Lesson # __2__ of __2___

Grade Level:1

Central Focus Learning the attributes of 3-D shapes

NY-1.G.1: Distinguish between defining attributes versus non

Standard defining attributes for a wide variety of shapes. Build and/or draw
shapes to possess defining attributes

Learning
Students will be able to define shapes by observing their attributes
Objective
Math book, foam 3-D shapes
Materials

The purpose of learning the attributes of 3-D shapes is to help

Purpose
students identify these shapes so that when they see objects in
the real world, they can identify what 3-D shape it is

Intro: The teacher will introduce the topic by reviewing that 2-D
shapes have special attributes, or things that make the shape
special. The teacher will ask what the special attributes of a
square are, for example. The teacher will explain that 3-D
shapes also have special attributes.

The students will look for objects that look like the 3-D shapes
which are a cube, a sphere, a cone, a cylinder, and a rectangular
prism. For the cube, rectangular prism, and sphere, they will raise
their hand to say what they found. For the cylinder and cone, they
will turn and talk first before raising their hand and saying what they
Instruction
found. Their answers will be written on the board. While they look
for a rectangular prism, the teacher will ask if they notice any
difference between the cube and the rectangular prism.

Guided Practice: The teacher will show a chart describing the

attributes that 3-D shapes have. These attributes are the number
of edges, vertices, and faces or flat surfaces. The chart will
specify that only straight lines are edges, so a shape like a
cylinder has no edges. Also, it will specify that faces have to be
flat like a pancake. The teacher will provide the students with
foam 3-D shapes. Then, the teacher will ask the students to
point at a vertex, an edge, and a flat surface of a cube. Then, the
 teacher will ask them to find an edge on a cylinder. The students
should say that there is not an edge because a cylinder has no
straight lines, only curvy lines.

The students might understand vertices well because the

corners of 2-D shapes are also called vertices. However, they
may be confused by faces because on 2-D shapes the lines are
called sides. Also, trying to find the attributes of a 3-D shape
could be difficult when it is displayed as a 2-D picture, so they
may struggle seeing the picture as a 3-D shape.

The students will do the Do You Understand Me? Problem by

themselves. Next, after the teacher uses Question 1 as an example,
the students will Problems 2-6. The teacher will go around the room
Learning Task
and ask scaffolding questions to help them. At the end of class, they
will do Question 10 independently.

Closing /
Debrief At the end of class, we will go over Problems 2-6.

Assessments Pointing at shape attributes assignment, Do You Understand Me?

Problem, Problem 10

For ELLs, using visuals and foam 3-D shapes will show them the
attributes of 3-D shapes
Differentiation
For struggling students, the teacher will have stickers to stick onto
each face, edge, or vertex to help them count.
For excelling students, they will do Problems 7-9
Academic
Language Vertices, edges, faces(flat surfaces), rectangular prism
Name: _________________________________________

1. Match the word with the shape

Cone

Cube

Cylinder

Rectangular prism

Sphere

2. How many VERTICES does this shape have?

_________
3. How many EDGES does this shape have?
 _________

4. How many FACES does this shape have? _________