2-d Shapes and 3-d Objects Unit Plan

2D and 3D Shapes Unit
Introduction
Unit Title 2D and 3D Shapes Grade Level One
7 weeks (29 60-min lessons)
Subject Math Time Frame *this excludes the 30 minutes for calendar and
daily math time each day
Developed By Brianna Nolan
Desired Results
Learning Outcomes
GLO:
 Describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.
SLO:
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 Question(s)
 How do we describe a 2-D shape?
 How do we describe a 3-D object?
 Can we use different 2-D shapes to make other 2-D shapes?
 Can we use different 2-D shapes to make 3-D objects?
 Where do we find shapes and objects in the environment around us?
Knowledge Skills
Students will know… Students will be able to…
 Previously:  Previously:
o Names of 2-D shapes and 3-D objects o Sort 3-D objects using a single attribute
 Terms used in describing shapes and objects o Build 3-D objects
(vertices, sides, faces, edges) o Describe 3-D objects
 Attributes and characteristics of 2-D shapes and  Sort 2-D shapes using one attribute
3-D objects  Sort 3-D objects using one attribute
 That shapes can be put together and taken apart  Explain sorting rules (that are used)
to make more shapes  Replicate composite 2-D shapes and 3-D objects
 Compare 2-D shapes to parts of 3-D objects in the
environment
 Use accurate language when naming shapes
 Distinguish between shapes (such as square and
rectangle)
 Identify similarities and differences of 3-D objects
Consulted Resources Common Lesson Resources

 Alberta Program of Studies for Grade 1 Math  WODB tasks
 Learn Alberta Planning Guide  Whiteboard and whiteboard markers
 YouTube  Pencils and erasers
o ‘2D Shapes That I Know’  Scissors and glue sticks
o ‘3D Shapes That I Know’  Pattern blocks
 Pinterest  BINGO cards, tokens, and prizes
 Paper (white and construction)
 Colourful markers
 2-D shapes and 3-D object bags
Assessment Evidence
Assessment Indicators:
 Students can sort a given set of familiar 3-D objects or 2-D shapes using a given sorting rule.
 Students can sort a given set of familiar 3-D objects, using a single attribute determined by the student, and
explain the sorting rule.
 Students can sort a given set of familiar 2-D shapes, using a single attribute determined by the student, and
explain the sorting rule.
 Students can describe 2-D shapes and 3-D objects with accurate language.
 Students can select 2-D shapes from a given set of 2-D shapes to reproduce a given composite 2-D shape.
 Students can select 3-D objects from a given set of 3-D objects to reproduce a given composite 3-D object.
 Students can identify 3-D objects in the environment that have parts like a given 2-D shape.
Assessments
One-on-One
Title Observations Group Check-Ins Shapes Book
Learning Check-Ins
Outcomes Type
F&S F F&S F&S
(Formative/Summative)
Weighting 15% N/A 50% 35%
Sort 3-D objects and 2-D shapes, using
one attribute, and explain the sorting X X X X
rule.
Replicate composite 2-D shapes and 3-
X X X X
D objects.
Compare 2-D shapes to parts of 3-D
X X X X
objects in the environment.
Assessment Tool Brief Description

Students will be observed in each class period – in these observations, the teacher will be
looking for signs of understanding and participation. When the teacher identifies a student
who is struggling, the teacher can be sure to check-in with them on a one-on-one basis.
Through observations, the teacher can ensure that more than one student is always
answering the questions.
Observations
While these observations take place formatively in each lesson, at the end of the unit, the
teacher will use the observations in summative form, assessing overall student participation
throughout the unit. Observations will be recorded through anecdotal notes at the end of
each teaching day.
Students will be asked to complete different activities throughout each lesson in which the
teacher will observe students. This will take form in both whole-group and small-
Group Check-Ins
group/partner settings. Check-ins will be recorded using a class list – a student will receive a
check mark when they show that they know the concept.
