg-Uc556-Q​ ​for students. This video the SmartBoard.
will introduce the class to the different
3-D shapes they will be exploring in
the coming lessons.
Exploration:
What the teacher will do: What the students will do:

● Set up the stations with the materials ● Students will actively listen to the
ready to go prior to starting the lesson. Teacher while they explain the
● The teacher will then explain each of different shape stations and what they
the stations the students will be will be doing at each one.
traveling to.
1. 2-D and 3-D connections - ​ Students
will sort the items shown on the cards
(Appendix K) first by 2-D shapes
(Triangle, Circle, Square and
Rectangle) on the provided mat.
 32

Students will then sort the items

shown on the cards by 3-D shapes on
the provided mat (Appendix K).
2. Playdough Shape Identification -
Students will take 3-D shape block
manipulatives and press them into the
playdough. They will be able to
explore the different shapes of the
faces and identify the different 2-D
shapes that are present. If students are
done exploring quickly, they can be
invited to try and make a specific 3-D
shape manipulative using playdough.
3. 2-D and 3-D Shape Sorting -
Students will take the items in the bins
and sort them into 2-D or 3-D shape
groups on the 2-D and 3-D Object Mat
4. What Shape? ​- Students will put their
hand inside of a bag, one at a time,
and feel the manipulative inside. They
will describe what they feel to their
group members, and together they
must decide what 3-D shape they think
it is. They can use the 3-D shape cards
(Appendix J) provided at the station to
place under the bag to indicate what
shape they think it is. Then they can
move on to the next bag and repeat the
process until all bags have been
explored. As a group, students can
then check the bags to see if their
selection was correct.
5. ‘Flat Sides’ Activity sheet ​(Appendix
M) ​- ​Students will look at the 3-D
shape manipulatives and count the
number of flat sides the shapes have.
They will write that number beside the
picture of the manipulative on their
activity sheet provided at the station.
● After explaining each activity, the
teacher will check for students’
understanding of the instructions and
procedures of the stations.
● Split students into equal groups with

varying skill levels and strengths.
Assign groups to a station to begin
their rotation.
● Ensure to manage noise levels and be
available for questions.
● Circulate throughout the classroom
while students are learning, helping
when needed, and take anecdotal
notes.
● Split time at the stations equally, and
set a timer up on the SmartBoard so
that students can be aware of time
remaining at the specific station. Give
a one-minute warning, so they can tidy
their stations/put away materials
before moving on.
Explanation:
What the teacher will do:
● After each group has rotated through
each station, the teacher will call the
students back to the mat to complete a
class discussion of 3-D shapes.
● Instruction of faces, vertices, and
edges in respect to 3-D shapes.
● Have students work with a group
(same one as during the stations) to
count the number of faces, vertices,
and edges of a cube, cylinder,
pyramid, sphere and cone using 3-D
block manipulatives. The group will
record their findings on a the 3-D
shapes activity sheet (Appendix M).
● Go over this same information at the
front of class, and make a poster for
reference
33
● Students will communicate their
understanding of the procedures and
instructions of the stations.
● Students will gather with their groups
and travel to their first station.
● Students will keep their voices to an
acceptable level and be sure they are
on task.
● Students will clean up their stations at
the one-minute warning and rotate
quietly when prompted.
What the students will do:
● Students will come to the mat
● Students will actively listen to the
teacher’s explanation of the meaning
of the terms faces, vertices, and edges
in respect to 3-D Shapes.
● Students will gather in the same
groups they were in for their station
work and record the number of faces,
vertices and edges of a cube, cylinder,
pyramid, sphere and cone using the
correlating manipulatives on the
activity sheet.
● Students will contribute to the
information discussed to aid the
teacher in creating a reference poster.
 34

Elaboration:
What the teacher will do: What the students will do:

● The teacher will gather students on the ● Students will actively listen and
mat and lead them through the book, contribute to the discussion during the
Cubes, Cones, Cylinders and Spheres read aloud of the book ​Cubes, Cones,
by Tana Hoban. Cylinders and Spheres​ conducted by
● This book has no words and only the teacher.
pictures, which will be great for
leading students in discussion and
exercising new information learned.
● The teacher will prompt students to
identify the 3-D shapes explored in the
book as well as the items they are
taking on in the ‘real world.’ The
teacher will get students to brainstorm
other items they know of that are
shaped like spheres, cylinders, cones,
pyramids and cubes.

