# Students learn here that solid figures are real world applicable and can be found all around us

Subjects:

Computers & Internet, Math

2

Title – Solid Shapes
By – Kate
Primary Subject – Math
Secondary Subjects – Computers / Internet

Note from LessonPlansPage.com:

This lesson requires the teacher to make a PowerPoint and two worksheets. It accesses a subscription video and workbook pages that might not be available to every teacher. It discusses behavioral expectations that might not be familiar to all teachers. Even so, we think that this is a valuable lesson that could easily be adapted, with some creativity, to fit most teacher’s available resources.

Standard 2-4:

The student will demonstrate through the mathematical processes an understanding of basic spatial reasoning and the connection between the identification of basic attributes and the classification of three-dimensional shapes.

Rationale:

The students will be able to identify various solid shapes and their characteristics.

Materials/Resources:

• SMART Board
• Computer
• Cubes, Cones, Cylinders, and Spheres by Tara Hoban
• BrainPOP Jr. video on solid shapes (subscription necessary)
• Geometric Shape Models
• Shape Hunt handout (teacher created)
• Color the Shape handout (teacher created)
• Crayons
• Various candies
• Math workbook pages about shapes (page 251-252)
• Timer

Set/Launch:

• Discuss behavioral expectations with the students.
• Discuss LIFESKILLS and Lifelong Guidelines.
• Capture the students’ attention by sharing the wordless picture book, Cubes, Cones, Cylinders, and Spheres .
• Have the students identify some of the solid shapes pictured in the book as you explore each page.
• After reading the book, the students will identify some of the shapes presented in the book. By reading the book, the students will come to understand that solid figures are real world applicable and can be found all around us.
• Now share a BrainPOP Jr. video on solid shapes with the students.
• The students should pay close attention to the video.
• After the video, students share various shapes introduced in the video.

Procedures/Lesson Development:

• Divide the students into learning club groups.
• Share a teacher-created PowerPoint focused on cubes, spheres, cylinders, pyramids, cones, and rectangular prisms.
• The students will look at each slide and think-pair-share with a partner in order to identify the names of the presented shapes.
• Call on various students to share their answer with the class.
• Once a student provides an answer, have the students engage in simultaneous response by giving a “thumbs up” if they agree with the given answer. By doing this, all of the students are engaged and participating.
• Once each shape is identified, the students will be dismissed by learning clubs to return to their seats.
• Now share three-dimensional shaped models with the class.
• Present each model separately and have the students share with their learning clubs in order to identify each shape.
• Have student volunteers tell the class what shapes are being recognized.
• Also, when presenting the three-dimensional shape models, briefly ask the students to identify what shape makes up the face of the solid figure.
• Students will share their answers.
• Next, have the students go on a “Shape Hunt” around the classroom to find various solid shapes: cubes, cylinders, spheres, cones, and pyramids.
• Give the students five minutes on a timer to complete the scavenger hunt.
• The students will complete the shape hunt with the person sitting on their right.
• After completing the hunt, students will share with the class the items they identified as solid shapes.
• Following this, the students will be given candies that represent each geometric shape.
• Each student will receive a bag with a Milky Way, Tootsie Roll, Caramel Cube, Candy Corn, Hershey Kiss and Whoppers Candy.
• The students will huddle with their learning clubs to identify what shape is represented by each piece of candy.
• The students will have about three minutes to complete this.
• Next, call on students in different learning clubs to share their conclusions with the class. For example, the Milky Way represents a rectangular prism.
• Now have the students put their candy away in their cubbies in order to prevent any problems or distractions caused with the bag of candy.
• Give the students a handout you created in which they will use their crayons to color the different categories of solid shapes (i.e. all of the rectangular prisms will be colored blue).
• The students will work with their learning clubs to complete this activity.
• Review the handout as a class afterward.
• As a final activity, instruct the students to tear out a page (251?) from their math workbooks related to solid shapes.
• They will work with their learning clubs to complete this workbook page.
• They will have to identify the solid shapes that are similar.
• The class will review the workbook page once everyone has finished.
• Close the lesson by having the students huddle with their learning clubs to discuss what they learned in math.
• Have one student from each learning club identify one thing they learned or one thing we did in class.
• As a final conclusion, the class will engage in an appreciation to celebrate the students’ hard work and success.

Assessment:

• The students will be informally and formally assessed throughout the lesson.
• Students will be asked questions about the book and throughout the presentation as part of an informal assessment.
• As students answer questions throughout the lesson, they will be informally assessed.
• Also, as students take part in the shape hunt and candy activity, they will be informally evaluated.

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