Students will be asked to complete different activities throughout each lesson in which the
teacher will work with students one-on-one. By working one-on-one, the teacher can ensure
that each student has a solid understanding of each concept.
One-on-One Check-
Ins While these check-ins take place formatively, the teacher will use the observations in
summative form, assessing overall student understanding throughout the unit. Check-ins will
be recorded using a class list – a student will receive a check mark when they show that they
know the concept.
Shapes Book Throughout the unit, students will be completing pieces to put in this book. Students will
showcase their learning from the unit in this book. Activities that will contribute to this
assessment include worksheets, crafts, and review pages.
These books will act as a way for student learning to be demonstrated to students, teachers,
and parents.
Unit-at-a-Glance
Date Monday Tuesday Wednesday Thursday Friday
January 4-8 Online Learning Online Learning Online Learning Online Learning Online Learning
January 11-16 2-D Shape 2-D Shape 3-D Object 3-D Object
Game Day
Math Talks - Review Review Review Review
BINGO
Shapes 2-D Shape Chart 2-D Shape Chart 3-D Object Chart 3-D Object Chart
January 18-22 2-D Sorting 2-D Sorting 3-D Sorting 3-D Sorting
Game Day
Math Talks – 2-D Shape 2-D Shape 3-D Object 3-D Object
I Have, Who Has
Subitizing Sorting (Teacher) Sorting (Student) Soring (Teacher) Sorting (Student)
2-D Composing 2-D Composing 2-D Composing 2-D Composing
January 25-29
Shape Building Shape Building Shape Building Shape Building No School
Math Talks - Clocks
(Popsicle Sticks) (Blocks) (Worksheet) (Pizza Craft)
February 1-5 3-D Composing 3-D Composing 3-D Composing 3-D Composing
Game Day
Math Talks – Shape Building Shape Building Shape Building Shape Building
BINGO
Quantities (Toothpicks) (Net Building) (Worksheet) (Playdough)
February 8-12 Environment Environment Environment
Environment Game Day
Math Talks – Shapes in the Shapes in the Environment
Shapes at Home Scavenger Hunt
Adding/Subtracting Classroom Outdoors Shapes (Review)
February 15-19 No School No School No School No School No School
Unit Wrap-Up
February 22-26 Unit Review Unit Wrap-Up Unit Wrap-Up
Unit Review Finding Shapes
Math Talks - 3-D Object Finding Shapes in Finding Shapes
2-D Shape Poster Around the
Shapes Poster Magazines in Magazines
Room
Lesson Descriptions
# Lesson Title Lesson Activities
1 2-D Shape Review Outcome(s):
 GLO: Describe the characteristics of 3-D objects and 2-D shapes and analyze the
relationships among them.
 SLO: Sort 3-D objects and 2-D shapes, using one attribute, and explain the
sorting rule.
Overview: This lesson has been designed to review student understanding of 2-D
shapes – to assess their background knowledge. The focus of this lesson is for students
to be familiar with some of the common 2-D shapes that will be studied throughout the
unit (square, circle, triangle, rectangle). To begin, students will participate in a math talk
– the teacher will display a ‘Which One Doesn’t Belong’ (WODB) task and give students
time to think about it individually. After a couple of minutes, the teacher will ask for
students to share their thinking about the problem (there is no wrong answer!).
Following the math talk, the teacher will be creating a chart for students to reference
throughout the unit if they need it – on the chart will be a picture, name, # of sides, and
# of vertices of each 2-D shape. To get the information on the chart, the teacher will ask
students for the information, assessing what they already know. By the end of the
lesson, half of the 2-D shape chart will be filled out, and students will have reviewed
characteristics of squares, circles, triangles, and rectangles.
Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching), and interactive instruction (debates, brainstorming, discussion).
Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.
