Introduction:

Title of Mini-Unit 2D Shapes and 3D Objects Grade Level 1

Subject Math: Shape and Space Time Frame 7 days (7 stations)

Developed By Andie Gingrich and Danielle Mohler-Penna

Learning Outcomes
What relevant goals will this unit address?

GLOs:
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

SLOs:

1. Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule.
2. Replicate composite 2-D shapes and 3-D objects.
3. Compare 2-D shapes to parts of 3-D objects in the environment.

Essential Questions
What provocative questions will foster inquiry into the content?

1. What is a 2D shape?
2. What is a 3D object?
3. How can we sort 2D shapes and 3D objects?

Knowledge: Skills

Students will know… Students will be able to…

1. How to differentiate between 2D shapes and 3D 1. Identify 2D shapes and 3D objects
objects 2. Sort 2D shapes and 3D objects and verbally
2. How to use 2D shapes to form 3D objects (NETS) explain why they are different
3. How to use 2D shapes to build larger 2D shapes

Introduction to 2D shapes and 3D objects and Stations

Time Content/Description

Danielle - Introduce Stations 1-3

● Station 1: ​Tangrams - use the shaped pieces to fill in the tangram on the paper
(green sheets). This will take some time to figure out how the pieces correctly fit
within the picture. Students will have to be patient. If they need help, they can ask a
teacher and we can help them move in the right direction.
● Station 2 & 7: ​We cut the shapes out and glue them into 3D objects -​ remind of
scissor safety and how to use glue properly.​ This station will be a little bit
10 minutes
confusing when we first get there, but the teachers will be around to help students.
This station will be making 3D shapes like what Miss. Gingrich made when she
taught you about 3D shapes!
● Station 3:​ Cut the shapes off from the bottom & glue them into the appropriate
column. Students can also sort the physical objects at the table once the worksheet
is complete. ​Remind of scissor safety and how to use glue properly.
 Andie - Introduce Stations 4-6
● Station 4:​ Workbooks - Each student will get one workbook.
○ In your workbook you will trace the word for the shape. ​Rectangle!
○ Then you will draw an example of the shape.​ (Draw a rectangle)
○ “Then you will count the corners and the sides. Grade 1, what’s a corner?
(GET ANSWER). A corner is where two sides meet. Grade 1, what is a
side? (GET ANSWER). The side is the long part of the shape. Let’s count
the corners and the sides in the rectangle.”
○ Next we will color all the rectangles in the box of shapes. ​(Model the
colouring)
○ Then, you will draw four things that are rectangles.​ (We brainstorm shapes
and then draw a door/one of their ideas).
10 minutes ● Station 5: ​There are little sheets of paper that tell you what shapes to use when
you’re making a bigger shape
○ You will take one of these little slips of paper and use ​ALL​ the shapes on
bottom of that slip to make shape at the top of the slip. The shape you
make will be much bigger than it is on the piece of paper. Make sure you
don’t leave any of the shapes out!
○ There are some extra shapes in the box block that you may not need.
● Station 6: ​You use the wooden and plastic pattern blocks to fill in the pictures on
the red sheets.
○ HOLD UP THE SHEETS AND THE BLOCKS TO SHOW HOW THEY
MATCH UP.
○ Use the giraffe sheet to hook students.
STATION 1: Tangrams (Green Sheets)
Stage 1: Desired Results

Specific 3. Replicate composite 2-D shapes and 3-D objects.

Learning 4. Compare 2-D shapes to parts of 3-D objects in the environment.
Outcome(s)

Learning Students will:

Objective(s) ● Complete tangrams using provided shapes & differently shaped materials

Stage 2: Assessment Evidence

Summative Formative
None ● Proper completion of the tangram
Assessment Assessment

Stage 3: Learning Experience

Tech to Resources to
None ● Tangram sheets (varying difficulty) and shapes
Do Bring

Time Content/Description Notes

Let students experiment with the tangrams and figure out how to fill
30 ​minutes in the shapes. Once students finish one tangram, they can take another
and keep working until the time is up.

5 minutes Tidy up station - put materials back into buckets.

Reflections and
Follow Up
STATION 2 & 7: NETS
Stage 1: Desired Results

Specific
5. Replicate composite 2-D shapes and 3-D objects.
Learning
Outcome(s)

Learning Students will:

Objective(s) ● Work to create NETS of different shapes

Stage 2: Assessment Evidence

Summative Formative
None ● Completion of the NETS
Assessment Assessment

Stage 3: Learning Experience

● NETS (make sure they are different for each station)

○ Cylinder, pyramid, rectangular prism &
Tech to Resources to cone (2 at each station)
None
Do Bring ● Scissors
● Glue
● Markers

Time Content/Description Notes

Let students assemble the NETS.

● This station will require a teacher at it so that the students
understand what they are supposed to do.
30 ​minutes ● The students can color their NETS if they want to.
● Students can complete multiple NETS
● Have the students write (in marker) on the NET what they
think the shape is called

5 minutes Tidy up station - put materials back into buckets.

