TEACHERS

NAME: Miss Burrell

SUBJECT(S): Math

LESSON & UNIT TOPIC: Comparing 3-D Shapes

GRADE: 2

TIME FRAME: 1 hour, 20 minutes

NJCCCS INDICATOR(S):

CCSS.MATH.CONTENT.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles
or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons,
and cubes.
ENDURING UNDERSTANDING:

Students will understand math related vocabulary, such as edges, faces, vertices,
cylinders, cones, spheres, prisms, cubes, and pyramids.
Students will understand that cones, pyramids, prisms, cubes, and cylinders have
overlapping and distinct characteristics.

ESSENTIAL QUESTION(S):

How do different shapes, such as pyramids, cones, prisms, cubes, and cylinders
compare and contrast to one another?
Which shapes have the same characteristics of specific everyday objects?

PERFORMANCE OUTCOME:
Students will be able to compare and contrast 3-dimensional shapes based on a
checklist.
Students will be able to match the correct shape to image.
ASSESSMENT OF STUDENT LEARNING:
1. Students will be asked to show their knowledge by presenting 2 shapes and
comparing and contrasting their characteristics. The checklist, where they must
answer questions, serves as tangible evidence that they comprehend the
information. In addition, students must complete a worksheet, which will also serve
as evidence.
2. Students must follow a checklist of questions in order to ensure they touch upon the
proper points. Ms. Morgan and I will check their checklist before they present in
order to ensure they get the correct answers. If many students are struggling, I
know what information I need to reiterate. In addition, their worksheets, which they
will work individually on, will be graded for correctness. Students will be told the
directions before they begin the assignments.
3. I will collect the checklists afterward in order to ensure students completed the
questions correctly. In addition, students will complete a worksheet that requires
them to name the 3D shape, which will also determine if they retained the
information given during the lesson and presentations.
4. Students will receive feedback as they are completing their checklist in order to
ensure that they are on the right track. In addition, I will walk around and star their
worksheets once I see it is completed correctly. If there are parts that are not
correct, I will sit next to them and talk out their misconceptions in order to find the
correct answer.
CONNECTIONS:

Prior Learning; Students have been introduced to the subject of 3-D shapes earlier in
the year. With this math textbook, topics are introduced and then reintroduced
multiple times in order to ensure retention.
Content and Instruction in Other Subject Areas:

Grammar/Vocab Students must learn the names and descriptions

of specific shapes. In addition, students must learn about terms that
describe the shapes. These tier 3 vocabulary words will increase a
students knowledge of math content.

Students Daily Lives: Before the lesson begins, I will ask students to find 2 things in
the room that have only flat sides and 2 things that have round sides. Students must
look to objects they see everyday in order to make connections. In addition, they will
be presenting objects they see in their daily lives, such as a shoe box and ice cream
cone.
Learning Community Principles:
Peers Helping Peers: Students will be working in groups of 3 in
order to compare and contrast their 2 shapes. The children will be
grouped heterogeneously in order to allow them to help one
another.
Seeing Peers as Colleagues: Rather than working against one
another, the children must work together in order to complete the
assignment. They can collaborate and bounce ideas off one another
in order to answer all the questions on the checklist. They must see
each other as collaborators rather than competitors.
LIST OF STUDENT MATERIALS:
White board
Students white boards
Poster of math shapes (from teacher guide, page 124)
Math Journal (student book, page 125)
Student checklist (20)
3-D shape models of rectangles, cylinders, pyramids, prisms, and cones (models
already supplied by cooperating teacher)

LEARNING EXPERIENCE
STEP-BY-STEP PROCEDURE:
The teaching of content includes 3 parts:
Hook Teacher will begin with a Math Message on the board. Students must take
out their white board and find 2 things that have only flat sides and 2 things that
have rounded sides. Students will write their answers on their white board, hide
them until everyone is done answering, show their answers, and finally share their
answers. After seeing some answers and justifications, I will state that today we are
going to learn about different 3-D shapes and their characteristics, and we will see
that some have sides that are flat while others are rounded.
1.
2.