Evaluation:
- This lesson would act as an introduction to 3-D shapes moving on from 2-D shapes.
There is not much evaluation required for this lesson as it is being used merely to give
students the chance to be introduced to and to explore 3-D shapes, to see the
connections between 2-D and 3-D shapes, and to be exposed to the concepts, attributes
and terminology that will be used during the coming lessons. Anecdotal notes,
observations and conversations with students will be used, however, to look back upon
and to tailor coming lessons to address student difficulties or those who are excelling.
Some forms of formative assessment used during this lesson may include:
- Anecdotal notes taken during discussions and observations
- Conversations
- Observations during stations

Title of Lesson: Constructing 3-D Objects

Materials:
● Marshmallows - purchased at the Dollar Store and kept in a bag under the teacher’s
desk
● Toothpicks - purchased at the Dollar Store and kept in a bag under the teacher’s desk
● Nets - photocopies will be made beforehand and kept in the left-hand corner of the
teacher’s desk
● Tape - multiple rolls of tape are located on the Class Supply Shelf in a labeled
container
 35

● Scissors - communal tub of scissors located on Class Supply Shelf in a labeled

container
● Freezer Bags - purchased at the Dollar Store and kept in a bag under the teacher’s desk
● Permanent Markers - kept in drawer of the teacher’s desk
● Playdough - kept in the back closet on the third shelf in a labeled bin
● Smartboard or Online Timer - Smartboard needed
● Chart Paper - kept on the easel at the back of the classroom
● Example of a Net Robot - prepared beforehand and kept on the left-hand corner of the
teacher’s desk
● 3-D Shape Reference Sheet (Appendix N) - photocopies will be made beforehand, and
kept in the left-hand corner of the teacher’s desk

Before:

What the teacher will do: What the students will do:

● Have stations set up prior to starting

this lesson.
● The teacher will do a review of the ● Actively listen during the review led
content learned during the previous by the teacher.
3-D 5E lesson.
● The teacher will prompt students to ● Partake and contribute to the
explore the different attributes of 3-D exploration of 3-D shapes led by the
objects/shapes through questions and teacher.
discussion.
○ The teacher will review cubes,
spheres, cones, cylinders and
pyramids. Compare these
shapes to everyday objects.
○ The shapes and names will be
drawn on chart paper by the
teacher for students to refer to.
● Following this short review, the
teacher will explain the different ● Actively listen to the teacher while
stations students will be traveling to. they explain the different 3-D shape
*Note: There will be a reference sheet stations and what they will be doing at
(Appendix N) posted at each station each one.
illustrating the different 3-D shapes that will
be explored during this unit.
1. Marshmallows and Toothpicks​ - At
this station, students will make
different 3-D shapes using
 36

marshmallows and toothpicks.

2. Nets​ - At this station, students will cut
out and put together different 3-D
shapes using nets. Students will keep
their completed nets in a freezer bag
with their names written on them in
permanent marker.
3. Sculpting with Playdough​ - At this
station, students will create different
3-D shapes by molding playdough.
● The teacher will then check for
students’ understanding of the ● Students will communicate their
procedures and instructions of the understanding of the procedures and
stations. instructions of the stations.

During:

What the teacher will do: What the students will do:

● Split students into equal groups with
varying skill levels and strengths.
Assign groups to a station to begin
their rotation.
● Ensure to manage noise levels and be
available for questions.
● Circulate throughout the classroom
while students are learning; be sure to
observe students’ authentic learning
experiences and take anecdotal notes.
● Split up time at the stations equally,
and set a timer up on the SmartBoard,
so that students can be aware of time
remaining at the specific station. Give
a one-minute warning, so they can tidy
their stations/put away materials
before moving on.
● Students will gather with their groups
and travel to their first station.
● Students will keep their voices to an
acceptable level and be sure they are
on task. When the teacher is
interacting with students, they will
answer questions asked and show their
understanding.
● Students will clean up their stations at
the one-minute warning and rotate
quietly when prompted.