Reflections and
Follow Up
STATION 3: 2D and 3D sorts
Stage 1: Desired Results

Specific
1. Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule.
Learning
Outcome(s)

Students will:
Learning ● Cut out the shapes on the worksheet and sort them into 2D and 3D shapes
Objective(s) ● Sort real objects into 2D and 3D shapes

Stage 2: Assessment Evidence

Summative Formative
None ● Completion of the worksheet
Assessment Assessment

Stage 3: Learning Experience

● Worksheets, varying appropriate objects

Tech to Resources to
None ● Scissors
Do Bring
● Glue

Time Content/Description Notes

Let students complete the worksheets

● Students have to cut out the shapes on the bottom of the
sheet and organize them into 2D and 3D shapes. Once all of
their shapes have been glued into the sections, they can sort
30 minutes
the actual objects based on 2D or 3D. When time is up, the
worksheets should be collected as a formative assessment,
and items replaced to the math buckets.

5 ​minutes Tidy up station - put materials back into buckets.

Reflections and
Follow Up
STATION 4: Workbook on 2D shapes
Stage 1: Desired Results

General
Describe the characteristics​ of 3-D objects and ​2-D shapes​, and analyze the relationships among
Learning
them.
Outcome(s)

Students will:
● Write the word for the 2D shape
● Draw a picture of the 2D shape
Learning
● Count how many sides and how many corners a 2D shape has
Objective(s)
● Colour the shape to identify it from a group of shapes
● Draw an example of things in the environment that are that shape
○ MIGHT​ hit on 3D objects depending on that whey draw

Stage 2: Assessment Evidence

Summative Formative ● Looking at their work in their workbook

None
Assessment Assessment ● Conversations in class

Stage 3: Learning Experience

Tech to Resources to ● The workbook

None
Do Bring ● Pencil crayons and pencils

Time Content/Description Notes

Workbook
● Students will complete their work book independently
following the introduction of the workbook.

(From the introduction)

● Station 4:​ Workbooks - Each student will get one
workbook.
○ In your workbook you will trace the word for the
shape. ​Rectangle!
○ Then you will draw an example of the shape.​ (Draw
a rectangle)
30 minutes
○ “Then you will count the corners and the sides.
Grade 1, what’s a corner? (GET ANSWER). A
corner is where two sides meet. Grade 1, what is a
side? (GET ANSWER). The side is the long part of
the shape. Let’s count the corners and the sides in
the rectangle.”
○ Next we will color all the rectangles in the box of
shapes. ​(Model the colouring)
○ Then, you will draw four things that are rectangles.
(We brainstorm shapes and then draw a door/one of
their ideas).
5 ​minutes Tidy up station - put materials back into buckets.

Reflections and
Follow Up
STATION 5: Create Shapes using Shapes (Little sheets)
Stage 1: Desired Results

Specific
2. Replicate composite 2-D shapes​ and 3-D objects.
Learning
Outcome(s)

Students will:
Learning
● Follow directions on small handouts and use small shape blocks (supplied) to create
Objective(s)
larger/composite 2D shapes

Stage 2: Assessment Evidence

● Check-in with the students - make sure

Summative Formative
None students can successfully form the shape
Assessment Assessment
○ Conversation with student

Stage 3: Learning Experience

Tech to Resources to ● Slips of paper with shapes to build

None
Do Bring ● Wooden/plastic pattern blocks in black bin by door

Time Content/Description Notes

Let students complete the activity

● The students will be given small slips with 2D shapes on
them. The students are supposed to create those 2D shapes
using that shapes at the bottom of the slip with correspond to
the shape blocks that are provided to them. On the sheets
there are instructions to tell the students what kinds of
shapes they are supposed to use to make another shape.

From introduction:
30 minutes
● Station 5: ​There are little sheets of paper that tell you what
shapes to use when you’re making a bigger shape
○ You will take one of these little slips of paper and
use ​ALL​ the shapes on bottom of that slip to make
shape at the top of the slip. The shape you make
will be much bigger than it is on the piece of paper.
Make sure you don’t leave any of the shapes out!
○ There are some extra shapes in the box block that
you may not need.

5 ​minutes Tidy up station - put materials back into buckets.

Reflections and
Follow Up
STATION 6: Pattern Blocks (Red Sheets and smaller sheets of many colors)
Stage 1: Desired Results

Specific 2. Replicate composite 2-D shapes and 3-D objects.

Learning
3. Compare 2-D shapes to parts of 3-D objects in the environment.
Outcome(s)

Students will:
Learning
● Complete pattern block sheets using pattern blocks - there is a wider variety of shapes
Objective(s)
with pattern blocks than with tangrams

Stage 2: Assessment Evidence

● Proper completion of the pattern block

Summative Formative
None sheets
Assessment Assessment
● Conversation

Stage 3: Learning Experience

Tech to Resources to ● Pattern block sheets

Do Bring ● Pattern blocks

Time Content/Description Notes

Let students complete the activity

● Let students experiment with the pattern blocks and figure
out how to fill in the shapes. Once students finish one pattern
block activity, they can take another and keep working until
the time is up. There is varying difficulty in the pattern block
activities - students can use whatever they prefer/try
30 minutes different levels.
In introduction:
● Station 6: ​You use the wooden and plastic pattern blocks to
fill in the pictures on the red sheets.
○ HOLD UP THE SHEETS AND THE BLOCKS TO
SHOW HOW THEY MATCH UP.
○ Use the giraffe sheet to hook students.

5 ​minutes Tidy up station - put materials back into buckets.

Reflections and
Follow Up