Resources:
 WODB task, whiteboard, whiteboard markers, 2-D shapes chart, pencils and
erasers
Outcome(s):
sorting rule.
shapes – to assess their background knowledge. The focus of this lesson is for students
to be familiar with some of the common 2-D shapes that will be studied throughout the
unit (diamond, rhombus, trapezoid, hexagon). To begin, students will participate in a
math talk – the teacher will display a WODB task and give students time to think about
it individually. After a couple of minutes, the teacher will ask for students to share their
thinking about the problem (there is no wrong answer!). Following the math talk, the
teacher will continue creating the chart for students to reference throughout the unit if
2 2-D Shape Review they need it – on the chart will be a picture, name, # of sides, and # of vertices of each
2-D shape. To get the information on the chart, the teacher will ask students for the
information, assessing what they already know. By the end of the lesson, the 2-D shape
chart will be filled out, and students will have reviewed characteristics of diamonds,
rhombuses, trapezoids, and hexagons.
Resources:
 WODB task, whiteboard, whiteboard markers, 2-D shapes chart pencils and
erasers
3 3-D Object Review Outcome(s):
sorting rule.
objects – to assess their background knowledge. The focus of this lesson is for students
to be familiar with some of the common 3-D objects that will be studied throughout the
unit (cubes, spheres, pyramids, cones). To begin, students will participate in a math talk
– the teacher will display a WODB task and give students time to think about it
individually. After a couple of minutes, the teacher will ask for students to share their
teacher will be creating a chart for students to reference throughout the unit if they
need it – on the chart will be a picture, name, # of edges, # of vertices, and # of faces of
each 3-D object. To get the information on the chart, the teacher will ask students for
the information, assessing what they already know. By the end of the lesson, half of the
3-D object chart will be filled out, and students will have reviewed characteristics of
cubes, spheres, pyramids, and cones.
Resources:
 WODB task, whiteboard, whiteboard markers, 3-D objects chart, pencils and
erasers
Outcome(s):
sorting rule.
objects – to assess their background knowledge. The focus of this lesson is for students
to be familiar with some of the common 3-D objects that will be studied throughout the
unit (rectangular prisms, triangular prisms, cylinders). To begin, students will participate
in a math talk – the teacher will display a WODB task and give students time to think
about it individually. After a couple of minutes, the teacher will ask for students to
share their thinking about the problem (there is no wrong answer!). Following the math
talk, the teacher will continue creating the chart for students to reference throughout
4 3-D Object Review the unit if they need it – on the chart will be a picture, name, # of edges, # of vertices,
and # of faces of each 3-D object. To get the information on the chart, the teacher will
ask students for the information, assessing what they already know. By the end of the
lesson, the 3-D object chart will be filled out, and students will have reviewed
characteristics of rectangular prisms, triangular prisms, and cylinders.
Resources:
 WODB task, whiteboard, whiteboard markers, 3-D objects chart, pencils and
erasers
5 2-D Shape & 3-D Outcome(s):
Object Game  GLO: Describe the characteristics of 3-D objects and 2-D shapes and analyze the
‘BINGO’ relationships among them.
sorting rule.
shapes and 3-D objects – to assess their background knowledge. The focus of this lesson
is for students to review the various shapes that have been discussed throughout the
week using a game. To begin, students will participate in a math talk – the teacher will
display a WODB task and give students time to think about it individually. After a couple
of minutes, the teacher will ask for students to share their thinking about the problem
(there is no wrong answer!). Following the math talk, the teacher will give each student
a BINGO card and some tokens to cover their squares. Students will listen for names of
shapes on their BINGO board and say “BINGO” when they have a full line. By the end of
the lesson, students should have a solid understanding of different 2-D shapes and 3-D
objects.
(explicit teaching), interactive instruction (debates, brainstorming, discussion), and
experiential learning (games).
observation of student participation throughout the lesson as well as a whole-group
check-in as students are playing their game.
Resources:
 WODB task, whiteboard, whiteboard markers, pencils and erasers, BINGO
cards, tokens, BINGO prizes
Outcome(s):
sorting rule.
