Kindergarten Shape unit Megan Konen Ebeling Elementary

Task Analysis Students will be able to identify each 2 dimensional shape (circle, square, rectangle, rhombus, and triangle). Students will be able to identify each 3 dimensional shape (sphere, cone, cylinder, cube, rectangular prism, and pyramid). Students will be able to identify the difference between a 2 dimensional and a 3 dimensional shape. Students will be able to identify and use the following terms correctly: side, vertex/vertices, edge, face, base, flat object, solid object Students will be able to use and follow positional/directional words (above, below, beside, in front of, behind, and next to). Students will be able to model shapes using manipulatives. Students will be able to compose simple shapes to make larger shapes.

Shape Unit Lesson Plan Day 1

Lesson Goals or Objectives Students will be able to: Identify 2 dimensional shapes as flat. Identify a circle and all of its components (no sides or vertices, a curved line that goes all the way around). Build circles using marshmallows.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers Shapes All Around book for each student Shapes place mat Marshmallows Glue Construction Paper Pencils Computer YouTube video

Procedure: 1. Pre- assessment/ Hook a. Ask students to name shapes that they know b. Ask students if they know what a 2 dimensional shape is 2. Discuss with students what a 2 dimensional or 2D shape is. Explain that 2 dimensional shapes are flat.

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Fill out anchor chart for Circle. Discuss what vertices and sides are. Discuss why circles do not have any vertices or sides. Fill out anchor chart. Find circle shapes in our classroom. Record this on the anchor chart. Have students go back to their seats. Pass out the shapes all around book. Read about circles and have students find circles in the pictures. Collect books. Have students take out glue and a pencil. Tells students that the activity for today is building circles with marshmallows. Discuss proper and improper ways of using marshmallows (no eating, throwing, squishing, etc. Make sure we use them as tools, not as food). Model how we can make a circle out of marshmallows. Pass out place mats, marshmallows, and construction paper. Give students time to manipulate the marshmallows into different shapes and then circles. Students will then glue down marshmallows in the shape of a circle. Have students turn in work to assess understanding. Conclude with a shapes YouTube video.

Shape Unit Lesson Plan Day 2

Lesson Goals or Objectives Students will be able to: Identify 2 dimensional shapes as flat. Identify a square and all of its components (4 sides and vertices, all sides are the same length). Build circles using play-doh.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers Shapes All Around book for each student Shapes place mat Play- Doh

Procedure: 1. Review with students what a 2 dimensional or 2D shape is. Review that 2 dimensional shapes are flat. 2. Fill out anchor chart for Square. 3. Review what vertices and sides are. 4. Discuss with students how many sides and vertices squares have. 5. Fill out anchor chart. 6. Find square shapes in our classroom. Record this on the anchor chart. 7. Have students go back to their seats.

8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

Pass out the shapes all around book. Read about squares and have students find squares in the pictures. Collect books. Have students clear desks. Tells students that the activity for today is building squares with Play-Doh. Discuss proper and improper ways of using Play-Doh (no eating, throwing, squishing, be careful to not get on carpet, etc. Make sure we use as a tool to help us better understanding squares). Model how we can make a square out of Play-Doh. Pass out place mats and Play-Doh. Give students time to manipulate the Play-Doh into different shapes and then make a square. Ask students how they know it is a square. How many sides should our shape have? How many vertices? Allow for extra time to manipulate and build with the Play-Doh.

Shape Unit Lesson Plan Day 3

Lesson Goals or Objectives Students will be able to: Identify 2 dimensional shapes as flat. Identify a rectangle and all of its components (4 sides and vertices, 2 long sides and 2 short sides). Build shape monsters using pre-cut shapes. Count how many of each shape used.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers Shapes All Around book for each student Construction Paper Pre-Cut Shapes (Circles, squares, triangles, rectangles, rhombus) Glue I have page Googly eyes

Procedure: 1. Review with students what a 2 dimensional or 2D shape is. Review that 2 dimensional shapes are flat. 2. Fill out anchor chart for Rectangle. 3. Review what vertices and sides are. 4. Discuss how many sides and vertices a rectangle has. 5. Fill out anchor chart. 6. Ask students how do I know that this (rectangle) is not a square? What is different between a square and rectangle?

7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

Find rectangle shapes in our classroom. Record this on the anchor chart. Have students go back to their seats. Pass out the shapes all around book. Read about rectangles and have students find rectangles in the pictures. Collect books. Read Go Away, Big Green Monster! Ask students what shapes they saw on the monster. Tells students that the activity for today is building a shape monster using different kinds of shapes. Model how to make a shape monster and complete I have shapes form. Discuss proper and improper ways of making shape monster (neatness, correct way to glue, no wasting materials, etc.) Have each table come up and grab desired materials. When finished with shape monsters, have students turn in work to the yellow bin and grab a book basket to quietly read.