After:

What the teacher will do: What the students will do:
 37

● Following the stations, students will ● Students will bring their freezer bags
return back to their desks/tables and containing their nets to their
bring along their paper nets they made desks/tables.
at one of the learning stations.
● After everyone is settled, the next ● Students will actively listen to the
activity will be introduced - which is instructions being explained by the
the ‘3-D Robot Challenge’. teacher. Students will communicate
○ Students will be challenged to their understanding of the activity
create a robot or another before beginning. While working,
creation using the nets they students will keep their voices to a
made earlier at the learning respectable level. After completing,
center. Students will be students will put their creations into
allowed to create additional their freezer bags.
nets to add to their creation if
they would like.
○ This activity will be a part of
the next planned lesson
concerning describing 3D
shapes/objects. Their creations
will be returned to their labeled
freezer bag and kept safe by
the teacher.
*Note: An example of a net robot will be
handy to show students an example ● Students will actively listen to the
● At the conclusion of this lesson, the review and take part in the discussion
teacher will lead a quick review about concerning the learning stations.
the learning stations and the creation
of 3D shapes/objects.

Assessment:
● Observations from stations
● Anecdotal notes from stations
● Participation in discussions/questions
● Collection of net creations

Title of Lesson: Describing 3-D Objects

Materials:
● Chart Paper with 3-D Drawings - still attached to the pad, which is found on the easel
at back of the classroom
● Foldable Geometry Example - prepared beforehand and kept in the left-hand corner of
the teacher’s desk
● Construction Paper - located on the Class Supply Shelf in a labeled container
 38

● Scissors - communal tub of scissors located on the Class Supply Shelf in a labeled
container
● Glue Sticks - communal tub of glue sticks located on the Class Supply Shelf in a
labeled container
● Markers - communal tub of glue sticks located on the Class Supply Shelf in a labeled
container
● Edge, Face and Vertex Sheet (Appendix O) - Photocopies will be made beforehand and
kept in the left-hand corner of the teacher’s desk
● Net Creation Activity Sheet (Robot) (Appendix P) - Photocopies will be made
beforehand and kept in the left-hand corner of the teacher’s desk

Before:

What the teacher will do: What the students will do:

● Have materials ready prior to starting

this lesson.
● The teacher will do a review of the ● Actively listen during the review of
content learned during the last two the content from the last two lessons
3-D lessons. led by the teacher.
● Following this short review, the ● Partake and contribute to the
teacher will begin the lesson by exploration of the vertices, edges and
counting the faces, edges and vertices faces of the 3-D shapes with the
of cubes, spheres, cones, cylinders and teacher.
pyramids of the drawings completed
on chart paper with the students.
● After this, the teacher will explain the
next activity, which is the ‘Foldable
Geometry’ insert that can be posted in
the students’ math journals for
reference. The teacher will show a
completed example of the activity.
● Materials for the activity will be
passed out to students.

During:

What the teacher will do: What the students will do:

● The teacher will lead the students ● Students will listen to the teacher as
through the activity verbalizing the they explain the instructions of this
 39

instructions and modeling the steps at activity and follow the steps lead by
the front of the class. the teacher.
○ Fold the piece of construction
paper in half and cut along the
crease, separating the sheet
into 2.
○ Turn one half of the sheet
vertically, take the top right
hand corner across the sheet
and line it up with the left-hand
edge.
○ Unfold, and repeat with the top
left hand corner. Then fold the
bottom portion of the paper up.
Unfold once more.
○ Turn the paper so that the
rectangle portion of the paper
is at the top. Then cut along the
crease that starts in the bottom
left-hand corner to the middle.
The bottom triangle is the
piece that will slide underneath
to create the pyramid when
assembled.
○ After the cutting is complete,
students will take a marker and
label one triangle of the
pyramid “face”.
○ Students will then draw along
one of the creases of the
pyramid. They will draw an
arrow pointing to this line and
label it “edge”.
○ Finally, they will then colour a
circle using a marker in the
middle (where the creases
meet) of the pyramid. Students
will draw an arrow to this
circle, and label it “vertex”.
○ Students will then glue their
foldable geometry insert into
their math journals and use a
paperclip to assemble the
pyramid.
 40