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8.

Content
After the hook, students will be given the opportunity to move as groups from
station to station to explore and feel the shapes given.
On the board will be a blown up poster portraying all the shapes and their names. As
I explain the shapes, I will be holding the tangible models. I will begin with
rounded shapes, move on to cones, and end with prisms and pyramids since
they have more complex terms accompanying them. I will begin with the
cylinders and spheres and ask students several questions, such as:
What do you notice about this shape? (rounded surfaces)
What can this shape do? (roll)
What objects that you see everyday have this shape?
I will then point out specific vocabulary and characteristics for cylinders, such as
curved and flat surfaces and explain why only certain shapes have curved surfaces.
The same process will be completed for spheres.
Square prisms, cones, and pyramids will be completed in a similar way, where I will
ask the following questions:
Can this prism roll? (no)
What do you notice about the shape that may be different from the rounded
surfaces we were talking about before? (flat surfaces, points)
I will also inform students of terms such as vertex or faces. I will remind them that
vertices are the points, sides are faces, and edges are where the 2 faces meet. As a
short informal assessment, I will show students objects and ask them to write the
name on their white board. Afterward, they will think, hide, show, share their
answers.
Once the content is taught, students will be placed in triads in order to compare and
contrast their own 2 shapes. Each group can have one of the following pairs:
cylinder and cone
pyramid and cone
pyramid and rectangular prism
cylinder and rectangular prism
Ms. Morgan and I will model how to present a rectangular prism and cube. We will
state that both have the same amount of vertices, edges, and faces and both objects
cannot roll. However, all faces of the cube are squared, while all faces of the
rectangular prism are rectangles.
After seeing our modeling, students must complete a checklist in order to form a
presentation of the same shapes. Students will be placed ahead of time in order to
ensure fairness within the groups and allow for peers to help peers. Students will be

given their 2 shapes in model form to aid as an extra visual when planning. Mrs.
Morgan and I will walk around to offer assistance.
9. Once students are finished, they will give their presentations. Listeners will be
encouraged to ask questions to each triad. For students who may be more shy and
withhold information, Ms. Morgan and I will prompt them to elaborate.
Checking for Understanding
1. What are 3 vocabulary words that can be used to describe the 3-D shapes
weve been learning? (curved surfaces, vertices, faces, edges, and flat
surfaces)
2. Name some everyday objects that can accurately describe this shape (prism,
pyramid, cone, sphere)
Student practice:
Guided Practice
Because this is a difficult topic, much guidance will be given before students are
given activities. After students are able to explore and learn about the shapes, I will explain
different terms and characteristics, offering students a chance to give their input and ask
questions. Before the activity begins, the Mrs. Morgan and I will model how to use the
checklist, how to properly answer the questions, and how to present to the class. Students
will also be given help when needed while planning their presentation.
The lesson is student-centered because they are exploring initially and making
inferences as to how the shapes compare and contrast before I even teach. This way, when I
do begin the lesson, they have a better idea of the similarities and differences and will be
able to add to the discussion.
By giving the students the ability to explore and use their hands while also using
visuals, I am meeting many different learning styles. In addition, the heterogeneous mixing
of students offers additional differentiation because they will be given the extra help when
needed by their peers.
Independent Practice
Students will complete a Student Page in their workbooks order to prove their
knowledge of the content. With this page, they need to write the shape of everyday objects.
For example, a ball of yarn is a sphere.
For ESL learners, visuals are given in order to minimalize wording and offer an extra
guide. For students with varying strengths and weaknesses, a word bank will be written on
the board in order to add additional guidance.
Closure
In order to close the lesson, I will review the shapes and their specific traits based on
the large Student Page. I will ask for any questions before the math section closes.
Differentiations -
For students who may be at a lower level, the class will be divided in a heterogeneous
group of 3. Because of this, students with varied strengths and weaknesses must work
together in order to create a cohesive presentation.