Shape Unit Lesson Plan Day 4

Lesson Goals or Objectives Students will be able to: Identify 2 dimensional shapes as flat. Identify a triangle and a rhombus along with all of their components (how many sides and vertices, length of sides). Build triangles and rhombi with marshmallows and toothpicks.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers Shapes All Around book for each student Shapes place mat Marshmallows Toothpicks

Procedure: 1. Review with students what a 2 dimensional or 2D shape is. Review that 2 dimensional shapes are flat. 2. Fill out anchor chart for Triangle and Rhombus. 3. Review what vertices and sides are. 4. Discuss with students how many sides and vertices each shape has. 5. Fill out anchor chart. 6. Find both triangle and rhombus shapes in our classroom. Record this on the anchor chart. 7. Have students go back to their seats. 8. Pass out the shapes all around book. 9. Read about triangles and rhombi. Have students find these shapes in the pictures.

10. Allow time for students to put books in their desks. 11. Have students clear desks. 12. Tells students that the activity for today is building the shapes we have learned with marshmallows and toothpicks. 13. Discuss proper and improper ways of using Play-Doh (no eating, throwing, squishing, be careful to not get on carpet, etc. Make sure we use as a tool to help us better understanding shapes). 14. Model how we can make a triangle/ rhombus out of marshmallows and toothpicks. 15. Pass out place mats and materials. 16. Give students time to manipulate the materials into different shapes and then make a specific shape that the instructor calls out. 17. Ask students how they know it is a square, rectangle, rhombus, or triangle. How many sides should our shape have? How many vertices? 18. Allow for extra time to manipulate and build with the materials.

Shape Unit Lesson Plan Day 5

Lesson Goal or Objectives Students will be able to: Correctly name 2 dimensional shapes. Correctly identify the attributes and parts of each shape. Put shapes together to make other shapes.

Common Core standards - and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length) CCSS.Math.Content.K.G.B.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? CCSS.Math.Content.K.G.A.2 correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid).

Materials Needed Computer Shapes Song Anchor Chart Student assessment sheet Procedure 1. HOOK: a. Watch a Shape video b. (Guided Practice) Talk about video with students (what shapes we saw, real life examples of shapes) 2. Transition time 3. Have students go to carpet to review the shape chart. 4. (Guided Practice) Review each shape with the students. a. Discuss the number of sides of each shape, vertices, and real life examples. 5. Transition time 6. Have students sit back at their seats.

7. (Direct Instruction) Distribute Quiet Critters and remind students of the rules of them. 8. Discuss with students that we will be taking a test to see how much we know about shapes. 9. Discuss rules of test taking: No talking, eyes on our own paper, try our hardest, do your best work. 10. (Independent practice) Distribute assessments. 11. After students finish assessment, have them turn in to the yellow bin, and silently bring a book basket to the carpet. Post Assessment (Evaluate) 1. I will be able to evaluate students throughout the review. I will also be able evaluate students knowledge after checking their assessments.

Shape Unit Lesson Plan Day 6

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a sphere and all of its components (no sides or vertices, one curved line) Identify real life shapes that are spheres.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers Finding Balls worksheet Computer YouTube

Procedure: 1. Review with students what a 2 dimensional or 2D shape is. Review that 2 dimensional shapes are flat. 2. Discuss with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 3. Show students a sphere shape and ask students if they are able to name the shape. 4. Discuss with students that a sphere has no sides, no vertices, and no edges. It is just like a ball. 5. Have students find sphere shapes in our classroom. Talk with students about spheres that we use in everyday life (balls, marbles, etc.). 6. Transition time: go back to our seats. 7. Pass out Finding balls worksheet. 8. Do page with students. Discuss why certain shapes arent spheres and how we know that others are. 9. Have students turn in page after completing. 10. Show a 3d shape video on YouTube.

Shape Unit Lesson Plan Day 7

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a sphere and all of its components (no sides or vertices, one curved line) Identify real life shapes that are spheres. Identify the different between a sphere and circle.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers Shape pictures Shape Sort chart

Procedure: 11. Review with students what a 2 dimensional or 2D shape is. Review that 2 dimensional shapes are flat. 12. Discuss with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 13. Discuss with students that a sphere has no sides, no vertices, and no edges. It is just like a ball. 14. Discuss with the students the difference between a circle and sphere. (Hold up a sphere and a circle shape). 15. Transition time: go back to our seats. 16. Pass out Shape sort chart and corresponding pictures. 17. Have students independently complete shape sort. 18. Have students turn in page after completing and assess for understanding.

