3-D Shape Hunt
Student Teaching (Riverside) – Spring 2020
When planning my lessons for my Kindergarten class at Riverside, I would consider the
objectives of the lesson and the learning styles of my students. Based on these considerations, I
designed my instruction so as to promote student achievement of the objectives while actively
engaging the students. When teaching about 3-D shapes, students needed to distinguish between
2-D and 3-D shapes. To promote student achievement of this objective, I facilitated a 3-D shape
hunt for the assessment portion of this lesson.
To teach students about 3-D shapes, I taught the names of 3-D shapes and compared 2-D
versions and 3-D versions of that shape. I displayed examples of each on a PowerPoint on the
SmartBoard. For example, when teaching students about the cube, I explained that a square is a
2-D version. We determined that a Rubik’s cube is an example of a cube. We repeated this
process with spheres, rectangular prisms, pyramids, cones, and cylinders. After determining that
students could distinguish between a 2-D and 3-D shape, I distributed the “Going on a Shape
Hunt” worksheet and broke students into groups based on their table seating. Then, students
proceeded to explore the room and draw the 3-D shapes they found within the classroom. After
giving students about 10 minutes to explore, I called them back to the carpet and we shared what
shapes we found in the classroom.
I believe this lesson meets the objective of the standard concerning planning. I
demonstrated my understanding of 3-D shapes and designed my instruction so that students
could be successful in meeting the learning objectives. The 3-D shape hunt proved to be an
engaging, collaborative activity while also serving as an assessment of students ability to
distinguish between 2-D and 3-D shapes.
Math Weekly Block Plan
2/24/20 to 2/28/20
Jenna Marcisz
Subject/Time Thursday 2/27/20
Common Core Standards:
2.3 K.A.1 Identify and describe two- and three-dimensional shapes.
2.3 K.A.2 Analyze, compare, create, and compose two- and three-dimensional
shapes.
Objectives:
TSWBAT…
Identify shapes (cubes, cones, cylinders, circles, squares, triangles)
Distinguish between 2-dimensional and 3-dimensional
Materials:
(21) “Going on a Shape Hunt” worksheets
Shapes Print-Outs
Lesson 7.4 PowerPoint – Solid Shapes Match Up
Math Lesson Development:
11:45-12:10 Students, we are going learn about different shapes and look for those
shapes in our classroom. I am going to show you 2-dimensional shapes
on the SmartBoard but you are going to look for 3-dimensional shapes
in the classroom.
Show students the lesson 7.4 PowerPoint and identify the different kinds
of shapes. The shapes are 2-dimensional on the PowerPoint slides. Find
an example of a 3D object in the classroom.
Show students the shapes of the classroom worksheet. Explain that
students will be divided into five groups: cubes, cylinders, cones,
spheres, pyramids.
Place an image of each of these shapes at the five tables. Divide students
into groups accordingly. On their sheets, they will draw three 3-D
objects they find in the classroom that match that shape.
Encourage students to stick to their table but walk around as needed to
find their shapes. The first table that finds all of their shapes should raise
their hand.
Gather students back on the carpet after every table is done. Ask
students to share what they found in the classroom by sharing their
drawing and seeing if their peers can spot that object based on their 2-D
drawing.
Assessment:
Formative: Students responses to what is a 2D and 3D shape will serve
as formative assessment of their ability to distinguish between 2D and
3D.
Formal: Students drawings and investigations will serve as formal
assessment as I will be able to look at their worksheets and see if they
found shapes in the classroom that match their assigned shape.
Accommodations and/or Modifications:
Accommodation: Wear the microphone that transmits audio to Colten’s
cochlear implants.
Evidence of Differentiated Instruction:
Learning Environment: Instruction will be differentiated based on the
learning environment as students who have varying levels of readiness
will be grouped together during the shapes investigation activity. In this
way, students who are advanced may support and engage students who
would struggle to complete this activity on their own.
