SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Miss (Lacey) Weiner
Subject Mathematics
Grade Level First Grade
Date/Duration 4/7/17 1:30PM-2:30PM
Mastery Lesson Review before summative assessment
Big Ideas Three-dimensional shapes are fat not flat.
Three-dimensional shapes have properties that make them
unique.
Essential Questions What are the properties (attributes) of a sphere, cone, cylinder,
cube, and rectangular prism?
How can you sort and classify three-dimensional shapes?
What are the differences between two- and three-dimensional
shapes?
PA/Common Standard - CC.2.3.1.A.1
Core/Standards Compose and distinguish between two- and three-dimensional
shapes based on their attributes.
Objective
While working at the SMART board center, all first grade math
students will work individually in order to identify three-
dimensional shapes and match the name of the shape to the shape
itself. When beginning the game, students will choose 3D shapes
and can choose to either play in relaxed mode or timed mode.
Whichever mode the student chooses, he or she will attempt to
complete the game with at least 90% accuracy (the game gives the
accuracy percentage after the game is over).
Assessment
Formal Formative
The game allows for the teacher to collect data that represents the
percentage of shapes each individual student was able to
correctly identify. The teacher will record this information in a
grade book in order group students in the future according to
ability levels
Standard - CC.2.3.1.A.1
Compose and distinguish between two- and three-dimensional
shapes based on their attributes.
Objective
While working at the building shapes learning center, all first
grade students will work independently to complete a worksheet
naming how many faces, edges, and vertices a cone, cylinder,
sphere, cube, and rectangular prism have. After students complete
the worksheet and check their answers with the answer key, they
will be asked to correct any mistakes they might have made to
ensure they complete the paper with 100% accuracy. After
students finish the worksheet, they will spend the remainder of
the time using Play-Doh to compose at least two, the three-
dimensional shapes from the worksheet.
Assessment
 Informal Formative
Students will write their name on a piece of paper and take a
picture of the paper in front of the shapes they made. This way,
the teacher can check to see who correctly composed their shapes
and who will need more help.
Standard - CC.1.4.1.Q
Use a variety of words and phrases.
(In this case, a variety of words and phrases related to
mathematical concepts.)
Objective
While working at the Headbands Game learning center, all first
grade math students will work in partners to play the game
headbands. Students will randomly select a three-dimensional
shape (without looking!) and place it on their headband for their
partner to see. Then, partners will orally ask and answer
questions to give clues to their partner about the properties
(attributes) of the three-dimensional shape on his or her
headband. Each student will use a variety of words and phrases to
ask and answer questions about at least two, three-dimensional
shapes, in order to make an educated guess about which shape is
on his or her forehead.
Assessment
Informal Formative
Because this is a teacher-directed station, the teacher will observe
and listen to statements and questions being posed by students.
The teacher will observe and listen for students to be using
vocabulary terms such as flat surface, curved surface, faces, sides,
vertices, etc.
Standard - CC.2.1.1.B.1
Extend the counting sequence to read and write numerals to
represent objects.
Objective
When students are not taking a turn at the SMART board, the first
grade students will work individually to spin a spinner 10 times,
and record what it lands on using a bar graph. Students will spin
the spinner 10 times, and color in the 3D shape it lands on in the
bar graph. At the end of the 10 spins, students will count and
write the total of how many shapes they have colored in for each
bar, and make a concluding statement about which shape was
landed on the most.
Assessment
Informal Formative
The teacher encourage students to hold conversations with one
another about the shape that their spinner landed on the most
(stating a specific number of times), and what shape their spinner
landed on the least (stating a specific number of times). The
teacher will listen to the conversations being held by students to
informally assess their learning.
Objective Different Learning Centers
Center #1
Bloom's Taxonomy Teacher Lead: Headbands Game
While working at the Headbands Game learning center, all first
Webb's Depth of grade math students will work in partners to play the game
Knowledge (DOK) headbands. Students will randomly select a three-dimensional
shape (without looking!) and place it on their headband for their
partner to see. Then, partners will orally ask and answer
questions to give clues to their partner about the properties
(attributes) of the three-dimensional shape on his or her
headband. Each student will use a variety of words and phrases to
ask and answer questions about at least two, three-dimensional
shapes, in order to make an educated guess about which shape is
on his or her forehead.
Center #2
Student Lead: SMART Board - Fruit Smash: Bar Graph
While working at the SMART board center, all first grade math
students will work individually in order to identify three-
dimensional shapes and match the name of the shape to the shape
itself. Students will choose 3D shapes and can choose to either
play in relaxed mode or timed mode. Whichever mode the
student chooses, he or she will attempt to complete the game with
at least 90% accuracy (the game gives the accuracy percentage
after the game is over).