Shape Unit Lesson Plan Day 8

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a cone and all of its components (one base, no vertices, one curved line all the way around) Identify real life shapes that are cones.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers Finding Cones worksheet

Procedure: 1. Review with students what a 2 dimensional or 2D shape is. Review that 2 dimensional shapes are flat. 2. Discuss with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 3. Show students a cone shape and ask students if they are able to name the shape. 4. Ask students how many sides? Vertices? Edges? Faces? 5. Have students find cone shapes in our classroom. Talk with students about cones that we use in everyday life. 6. Transition time: go back to our seats. 7. Pass out Finding cones worksheet. 8. Do page with students. Discuss why certain shapes arent cones and how we know that others are. 9. Have students turn in page after completing.

Shape Unit Lesson Plan Day 9

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a cone and all of its components (one base, no vertices, one curved line all the way around) Identify real life shapes that are cones.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers White board Dry erase markers

Procedure: 1. Review with students what a 2 dimensional or 2D shape is. Review that 2 dimensional shapes are flat. 2. Discuss with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 3. Review spheres and cones. What is the difference between each shape? 4. Transition time: go back to our seats. 5. Draw a large Venn diagram on the white board: label one side cones, the other side spheres, and both written in the middle. 6. Ask students characteristics about each shape. What do both shapes have in common? How are they similar? How do they differ? 7. Conclude with asking students to go home and look for shapes around their houses that they are able to name. We will discuss their findings the next day.

Shape Unit Lesson Plan Day 10

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a cylinder and all of its components. Identify real life shapes that are cylinders.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers Wooden 3 dimensional shapes and 2 dimensional shapes.

Procedure: 1. Ask students what shapes they were able to find at their homes. Discuss which was 3D and which was 2D. 2. Review with students what a 2 dimensional or 2D shape is. Review that 2 dimensional shapes are flat. 3. Discuss with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 4. Show students a cylinder shape and ask students if they are able to name the shape. 5. Ask students how many sides? Vertices? Edges? Faces? 6. Have students find cylinder shapes in our classroom. Talk with students about cones that we use in everyday life. 7. Have students sit shoulder to shoulder with their partner. 8. Explain that we are doing a naming activity. Students will close their eyes and I will describe a shape. When I say Open, students will open their eyes and whisper the name of the object to their partner. Incorporate both 2 dimensional and 3 dimensional shapes.

Shape Unit Lesson Plan Day 11

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a cylinder and all of its components. Identify real life shapes that are cylinders. Use and follow positional words.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Materials Needed Anchor Chart Paper Positional Words Assessment

Procedure: 1. Discuss with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 2. Review with students the shapes we have already learned about. 3. Review terms we have learned about: sides, faces, vertices, edges, etc. 4. Explain to students that we will be taking a little test. 5. Review rules of test taking with students. 6. Pass out assessment. 7. Have students turn in assessment and check for understanding.

Shape Unit Lesson Plan Day 12

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a cube and all of its components. Identify real life shapes that are cubes. Sort shapes into correct categories.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers Shape pictures Shape sort chart

Procedure: 1. Discuss with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 2. Review with students the shapes we have already learned about. 3. Review terms we have learned about: sides, faces, vertices, edges, etc. 4. Write cube on anchor chart. Discuss how many sides, faces, vertices, etc. 5. Find cubes in classroom. Discuss real life objects that are in the shape of a cube. Write down on anchor chart. 6. Transition: have students go back to seats. 7. Pass out shapes sort and pictures. 8. Have students complete sort and turn in after completion. 9. Check for understanding by checking completed sorts.

Shape Unit Lesson Plan Day 13

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a cube and all of its components. Identify real life shapes that are cubes. Describe shapes using mathematical terms (sides, vertices, etc).

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Shape manipulatives for each student. Computer YouTube

Procedure: 1. Discuss with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 2. Review with students the shapes we have already learned about. 3. Review terms we have learned about: sides, faces, vertices, edges, etc. 4. Tell students we will be acting as investigators or detectives. Each student will get one shape and they will have to investigate each shape. Count how many sides, vertices, edges, etc. 5. Everyone with spheres will stand up and answer questions about their shapes. Do this for cones, cylinders, and cubes. 6. After all students present, conclude with a 3d shapes song.