● Following this activity, students will ● Students will complete the activity
complete an activity sheet (Edge, Face sheet about edges, faces and vertices
and Vertex Sheet) (Appendix O) that of 3-D shapes.
will have students practicing
describing 3-D objects.
● The teacher will then hand back the ● Students will work on the net creations
students’ net creations from the sheet based off of their robot/object.
previous lesson, along with a ‘Net
Creation’ activity sheet (Appendix P).
○ Students will have to identify
the types of 3-D shapes used
when creating their net robots
or objects.
○ They will then have to identify
the number of faces, vertices
and edges in each of the shapes
they have used.
○ Students will have to then add
the total number of vertices,
edges and faces that their
creations have total.

After:

What the teacher will do: What the students will do:

● After completing their ‘net creation’ ● Students will present their work to the
activity sheet, students will present teacher as well as their peers.
their creations and information
regarding the shapes they have used to
the class.
*Note: If a student feels uncomfortable doing
so, they are able to present to their table group
or the teacher privately.

Assessment:
● Presentation of net creation and information pertaining to their creation
● Collection of “Edge, Face and Vertex” worksheet

Title of Lesson: Comparing 3-D Objects

 41

Materials:
● 3-D Attribute blocks - Back cupboard
● 2-D Attribute blocks - Back cupboard
● Activity Sheet (Appendix Q) - On the teacher’s desk
● Chart paper and markers - Back of the class

Before:

What the teacher will do: What the students will do:

● Have the students sit in groups at ● The students will listen and engage in
circle tables. Each table will be the class discussion and participate in
provided with the 3-D shapes to be the game.
discussed. ● They will engage in group
● The teacher will review the 3-D participation.
objects that have been previously ● They will listen to instruction.
taught (sphere, pyramid, cube, cone, ● They will then return to their tables.
cylinder).
● The teacher will then play a game with
the class. Using the 2-D attribute
blocks, show students a 2-D shape
(circle, square,or triangle). Provide a
variety of 3-D objects on the table and
ask the student to choose one that has
a face that matches the picture.
● As a group, the students will need to
determine which one may work and
show the teacher their selection.
● Once finished, bring the students to
the mat.
● Go over the vertices, faces and edges
of each shape. (Cube, sphere, cones,
cylinders, pyramids, rectangular
prism).
● Show the students the activity sheet
(Appendix Q).
● The students are required to fill the
sheet in with the proper answers.
● Send students back to tables where
they can use the 3-D attribute blocks.
 42

During:

What the teacher will do: What the students will do:

● The teacher will send the students ● The students will return to their desks
back to their desk to complete the task. and complete activity sheet.
● Ensure students have 3-D attribute
blocks and the activity sheet
(Appendix Q).
● Circulate around the class and help if
needed.

After:

What the teacher will do: What the students will do:

● Once the students have completed the ● Student will participate in the class
sheet, the teacher will call the students discussion.
back to the carpet to regroup.
● The teacher will ask the students for
the answer to each shape and record
their responses on a large piece of
chart paper. (Copy activity sheet).
● Once they have answered each shape
question, ask if the students notice any
similarities; ie: what shapes have the
same amount of vertices, edges, etc.
Note the similarities on another piece
of chart paper.