When students are not taking a turn at the SMART board, the first
grade students will work individually to spin a spinner 10 times,
and record what it lands on using a bar graph. Students will spin
the spinner 10 times, and color in the 3D shape it lands on in the
bar graph. At the end of the 10 spins, students will count and
write the total of how many shapes they have colored in for each
bar, and conclude which shape was landed on the most.
Center #3
Student Lead: Shape Sort
While working at the shape sort learning center, all first grade
math students will work collaboratively with their group of 5-6
students in order to successfully sort a variety of different real
life objects into categories titled spheres, cylinders, cones, cubes,
and rectangular prisms. Students will then individually transfer
the information on the cards they sorted to a worksheet with the
same categories listed. Students will record answers on their
worksheets with 100% accuracy.
Center #4
Student Lead: Building shapes
While working at the building shapes learning center all first
grade students will work independently to complete a worksheet
naming how many faces, edges, and vertices a cone, cylinder,
sphere, cube, and rectangular prism have. After students complete
the worksheet and check their answers with the answer key, they
will be asked to correct any mistakes they might have made to
ensure they complete the paper with 100% accuracy. After
students finish the worksheet, they will spend the remainder of
the time using Play-Doh to compose at least two, the three-
 dimensional shapes from the worksheet.
Formative & Formative Assessment Evidence:
Summative The data collection from the SMART board game
Assessment The sorting worksheet
Evidence Listening to the correct usage of vocabulary terms during
activities
Pictures of shapes that the students made on an iPad
Summative Assessment Evidence:
N/A because this is a mastery lesson, not a summative
assessment. For the summative assessment students will use the
knowledge they have acquired over the course of this unit and
apply information to tier 3 level questions they have never seen
before.
ISTE Standards for ISTE Standards for Students
Students Empowered Learner 1c
Students use technology to seek feedback that informs and
Framework for 21st improves their practice (feedback from the game tells
Century Learning students the percentage of shapes they got correct) and to
demonstrate their learning in a variety of ways.
Framework for 21st Century Learning
Communicate Clearly & Collaborate with Others
Students will communicate with others by asking and answering
questions during the Headbands Game, and work collaboratively
with one another while completing the shape sort activity.
Accommodations, Centers were made with kinesthetic, visual, and auditory learners
Modifications already in mind
Kinesthetic
o The SMART board activity allows for much movement.
o The Play-Doh activity allows for students to manipulate
materials with their hands.
Visual
o The sorting activity allows for students to see which
shapes look like the one given as an example for each
category.
o The Headbands Game allows for students to see the shape
they are describing to their partner.
o SMART board connects visuals with auditory commands.
Auditory
o All directions are written out for auditory learners and will
be read aloud at the beginning of each station.
o The SMART board game says the name of the shape before
the students have to click on it.
o The Headbands game involves conversations about shapes.
Selective Mutism
o The student will use a notebook or dry erase board to
interact with group members during centers.
Students with ADD
o A timer will be set that will go off before each switching of
groups to ensure that students know when is the
appropriate time to clean up and leave stations. The
 teacher will also include transitions such as, Hop like a
bunny to your next center, or Pretend like you are
walking on the moon to your next center.
504 agreement, wheelchair,
o This student will use a laser pointed attached to a
headband to point to shapes on the SMART board that she
wishes to smash. A pre-selected student will help her to
actually touch the shape.
o This group will be asked to sit at desks as opposed to on
the floor so that all students can be on the same level as the
student who uses the wheelchair.
GIEPS
o The students with GIEPS will be grouped together in one
group so that they are given the chance to use higher-level
vocabulary and can work at a pace that matches their
abilities.
EL student
o The EL student will be supported in the classroom because
almost all stations involve visuals. The EL will also be
supplied with a number of example questions during the
Headbands Game to ensure that he can interact with his
peers. Worksheets will also have the English words as well
as the Spanish translation in order to provide the student
with a chance to try to work independently as opposed to
asking the teacher/peers for help.
Five students with IEPs
o Students with IEPs will be heterogeneously grouped with
students who are meeting or exceeding proficiency levels
in this specific math topic.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
Ask students to name the five main three-dimensional figures we
have been discussing in class, and have them name an example of a
real-life item that is that shape.
Sphere, Cylinder, Cube, Rectangular Prism, Cone
Hook/Lead-In/Anticipatory Set
Explaining all of the different learning centers to students.
