WHOLE GROUP MATH LESSON PLAN TEMPLATE
Overview
Name
Lesson Name
Grade Level
Curriculum Resource(s): List any
textbook or other curriculum resource
that was used in planning this lesson.
Copy and scan the complete lesson and
upload with your plan.
Math Learning Goal: State in your own
words, what you want students to know /
be able to do in this lesson.
AZCCRS Math CONTENT Standards
Addressed: Write out complete standard
AZCCRS Math PRACTICE Standards
Addressed: Write out complete standard
Hannah Evanishyn
Getting the “Feel” of 3D Shapes
Kindergarten
Hunt, Lauren“15 Hands-On Activities for Learning about 2D and 3D Shapes,”
https://childhood101.com/hands-on-activities-for-learning-about-2d-3d-shapes/
The class’s current math objective is: I can identify 2D and 3D shapes (cube, sphere,
cone, cylinder). This lesson will focus on exploring the physical characteristics of 3D
shapes, mainly focusing on cubes and spheres.
The students mostly seem to understand that 2D shapes are flat and 3D shapes are
solid. My goal is that, by the end of the lesson:
SWBAT identify two-dimensional shapes as “flat” and three-dimensional shapes as
“solid”.
SWBAT classify a shape as two-dimensional or three-dimensional.
SWBAT create a sphere and cube with manipulatives.
 K.G.A.2: Correctly name shapes regardless of their orientation or overall size
(e.g., circle, triangle, square, rectangle, rhombus, trapezoid, hexagon, cube,
cone, cylinder, sphere).
 K.G.A.3: Identify shapes as two-dimensional (lying in a plane, flat) or three-
dimensional (solid).
 K.G.B.5: Model shapes in the world by building shapes from components (e.g.,
use sticks and clay balls) and drawing shapes.
 K.MP.1: Make sense of problems and persevere in solving them.
 K.MP.5: Use appropriate tools strategically.
Vocabulary State the key mathematical Two-Dimensional: flat
and vocabulary used in the Three-dimensional: solid
Language lesson, in both Spanish and Cube, Sphere, cone, cylinder (identify, not define)
Objectives English, if appropriate.
Vertex: where two or more edges meet; the “corner”
Provide a student friendly
definition for each Side: the shape’s edge
vocabulary word or phrase.
State language goal(s) for 1. Many students in the class present with speech issues, so I emphasize having
the lesson. These should be students practice saying key vocabulary (see above).
objectives for how students 2. Students will use descriptive language (i.e. round, smooth, flat) to describe the
will use language during
shapes.
the lesson as they are
solving and communicating
their thinking about
mathematical tasks.

Materials & Tools: Describe Tools you  20 individual Playdough units

will have available to support student  Toothpicks
learning.
 2D shape reference chart
 3D shape models (cube, sphere, cone, cylinder)

Adaptations to Strategy 1: N/a

the Lesson Rearrange Lesson
Describe how you Components
adapted the
lesson from the
textbook, or other
curriculum
resource. If you
used either of the
strategies listed,
please describe Strategy 2: Adapt Enrichment: challenge student to try and create a rectangular prism (we’ve briefly
how you used the Tasks discussed it as a class). If student needs help, give them a hint to first make two cubes
strategy, and your Consider how you and go from there (you can join the two cubes together with putty to create the shape).
reasoning for the might adapt
changes made. numbers, contexts,
Describe any language, and
other changes you problem structures
made to the to support students’
lesson as well. learning and
engagement.

Other Adaptations I decided to make this lesson as tactile as possible for two reasons. First, the five and
six-year-old students are in the preoperational stage of development, so they learn
especially well with manipulatives. My main motivation however, was to
accommodate the needs of one student with an IEP. This student is very tactile and
greatly enjoys cutting things out of paper. He usually crashes in the afternoon, during
math time, but I’m hoping this activity engages him.

3 PART LESSON PLAN

1)BEFORE: INTRODUCING AND LAUNCHING the TASK

State any tasks/problems/activities that you will use in this portion of the lesson.

We will first informally review the difference between 2D and 3D shapes. Then, I will introduce the lesson, making and describing
shapes from playdough, and lay the ground rules for working with the supplies. Students will form 2D shapes during this portion of
the lesson.