Overview: This lesson has been designed to help grade 1 students understand
attributes in which 2-D shapes can be sorted by. The focus of this lesson is for students
to be able to sort 2-D shapes when given a sorting rule. To begin, students will
participate in a math talk – subitizing (number sense topic) – the teacher will show an
arrangement of dots for a couple of seconds and then ask students to explain how
many dots they saw and how they got their answer. Following the math talk, the
teacher will briefly talk with students about the ways 2-D shapes can be sorted. To
reinforce the concept, the teacher will have a sorting game on the board for students to
6 2-D Shape Sorting participate in – the teacher will give a rule and the students will have to say how the
shapes should be sorted. By the end of the lesson, students should be able to sort 2-D
shapes when given a sorting rule.
observation of student participation throughout the lesson as well as through a whole-
group check-in as students are sorting.
Resources:
 Subitizing image, whiteboard, whiteboard markers, pencils and erasers, Smart
Board sorting game
7 2-D Shape Sorting Outcome(s):
sorting rule.
attributes in which 2-D shapes can be sorted by. The focus of this lesson is for students
to be able to sort 2-D shapes when given a sorting rule and when the rule is up to them.
To begin, students will participate in a math talk – subitizing (number sense topic) – the
teacher will show an arrangement of dots for a couple of seconds and then ask students
to explain how many dots they saw and how they got their answer. Following the math
talk, the teacher will briefly review with students some of the ways 2-D shapes can be
sorted. To reinforce the concept, the teacher will give each student a bag of 2-D shapes
and have them sort with a given rule. Then the teacher will have each student sort their
shapes with their own rule – when students have their shapes sorted, they can put up
their hand so they can explain their sorting rule to the teacher. By the end of the lesson,
students should be able to sort 2-D shapes and explain various sorting rules.
experiential learning (sorting).
observation of student participation throughout the lesson as well as through a one-on-
one check-in with each student as they sort and explain their own sorting rules.
Resources:
 Subitizing image, whiteboard, whiteboard markers, pencils and erasers, pre-
made bags of 2-D shapes
8 3-D Shape Sorting Outcome(s):
sorting rule.
attributes in which 3-D objects can be sorted by. The focus of this lesson is for students
to be able to sort 3-D objects when given a sorting rule. To begin, students will
participate in a math talk – subitizing (number sense topic) – the teacher will show an
arrangement of dots for a couple of seconds and then ask students to explain how
many dots they saw and how they got their answer. Following the math talk, the
teacher will briefly talk with students about the ways 3-D objects can be sorted. To
reinforce the concept, the teacher will have a sorting game on the board for students to
participate in – the teacher will give a rule and the students will have to say how the
objects should be sorted. By the end of the lesson, students should be able to sort 3-D
objects when given a sorting rule.
observation of student participation throughout the lesson as well as through a whole-
group check-in while students are sorting.
Resources:
 Subitizing image, whiteboard, whiteboard markers, pencils and erasers, Smart
Board sorting game
Outcome(s):
sorting rule.
attributes in which 3-D objects can be sorted by. The focus of this lesson is for students
to be able to sort 3-D objects when given a sorting rule and when the rule is up to them.
To begin, students will participate in a math talk – subitizing (number sense topic) – the
teacher will show an arrangement of dots for a couple of seconds and then ask students
to explain how many dots they saw and how they got their answer. Following the math
talk, the teacher will briefly review with students some of the ways 3-D objects can be
sorted. To reinforce the concept, the teacher will give each student a bag of 3-D objects
and have them sort with a given rule. Then the teacher will have each student sort their
9 3-D Shape Sorting
shapes with their own rule – when students have their shapes sorted, they can put up
their hand so they can explain their sorting rule to the teacher. By the end of the lesson,
students should be able to sort 3-D objects and explain various sorting rules.
experiential learning (sorting).
observation of student participation throughout the lesson as well as through a one-on-
one check-in as students’ sort and explain their own sorting rules.
