2-D and 3-D Shapes

Objectives The objective of this lesson is to initiate students prior knowledge of 2dimensional and 3-dimensional shapes to help them create, sort, classify, and label
individual shapes.
TEKS Math (6) Geometry and measurement. The student applies mathematical process
standards to analyze attributes of two-dimensional geometric figures to develop
generalizations about their properties. The student is expected to: (A) classify and sort
two- and three-dimensional figures, including cones, cylinders, spheres, triangular and
rectangular prisms, and cubes, based on attributes using formal geometric language;
ELPS
Focus/Anticipatory Set Students will watch the YouTube video:
https://www.youtube.com/watch?v=2cg-Uc556-Q
Then they will watch it a second time, singing along to the words and descriptions of 3-d
shapes.
Relevancy
Explanation/Teaching Strategies & Modeling Students will sit on the carpet in front of
the teacher. The teacher will show students a half finished anchor chart showing the
characteristics of individual 2-d and 3-d shapes. The teacher will tell students the
difference between a 2-d shape and a 3-d shape. She will hand around a 3-d cone and
have students pass it along as they observe it. Then, she will review the vocabulary
terms for this lesson: faces, vertices, and edges.
Teaching: Checking for Understanding Students help the teacher fill out the details
on the anchor chart. As the teacher moves from one object to another she passes
around a shape for students to hold and refer to. The teacher will ask how many faces,
vertices, and edges a cone has. Then, after getting the correct response she will move
onto a sphere. The teacher will use this method to fill out the rest of the anchor chart.
She will observe student participation to check their understanding.
Questioning strategies: How can you tell how many vertices an object has? Why do
you think it is important for you to know how many faces an object has? Can you think
of how you would use the faces of an object to find the area?
Guided Practice Students will be set up in a center format. The teacher will have 4
different centers each with their own activity to develop students understanding,
classification, and labeling of 2-d and 3-d shapes. The first center will be matching real
life objects to their 3-d shape. The second center will be using marshmallows and
toothpicks. The students will draw the 3-d shape that they made and will determine the
number of faces, vertices, and edges. The third center will consist of a game called
Whats My Shape? Where students will pull out a riddle card and have to guess which

2-d or 3-d shape is being described. The fourth and last center will consist of students
using random day to day objects to glue together to form 2-d shapes with 5, 6, 7, 8, 9,
or 10 sides. Then, the students will be required to label the 2-d shape. The students will
use items such as feathers, pipe cleaners, straws, pasta, etc.
Closure Now, who can tell me what this shape is? Hold up a cube. Yes, thats correct. I
want you to use all of our shape practicing today to complete this labeling worksheet
that I am handing out by yourself. There is a word bank, so there should be no
misspelled words.
Independent Practice Students will complete a labeling worksheet of 2-d and 3-d
shapes and then cut each shape out and glue it down on the front and back of a piece
of construction paper. The front should be labeled 2-d and the back 3-d.
Materials YouTube Video: https://www.youtube.com/watch?v=2cg-Uc556-Q , anchor
chart, wooden 3-d shapes, Whats my shape? game, labeling worksheet, construction
paper, real life objects w/s, marshmallows and toothpicks, random supplies such as
pasta, feathers, pipe cleaners, straws, etc for center four
Duration 1 hour- 1 hour 15 minutes