In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include
will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)
Transition students into the lesson.
I will begin the lesson with an informal assessment. I will ask the students:
Introduce the task. You might
introduce the problem through a story
book, a picture, a question, or by
discussing the context.
Get the students ready. Draw on
prior knowledge and experience. Find
out what students already know about the
topic / task, and help get them ‘ready’ to
work on the task. You might begin with
an easier version of the same task. You
might have them brainstorm ways of
solving the task.
Pose the Task. Consider how you will
present the task (on paper, on the
overhead, on chart paper, etc..) Will each
student have his/her own copy? Will you
read the task to students? Consider how
to make it accessible to English learners.
Make sure all students understand
what the task is asking. Consider ways
to support language learners in making
sense of the task. You might ask students
to restate the task in their own words.
You might have them brainstorm ways of
solving the task.
We learned that the difference between 2D and 3D shapes is that 2D shapes
are…(students: flat!) and 3D shapes are…(students: solid!). Great!
Then, I will introduce the activity and lay the ground rules:
Well, today we are going to get a feel of these 2D and 3D shapes by making them out
of playdough! Before we have fun making shapes though, we need to go over some
ground rules for working with the supplies.
First, playdough is fun but we’re using it to learn. You are going to listen to my
directions before working with the playdough. If you are not following directions, I will
have to take it from you.
Second, the playdough is your own and be matched to your number. Respect one
another by only touching your own playdough, no one else’s.
I will distribute the playdoughs to each student. For this portion, I am going to first
have students review 2D objects. I will instruct them to roll out their playdough so it’s
flat like a pancake. They will then use their playdough lid to form a circle in the
playdough, have them identify this shape. Using a square manipulative, have them
trace then identify the shape. What are some of the characteristics of the shape? Do the
same for a rectangle and triangle. Emphasize how these shapes are flat.

2) DURING: EXPLORE the TASK

State any additional tasks/problems/activities that you will use in this portion of the lesson.

This portion of the lesson will focus on building familiarity with 3D shapes, mainly cubes and spheres. Students will form a sphere
with the playdough and describe the surface. They will then form a square with playdough and toothpicks and describe the sides and
vertices.

In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include
will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)
Support students as they are working
on the task. Your main job in the I will then transition the activity to focus on 3D shapes. I will instruct students to watch
“during” part of the lesson is to support me roll a sphere (a ball)—what’s this shape? (sphere!)—before having them do it
and extend students’ thinking as they are
independently. I will ask students to feel the surface of the sphere, what does it feel
working on the task. You will need to:
Find out about student thinking. like? Can you describe it?
What will you be listening and looking for,
what strategies do you expect to see? Next, I will model making a cube: roll 8 little balls of playdough and attach toothpicks
Support students’ thinking– to dough. Are the dough balls are the vertices or edges (vertices)? Are the toothpicks
suggestions, questions to get students vertices or edges (edges)? Before letting students work independently, I will remind
moving on the task, or to help students them that toothpicks are sharp and not to play with them.
who are struggling.
Encourage students to test out their
own ideas.
I will guide students as needed through the activity. I will reiterate the questions
Support diverse groups of learners. mentioned above. What other observations can they make?
Consider specific supports that will be
needed for Emerging Bilinguals. Student work will be used for formal assessment.
Extend the tasks up and down.
Describe how you could adapt the task for
students who struggle with the
mathematics (extensions down) and for
students who are ready for an additional
challenge (extensions up).
Pose questions that help students
extend their thinking by looking for
patterns, considering multiple solutions,
explaining their reasoning and thinking,
etc.

3) AFTER: Summarizing / Final Discussion

State any additional tasks/problems/activities that you will use in this portion of the lesson.

This final discussion will be brief as the kindergarteners get antsy during this time of day. I will reiterate questions geared at
informally assessing understanding of content objectives.
In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include
will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)
Facilitate a class discussion and a
sharing of students’ strategies. Before cleaning up, we will review the difference between the 2D and 3D shapes that
Describe how and where students will we worked with today as a form of informal assessment. I will ask the students:
share, how many will share, and how you
How are your 2D shapes—circle and square—alike? (Both are flat!)
will choose those students. Consider how
you will support English learners to share How are your 3D shapes—sphere and cube—alike? (Both are solid). I feel there may
their ideas and strategies. be some confusion about how the cube model is “solid” and we could discuss this.
Encourage dialogue and debate
among students. Think about how the I am also curious about other observations students made about spheres and cubes,
class will determine whether a solution is particularly about their physical attributes.
correct or incorrect. Think about how you
will help English learners make sense of
To formally assess student’s understanding of the content objectives, I will ask them to
ideas shared in group discussion.
Think about the kinds of questions you
identify the shapes they created, including square, circle, sphere, cube, with their table.
will ask students about their strategies. We will convene the discussion as a whole class.
Summarize the important
mathematical ideas. Consider how you
will draw students’ attention to the big
mathematical concepts. Make sure you
define here what those important
mathematical ideas are.
Assessment. How will you assess what
students learned in the lesson?