Resources:
 Subitizing image, whiteboard, whiteboard markers, pencils and erasers, pre-
made bags of 3-D objects
‘I Have, Who Has’ relationships among them.
sorting rule.
shapes and 3-D objects – to assess their background knowledge. The focus of this lesson
is for students to review the various shapes that have been discussed throughout the
week using a game. To begin, students will participate in a math talk – subitizing
(number sense topic) – the teacher will show an arrangement of dots for a couple of
seconds and then ask students to explain how many dots they saw and how they got
their answer.. Following the math talk, the teacher will explain the rules of the game ‘I
Have, Who Has’, and will hand out cards to students. For this game, students will be
split into two groups, so two games will be going. By the end of the lesson, students
should have a solid understanding of different 2-D shapes and 3-D objects.
Resources:
 Subitizing image, whiteboard, whiteboard markers, pencils and erasers, 2 sets
of ‘I Have, Who Has’ cards
Outcome(s):
 SLO: Replicate composite 2-D shapes and 3-D objects.
Overview: This lesson has been designed to build student understanding of the building
and composing of 2-D shapes. The focus of this lesson is for students to be familiar with
the characteristics of 2-D shapes – enough that students can form each shape. To begin,
students will participate in a math talk – the teacher will display a WODB task (clock
theme) and give students time to think about it individually. After a couple of minutes,
the teacher will ask for students to share their thinking about the problem (there is no
wrong answer!). Following the math talk, the teacher will play a song for students
entitled ‘2-D Shapes That I Know’ while handing out a set of popsicle sticks to each
2-D Shape Building student. After the song, the teacher will instruct students to build each of the 2-D
11
& Composing shapes they have been working with. By the end of the lesson, students should be able
to construct 2-D shapes and be more comfortable with 2-D shape characteristics.
experiential learning (hands-on activity).
check-in as they build their shapes.
Resources:
 WODB task, whiteboard, whiteboard markers, pencils and erasers, popsicle
sticks
12 2-D Shape Building Outcome(s):
& Composing  GLO: Describe the characteristics of 3-D objects and 2-D shapes and analyze the
and composing of 2-D shapes. The focus of this lesson is for students to use smaller 2-D
shapes to compose other 2-D shapes. To begin, students will participate in a math talk –
the teacher will display a WODB task (clock theme) and give students time to think
talk, the teacher will play a song for students entitled ‘2-D Shapes That I Know’ while
handing out a set of pattern blocks to each student. After the song, the teacher will
challenge students to build 2-D shapes with a combination of other shapes. To assist
students in this task, the teacher will have mats with shape outlines for students to fill
in with their shape blocks. By the end of the lesson, students should be able to compose
2-D shapes with other shapes and begin to understand the composition of shapes.
observation of student participation throughout the lesson as well as a one-on-one
check-in with each student.
Resources:
 WODB task, whiteboard, whiteboard markers, pencils and erasers, pattern
blocks (pre-packaged into bags), shape outline pages
Outcome(s):
handing out a worksheet to each student. After the song, the teacher will work through
2-D Shape Building
13 the worksheet with students, reading and completing it on the board with them. By the
& Composing
end of the lesson, students should have a firmer understanding of the composition of 2-
D shapes.
(explicit teaching, guided worksheets), and interactive instruction (debates,
brainstorming, discussion).
check-in.
Resources:
 WODB task, whiteboard, whiteboard markers, pencils and erasers, worksheets
14 2-D Shape Building Outcome(s):
handing out construction paper and a paper plate to each student. After the song, the
teacher will explain the ‘Shapes Pizza’ craft/activity and allow students to get started.
When a student finishes, the teacher will give them the sheet to indicate how many of
each shape is on their pizza. By the end of the lesson, students should be able to
recognize and count their 2-D shapes.
check-in with each student as they count up their shapes.