Assessment: ​Anecdotal notes

Title of Lesson: Sorting 3-D Objects

Materials:
● Flyers - in the back cupboard
● Glue - in the communal glue stick tub
● 3-D Sort game (Appendix R) - on the teacher’s desk in the ziplock bag
● Activity Sheet (Appendix S) - on the teacher’s desk
● Scissors - in the communal scissors tub
 43

Before:

What the teacher will do: What the students will do:

● The teacher will review the 3-D ● The students will listen, engage in the
objects that have been previously class discussion, and participate in the
taught (sphere, pyramid, cube, cone, game.
cylinder).
● The teacher will then play a game with
the class found in Appendix R.
Students will take turns to help sort
the cards into the right categories.

During

What the teacher does What the students do

● The teacher will instruct the students ● Students will listen to the instructions.
on how they must create their own ● The students will return to their desks
sorting rule using the activity sheet and find images in the flyers to help
(Appendix S) and flyers. Explain to create their sorting rule.
the students that they must cut pictures
from the flyer and make their own
sorting rule. They also must find
pictures that do not fit their sorting
rule.
● The teacher will send the students
back to their desks to complete the
task.
● Ensure each student has scissors, glue
and flyers at each table.
● Circulate throughout the class and
help if needed.

After:

What the teacher will do: What the students will do:

● Once the students have completed ● Each student will present their sort to
 44

their collages, the teacher will call the the class. They need to ensure that
students back to the carpet to regroup. they describe their sorting rule.
● The teacher will ask each student to
present to the class their sorting rule.
● Once all students have presented, the
teacher will collect the sheet for
assessment.

Assessment: ​Sorting rule activity sheet.

Title of Lesson: Identifying 2-D Shapes in 3-D Objects (Part 1)

Materials:
● Masking tape - in the second drawer of the teacher’s desk
● Clipboards - on the second shelf of the closet at the back of the classroom
● Paper - at the writing center
● Writing utensils - at the writing center
● Chart paper - on the easel at the back of the room
● Markers - at the writing center

Before:

What the teacher will do: What the students will do:

● Prior to the lesson, the teacher will ● Students will participate in the
tape out a shape on the floor (square, discussion and answer questions when
triangle, rectangle, square, etc.) big prompted.
enough for the students to walk ● Students will draw the shape on their
around. clipboard.
● Ask the students if they can name the
shape or any of the attributes of the
shape using the correct terminology.
● Provide students with clipboards,
paper, and writing utensils so that
students may draw the shape on their
paper.

During:
 45

What the teacher will do: What the students will do:

● The teacher will explain that the ● The students will take their clipboards,
students will go on a shape hunt paper, and writing utensils and find
explaining that they must find the 2-D objects around the classroom, or on
shape on the floor in 3-D objects the playground, that match the 2-D
around the classroom or schoolyard. shape taped out in the classroom.
● The teacher will then model the Students will record their findings on
activity for the students. For instance, their clipboards.
if the shape on the floor is a square,
the teacher may show students a
wooden block shaped like a cube and
explain the similarities between the
face of the block and the square on the
floor.
● The teacher will then allow students to
take their clipboards, paper, and
writing utensils on their shape hunt.
This may be completed in the
classroom, or students may conduct
their shape hunt outside on school
grounds.

After:

What the teacher will do: What the students will do:

● Once the students have completed ● Students will participate in the class
their shape hunt, the teacher will call discussion providing the teacher with
them back to the classroom carpet. the results of their shape hunt.
The teacher will provide each student
with the opportunity to give an
example of a 3-D object that matches
the 2-D shape on the floor as well as
the similarities between the two.
● The teacher will record students’
results on a large piece of chart paper
to publish in the classroom.

Assessment:
For the purpose of this lesson, the teacher will engage in formative assessment. Assessment
will be completed by observing students, engaging them in classroom conversations, and
 46

collecting the results of students’ shape hunt. The teacher will use this assessment to
understand how well students are understanding the content of the course and to address an
difficulties that may be occurring.