Shape Unit Lesson Plan Day 14

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a rectangular prism and all of its components. Identify real life shapes that are rectangular prisms. Be able to count and write number of faces and vertices.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper Markers White boards Dry Erase markers Socks Rectangular prisms for each student

Procedure: 1. Review with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 2. Review with students the shapes we have already learned about. 3. Review terms we have learned about: sides, faces, vertices, edges, etc. 4. Talk about rectangular prisms with students. Fill out anchor chart. 5. Transition: have students return to their seats. 6. Review rules of white boards and markers. 7. Have students help distribute materials. 8. Ask students to look at their rectangular prisms. Have students feel the sides, the edges, and vertices. Then have students write how many sides the shape has. Hold it up when they have the answer. Do this for edges and vertices as well.

9. If there is extra time have students practice drawing the shape. What shape should we start with? What is the shape of each of the faces? 10. Assess students understanding by checking their white boards. 11. Clean up and have students help clean up materials.

Shape Unit Lesson Plan Day 15

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a rectangular prism and all of its components. Identify real life shapes that are rectangular prisms. Compose simple shapes to make larger shapes.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). CCSS.Math.Content.K.G.B.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

Materials Needed Anchor Chart Paper 2 dimensional shapes for each student

Procedure: 1. Review with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 2. Review with students the shapes we have already learned about. 3. Review terms we have learned about: sides, faces, vertices, edges, etc. 4. Pass out shapes to each student. Ask students to find two triangles. What shape can you make when you put them together? Do this for different shapes. 5. Next take out two cubes. Ask students what would happen if I put the cubes together? 6. Discuss with students what other shapes could be made by putting shapes together. Have them discuss with their tables. 7. Conclude lesson and have students help clean up materials.

Shape Unit Lesson Plan Day 16

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a pyramid and all of its components. Identify real life shapes that are pyramids. Identify objects that are able to slide, roll, or stack.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper 3 dimensional shapes for each student Slide, roll, or stack activity sheet

Procedure: 1. Review with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 2. Review with students the shapes we have already learned about. 3. Review terms we have learned about: sides, faces, vertices, edges, etc. 4. Talk about Pyramids with students. Fill out anchor chart. 5. Transition: have students return to their seats. 6. Model activity to students. 7. Pass out materials. 8. Have students work with their tables to see if the shapes slide, roll, or stack. 9. Have students share their findings with the class. 10. Have students help collect materials.

Shape Unit Lesson Plan Day 17

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify a pyramid and all of its components. Identify real life shapes that are pyramids. Identify objects that are able to slide, roll, or stack.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Materials Needed Anchor Chart Paper White boards Dry erase markers Socks/Eraser

Procedure: 1. Review with students what a 3 dimensional or 3D shape is. Discuss that 3 dimensional shapes are solid. 2. Review with students the shapes we have already learned about. 3. Review terms we have learned about: sides, faces, vertices, edges, etc. 4. Talk about all of the 3 dimensional shapes with students. 5. Tell students we are playing a Simon says game. Explain Simon says rules. 6. Pass out materials to students. 7. Examples of directions: a. Simon says draw a circle in the middle of your board. b. Simon says draw a square above your circle.

c. Simon says draw a rectangle beside your square. 8. Check for understanding of both shapes and positional words during activity.

Shape Unit Lesson Plan Day 18

Lesson Goals or Objectives Students will be able to: Explain the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify all 2d and 3d shapes.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length).

Materials Needed Anchor Chart Paper 2d and 3d shapes

Procedure: 1. Review with students what 2 and 3 dimensional shapes are. Discuss that 2 dimensional shapes are flat 3 dimensional shapes are solid. 2. Review with students the shapes we have already learned about. 3. Review terms we have learned about: sides, faces, vertices, edges, etc. 4. Talk about all of the 2 and 3 dimensional shapes with students. 5. Partner activity: Have students pair up with a partner. Students will close their eyes and I will describe a shape. Students use clues to try and figure out the shape. When I say open, students whisper the shape name to their partner. 6. Conclude lesson by discussing with students the assessment we will be taking to see how much they know. Discuss rules and test taking skills.

Shape Unit Lesson Plan Day 19

Lesson Goals or Objectives Students will be able to: Identify the difference between a 2 dimensional and 3 dimensional shape. Identify 3 dimensional shapes as solid. Identify 2 dimensional shapes as flat Identify all 2D and 3D shapes. Use and follow directions using positional words. Compose simple shapes to make larger shapes.

Common Core State Standards CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. CCSS.Math.Content.K.G.B.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

Materials Needed Unit Assessment

Procedure: 1. 2. 3. 4. Remind students of test taking rules. Pass out assessment. Read each question to the students and all for adequate time to complete. Collect assessments and grade to assess understanding.