Resources:
 WODB task, whiteboard, whiteboard markers, pencils and erasers, paper plates,
construction paper, scissors, glue sticks, toppings template
Outcome(s):
and composing of 3-D objects. The focus of this lesson is for students to be familiar with
the characteristics of 3-D objects – enough that students can form each shape. To
begin, students will participate in a math talk – the teacher will display an image
(greater/less than theme) and give students time to think about it individually. After a
couple of minutes, the teacher will ask for students to share their thinking about the
problem. Following the math talk, the teacher will play a song for students entitled ‘3-D
Shapes That I Know’ while handing out a set of toothpicks and marshmallows to each
3-D Object Building student. After the song, the teacher will guide students through the building of 3-D
15
& Composing shapes (cubes, pyramids, and prisms) By the end of the lesson, students should be able
to construct some 3-D objects and be more comfortable with 3-D object characteristics.
check-in as students build their structures.
Resources:
 Math talk image, whiteboard, whiteboard markers, pencils and erasers,
toothpicks, marshmallows
16 3-D Object Building Outcome(s):
the characteristics of 3-D objects – enough that students can form each shape. To
begin, students will participate in a math talk – the teacher will display an image
(greater/less than theme) and give students time to think about it individually. After a
problem. Following the math talk, the teacher will play a song for students entitled ‘3-D
Shapes That I Know’ while handing out paper nets to each student. After the song, the
teacher will guide students through the building of 3-D shapes (cones, cylinders,
spheres) By the end of the lesson, students should be able to construct some 3-D
objects and be more comfortable with 3-D object characteristics.
check-in as students build their shapes.
Resources:
 Math talk image, whiteboard, whiteboard markers, pencils and erasers, paper
nets, scissors, glue sticks
Outcome(s):
the characteristics of 3-D objects – identifying 2-D shapes within 3-D objects. To begin,
students will participate in a math talk – the teacher will display an image (greater/less
than theme) and give students time to think about it individually. After a couple of
minutes, the teacher will ask for students to share their thinking about the problem.
Following the math talk, the teacher will play a song for students entitled ‘3-D Shapes
That I Know’ while handing out a worksheet to each student. After the song, the teacher
3-D Object Building will work through the worksheet with students, reading and completing it on the board
17
& Composing with them. By the end of the lesson, students should have an understanding that a
combination of 2-D shapes makes a 3-D object.
(explicit teaching, guided worksheets), and interactive instruction (debates,
check-in.
Resources:
worksheets
18 3-D Object Building Outcome(s):
and composing of 3-D objects. The focus of this lesson is for students to construct 3-D
shapes in a fun way. To begin, students will participate in a math talk – the teacher will
display an image (greater/less than theme) and give students time to think about it
thinking about the problem. Following the math talk, the teacher will play a song for
students entitled ‘3-D Shapes That I Know’ while handing out playdough to each
student. After the song, the teacher will guide students through the building of 3-D
objects. By the end of the lesson, students should be able to recognize and build 3-D
objects.
Resources:
playdough
Outcome(s):
sorting rule.
shapes and 3-D objects. The focus of this lesson is for students to review the various
shapes that have been discussed throughout the unit using a game. To begin, students
will participate in a math talk – the teacher will read ‘The Napping House’ by Audrey
Wood to students but ask them to listen and watch closely. After reading the story, the
teacher will ask “How many legs were there in the story?” – some students may think
back to the pictures and some may think back to the words – either way discussion will
2-D Shape & 3-D take place. Following the math talk, the teacher will give each student a BINGO card and
19 Object Game some tokens to cover their squares. Students will listen for names of shapes on their
‘BINGO’ BINGO board and say “BINGO” when they have a full line. By the end of the lesson,
students should have a solid understanding of different 2-D shapes and 3-D objects.
Resources:
 The Napping House book, whiteboard, whiteboard markers, pencils and
erasers, BINGO cards, BINGO tokens, BINGO prizes
20 Shapes in the Outcome(s):
Environment  GLO: Describe the characteristics of 3-D objects and 2-D shapes and analyze the
‘Classroom’ relationships among them.