Title of Lesson: Identifying 2-D Shapes in 3-D Objects (Part 2)

Materials:
● Poster board - next to the teacher’s desk
● Magazines - in the closet at the back of the room
● Glue - in the communal tub of glue sticks
● Scissors - in the communal tub of scissors

Before:

What the teacher will do: What the students will do:

● The teacher will review the previous ● The students will listen and engage in
lesson explaining that many 2-D the class discussion.
shapes can be found in 3-D objects.
● The teacher will then show examples
of each 2-D shape discussed in a 3-D
object. For example, show how an ice
cream cone has similar attributes to a
triangle, a basketball looks like a
circle, a box might look like a square,
and the top of a table looks like a
rectangle. The teacher will also allow
for student input.

During:

What the teacher will do: What the students will do:

● Prior to the lesson, the teacher will
have set out four different shapes of
poster board: a circle, a square, a
rectangle, and a triangle. The teacher
will also have set out piles of
● Each group of four or five students
will sit at a table with a poster board
shape on it.
● The students at the each station must
use the magazines to identify their
 47

magazines next to each of the shapes.
● The teacher will divide students into
groups of four or five and explain that
the students will be creating 3-D shape
collages in their groups.
● The students will cut out the images
assigned 2-D shape in the 3-D objects
found in the magazine. For instance,
those students sitting at the table with
a circle-shaped poster board will
search for objects like balls, burgers,
pizzas, etc.
they find in the magazines that match
their designated 2-D shape and glue
them on their poster board.

After:

What the teacher will do: What the students will do:

● Once the students have completed ● Each group of students will present
their collages, the teacher will call the their collages to their class. They will
students back to the carpet to regroup. describe the items they glued on their
● The teacher will ask each group of collages and what makes their images
students to explain the different items similar to their given shape.
that can be found in their collages as
well as their reasoning.
● Once all groups have presented, the
teacher will publish the collages on the
wall for student reference.

Assessment:
For the purpose of this lesson, the teacher will assess students through formative assessment.
The teacher will use classroom discussions, observations during the activities, and students’
presentations to gauge how well students are understanding the content, so they may address
and issues occurring.

Title of Lesson: Identifying 2-D & 3-D Shapes in the Environment

Materials Location

● SmartBoard and computer ● Front of classroom

● Clipboards ● On the second shelf of the closet at the
● Writing utensils back of the room
● Shape Hunt Activity Sheet (Appendix ● At the writing center
T) ● Red folder on the teacher’s desk
 48

● Shape QR Activity (Appendix U) labeled math

● Bingo Cards (Appendix V) ● Red folder on the teacher’s desk
● Bingo Markers labeled math
● Ipods ● Red folder on the teacher’s desk
● Prizes labeled math
● Back cupboard
● Third drawer in the filing cabinet
● Bottom drawer of filing cabinet beside
the teacher’s desk.
Engagement:
What teacher will do: What the students will do:

● Set up the smart board and the ● Students will then sit on the mat and
computer answer the questions asked by the
● Have the students sitting on the mat in teacher.
front of the board.
● Have students search for the shapes in
the two pictures provided. Have
students participate by coming up and
circling the shapes they see in the
photo.
● You may prompt them if they are
having difficulty.
● Once all the pictures have been
reviewed, tell them about the super
mission they are about to go on.
Exploration:
What the teacher will do: What the students will do:

● The teacher will then explain the super ● Students will listen to the instructions
mission they are about to go on. They for the activity.
must search for the hidden shapes that ● Students will get a clipboard and a
are in the classroom. pencil.
● Using the graphic organizer, students ● Students will participate in the activity
will search their classroom and fill in the graphic organizer with
environment for the following shapes: the shapes they discover.
cubes, spheres, pyramids, cones, and
cylinders. Then they will record their
findings.
● Each student will receive a graphic
organizer (Appendix T), a clipboard,
and a pencil.
● Have the students search the
 49

classroom for an appropriate amount

of time. Circulate throughout the class
while they are shape hunting to gauge
how much time will be necessary.
● While they are on their shape hunt,
prepare for the next activity. Put up
the QR codes around the classroom.
This activity is located in the red
folder.
Explanation:
What the teacher will do: What the students will do:

● After the allotted time has passed, ask ● Students will meet the teacher back at
the students to return to the mat and the mat. Each student will hand in
discuss their findings. their shape hunt sheet.
● Use the smart board to record their ● They will listen to the following
findings. instructions.
● Collect the students sheets. Ensure ● They will be split into groups
they have placed their names on the ● They must then participate in the
paper. activity, and work as a team.
● Explain the next activity (Appendix
U).
● Handout one sheet per group and one
ipod per group.
● The students will using the class
ipods, and in groups of 2-3 people,
they will search around the room for a
shape with a QR Code. One student
will scan the code and the other
student(s) will fill in the answers on
their given sheet.
● Circulate throughout the room in case
the students need help. Some students
may have difficulty with the QR code
readings.
Elaboration:
What the teacher will do: What the students will do:

● Ask the students to regroup at the mat.
They must hand in their work. Ensure
all group members’ names are on the
sheet.
● Ask the students to return to their
● Students will return to the mat.
● Students will hand in their work and
then return to their desks.
● They will play bingo.
● If they believe they have a bingo, they
 50

desk. must indicate what shapes got them a

● Handout a bingo card (Appendix V) bingo.
and bingo markers to each student.
● Play bingo.
● Determine the line(s) or full card for
each game.
● If a student wins, they must indicate
the shapes that got them a bingo.
● Prizes are in the bottom drawer of the
filing cabinet for the winners. They
can receive a pencil or an eraser as a
prize.

Pictures for SmartBoard Activity:

51
 52

References

Brantley, A. (n.d.). ​Crazy for First Grade​. Retrieved February 26, 2018, from
http://www.crazyforfirstgrade.com/2011/12/attributes-and-sorting-fun.html

National Council of Teachers of Mathematics. (2018). ​Geometry​. Retrieved from

http://www.nctm.org/Standards-and-Positions/Principles-and-Standards
/Number-and-Operations/

New Brunswick Department of Education and Early Childhood Development. (1998). ​Atlantic
Canada English Language Arts Curriculum: Elementary K-3​. Retrieved from
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/English
/EnglishLanguageArts-GradeK-3.pdf

New Brunswick Department of Education and Early Childhood Development. (2009).

Mathematics Grade 2 Curriculum​. Retrieved from http://www2.gnb.ca/content/dam/gnb/
Departments/ed/pdf/K12/curric/Math/Math-Grade2.pdf

New Brunswick Department of Education and Early Childhood Development. (2014). ​Visual
Arts Education Grades K-2 Curriculum​. Retrieved from http://www2.gnb.ca/
content/dam/gnb/Departments/ed/pdf/K12/curric/Arts/VisualArts-GradeK-2.pdf

Teachers Pay Teachers. (2017, February 21). Retrieved from https://www.teacherspayteachers

.com/Product/Shape-Worksheets-Geometry-Worksheets-Kindergarten-Grade-One-
FREE-1927158

Teachers Pay Teachers. Retrieved from

http://www.teacherspayteachers.com/Store/Olivia-Walker

Teachers Pay Teachers. Retrieved from:

https://www.teacherspayteachers.com/Product/Solid-Shape-Scavenger-Hunt-1291513

Teachers Pay Teachers. Jen Martel. Retrieved from:

https://www.teacherspayteachers.com/Product/Identifing-2D-and-3D-Shapes-using-QR-Codes-7
84902

Crazy for First Grade. (n.d.). Retrieved February 27, 2018, from
http://www.crazyforfirstgrade.com/2011/12/attributes-and-sorting-fun.html
 53

Teachers Pay Teachers. Retrieved from:

https://www.teacherspayteachers.com/Product/A-Very-SPECIAL-Shape-Sort-2D-Shape-Sort-FR
EEBIE-1468507

Teachers Pay Teachers. Retrieved from :

https://www.teacherspayteachers.com/Product/Shape-Pizza-Recording-Sheet-2204263

Teachers Pay Teachers. Retrieved from :

https://www.teacherspayteachers.com/Product/Shape-Lotto-2-D-Shapes-1699626

Teachers Pay Teachers. Retrieved from :

https://www.teacherspayteachers.com/Product/2D-and-3D-shape-Bingo-3183943
54