 SLO: Compare 2-D shapes to parts of 3-D objects in the environment.
Overview: This lesson has been designed to help students recognize where 2-D shapes
and 3-D objects are in the environment around them. The focus of this lesson is about
2-D shapes and 3-D objects in the classroom. To begin, students will participate in a
math talk – the teacher will display a WODB task (adding and subtracting theme) and
give students time to think about it individually. After a couple of minutes, the teacher
will ask for students to share their thinking about the problem (there is no wrong
answer!). Following the math talk, the teacher will ask students “What shapes do we
see in our classroom?” Together, the teacher and students will discuss what they see,
adding items to their charts from the beginning of the unit. By the end of the lesson,
students should be able to identify 2-D shapes and 3-D objects in the classroom
environment.
(explicit teaching, directed questions), and interactive instruction (debates,
Resources:
 WODB task, whiteboard, whiteboard markers, pencils and erasers, posters
(from beginning of unit), colourful markers
Outcome(s):
2-D shapes and 3-D objects in the outdoors. To begin, students will participate in a math
talk – the teacher will display a WODB task (adding and subtracting theme) and give
students time to think about it individually. After a couple of minutes, the teacher will
ask for students to share their thinking about the problem (there is no wrong answer!).
Following the math talk, the teacher will ask students “What shapes do we see in our
Shapes in the outside?” Together, the teacher and students will discuss what they see, adding items
21 Environment to their charts from the beginning of the unit. If weather permits, students can be taken
‘Outdoors’ outside to really explore this question. By the end of the lesson, students should be able
to identify 2-D shapes and 3-D objects in the outside environment.
Resources:
22 Shapes in the Outcome(s):
Environment  GLO: Describe the characteristics of 3-D objects and 2-D shapes and analyze the
‘Home’ relationships among them.
2-D shapes and 3-D objects in the home. To begin, students will participate in a math
talk – the teacher will display a WODB task (adding and subtracting theme) and give
students time to think about it individually. After a couple of minutes, the teacher will
ask for students to share their thinking about the problem (there is no wrong answer!).
Following the math talk, the teacher will ask students “What shapes do we see at
home?” Together, the teacher and students will discuss what they see, adding items to
their charts from the beginning of the unit. The teacher will have a collection of
common items found at home to prompt students if needed. By the end of the lesson,
students should be able to identify 2-D shapes and 3-D objects in the home
environment.
Resources:
Outcome(s):
2-D shapes and 3-D objects in general – classroom, outside, home, or other. To begin,
students will participate in a math talk – the teacher will display a WODB task (adding
and subtracting theme) and give students time to think about it individually. After a
problem (there is no wrong answer!). Following the math talk, the teacher will ask
Shapes in the students “What shapes do we see in our environment or community?” Together, the
23 Environment teacher and students will discuss what they see, adding items to their charts from the
‘Review’ beginning of the unit. By the end of the lesson, students should be able to identify 2-D
shapes and 3-D objects in the environment or community.
Resources:
 WODB task, whiteboard, whiteboard markers, pencils and erasers, charts (from
beginning of unit), colourful markers
‘Scavenger Hunt’ relationships among them.
recognizing 2-D shapes and 3-D objects around them. To begin, students will participate
in a math talk – the teacher will display a WODB task (adding and subtracting theme)
and give students time to think about it individually. After a couple of minutes, the
teacher will ask for students to share their thinking about the problem (there is no
wrong answer!). Following the math talk, the teacher will explain and give rules for the
scavenger hunt. Each pair of students will be given a sheet and will need to find objects
in the room that are that shape – they will write the name of the object beside the
shape. By the end of the lesson, students should be able to identify 2-D shapes and 3-D
objects in the environment.
(explicit teaching, directed questions), interactive instruction (debates, brainstorming,
discussion), and experiential learning (games).
Resources:
 WODB task, whiteboard, whiteboard markers, pencils and erasers, Scavenger
Hunt lists
25 Unit Review Outcome(s):
2-D Shapes  GLO: Describe the characteristics of 3-D objects and 2-D shapes and analyze the
 SLO’s:
o Sort 3-D objects and 2-D shapes, using one attribute, and explain the
sorting rule.
o Replicate composite 2-D shapes and 3-D objects.
o Compare 2-D shapes to parts of 3-D objects in the environment.
shapes – review what has been covered throughout the unit. The focus of this lesson is
for students to be familiar with the common 2-D shapes that have been studied. To
begin, students will participate in a math talk – the teacher will display a WODB task
(shapes related) and give students time to think about it individually. After a couple of
minutes, the teacher will ask for students to share their thinking about the problem
(there is no wrong answer!). Following the math talk, the teacher will play students
their 2-D shape song – ‘2-D Shapes That I Know’ – before creating a 2-D shape poster
with student input – the students will copy the poster down in their ‘Shape Book’ as
well as it will highlight all of the 2-D shapes they have learned about through the unit.
By the end of the lesson, students will have reviewed 2-D shapes that have been
previously learned about.
Resources:
 WODB task, whiteboard, whiteboard markers, pencils and erasers, paper,
colourful markers, student ‘Shape Books’
Outcome(s):
 SLO’s:
sorting rule.
objects – review what has been covered throughout the unit. The focus of this lesson is
for students to be familiar with the common 3-D objects that have been studied. To
begin, students will participate in a math talk – the teacher will display a WODB task
(shapes related) and give students time to think about it individually. After a couple of
minutes, the teacher will ask for students to share their thinking about the problem
Unit Review (there is no wrong answer!). Following the math talk, the teacher will play students
26
3-D Objects their 3-D shape song – ‘3-D Shapes That I Know’ – before creating a 3-D object poster
with student input – the students will copy the poster down in their ‘Shape Book’ as
well as it will highlight all of the 3-D objects they have learned about through the unit.
By the end of the lesson, students will have reviewed 3-D objects that have been
Resources:
27 Unit Wrap-Up Outcome(s):
 SLO’s:
sorting rule.
shapes and 3-D objects – review what has been covered throughout the unit. The focus
of this lesson is for students to recognize, identify, and indicate some of the shapes and
objects around them. To begin, students will participate in a math talk – the teacher will
display a WODB task (shapes related) and give students time to think about it
teacher will give students their ‘Shape Book’ and have them do some drawing and
colouring of shapes and objects around them. By the end of the lesson, students will
have reviewed 2-D shapes and 3-D objects that have been previously learned about.
Resources:
Outcome(s):
 SLO’s:
sorting rule.
objects in old newspapers and magazines. To begin, students will participate in a math
talk – the teacher will display a WODB task (shapes related) and give students time to
think about it individually. After a couple of minutes, the teacher will ask for students to
28 Unit Wrap-Up talk, the teacher will allow students to access newspapers and magazines to cut shapes
and objects out of – students will glue these pictures into their ‘Shape Book’. By the end
of the lesson, students will have reviewed 2-D shapes and 3-D objects that have been
Resources:
colourful markers, student ‘Shape Books’, newspapers, magazines, scissors, glue
sticks
29 Unit Wrap-Up Outcome(s):
 SLO’s:
sorting rule.
objects in old newspapers and magazines. To begin, students will participate in a math
talk – the teacher will display a WODB task (shapes related) and give students time to
think about it individually. After a couple of minutes, the teacher will ask for students to
talk, the teacher will allow students to access newspapers and magazines to cut shapes
and objects out of – students will glue these pictures into their ‘Shape Book’. By the end
of the lesson, students will have reviewed 2-D shapes and 3-D objects that have been
Resources:
colourful markers, student ‘Shape Books’, newspapers, magazines, scissors, glue
sticks

2-d Shapes and 3-d Objects Unit Plan

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2D and 3D Shapes Unit

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