Explicit Big Idea Statement
Instructions Three-dimensional shapes have properties that make them unique.
Essential Questions Statement
What are the properties (attributes) of a sphere, cone, cylinder,
cube, and rectangular prism?
How can you sort and classify three-dimensional shapes?
What are the differences between two- and three-dimensional
 shapes?
Objective Statement
All first grade students will participate in a four different learning
centers that reinforce concepts already learned about three-
dimensional shapes and their properties. The learning centers will
involve oral communication, questioning, sorting, matching, and
creating/constructing.
Transition
Students will have 12 minutes at each station in order to set up the
activity, complete the activity, and clean up the activity. A timer
will be used to let students know when it is time to clean up and
prepare to move onto the next center. Centers will be pre-labeled
with arrows to let students know which station they need to go to
next.
Each student will have a specific job at each station, jobs will be
decided by the color sticker students are supplied with at the
beginning of the lesson:
Directions Reader (1)
Materials Passer (1)
Keeping everyone on-task (2)
Material collectors (2)
Key Vocabulary
Curved Surface
Flat surface
Edges
Vertices
Sphere
Rectangular prism
Cone
Cylinder
Cube
Lesson Procedure PreAssessment of Students
Asking and discussing with students the names of the five different
three-dimensional shapes they have been studying for the past
week.
Modeling of the Concept
The teacher will model what students should do at every single
station, one by one, at the very beginning of the lesson as a part of
the hook.
Guiding the Practice
While three out of the four centers are student lead, each center
will be supplied with a specific set of directions for the activity. It
will be the responsibility of the Directions Reader to read the
directions aloud to all students in the group before beginning the
activity.
Providing the Independent Practice
Students are given the opportunity to partake in independent
practice in two out of the four learning centers. Students will work
independently at the SMART board station as well as the building
shapes station; but will work collaboratively with other students at
 the shape sorting station and while playing Headbands.
Transition
Students will have 12 minutes at each station for setup, to do the
activity, and to clean up.
A timer will be set each time groups rotate, and at 11 minutes the
timer will ring and students will be asked to clean up.
Students will be given specific duties at each center based upon
the color sticker they are wearing to ensure that students are not
taking too much time delegating jobs.
Reading Materials Center #1
Technology Teacher Lead: Headbands Game
Equipment At least 6 headbands made of construction paper
Supplies 4 sets of laminated cards featuring spheres, cylinders, cones, cubes,
and rectangular prisms
Tape
Example questions for students to ask one another
No directions sheet needed since it is teacher lead
Center #2
Student Lead: SMART Board - Fruit Smash: Bar Graph
SMART board and computer
5 laminated bar graph worksheets
5 laminated spinners
5 paper clips
Dry-erase markers
Directions sheet
Pencils
http://www.sheppardsoftware.com/mathgames/earlymath/s
hapes_shoot.htm
Center #3
Student Lead: Shape Sort
Worksheets for students
Pencils
Envelopes with shapes
Answer Key
Directions sheet
Center #4
Student Lead: Building shapes
Worksheets for students
Pencils
Answer Key
Play-Doh
Directions sheet
Evaluation of the Formal Evaluation
Learning/Mastery The SMART board game allows for the teacher to collect data that
of the Concept represents the percentage of shapes each individual student was
able to correctly identify. The teacher will record this information
in a grade book in order group students in the future according to
ability levels.
Informal Evaluation
 Because this is a teacher-directed station, the teacher will observe
and listen to statements and questions being posed by students.
The teacher will observe and listen for students to be using
vocabulary terms such as flat surface, curved surface, faces, sides,
vertices, etc.
The teacher encourage students to hold conversations with one
another about the shape that their spinner landed on the most
(stating a specific number of times), and what shape their spinner
landed on the least (stating a specific number of times). The
teacher will listen to the conversations being held by students to
informally assess their learning.
Closure Summary & Review of the Learning
The assessments (both formal and informal) at the learning centers
act as the summary and review of the learning.
Homework/Assignments
Study for the upcoming summative assessment!
Teacher
Self-reflection
 Learning Center #1
Teacher Lead: Headbands Game

Standard: CC.1.4.1.Q
Use a variety of words and phrases. (In this case, mathematical vocabulary words and terms).
Standard: CC.2.3.1.A.1
Compose and distinguish between two- and three-dimensional shapes based on their attributes.
Objective
While working at the Headbands Game learning center, all first grade math students will work in
partners to play the game headbands. Students will randomly select a three-dimensional shape
(without looking!) and place it on their headband for their partner to see. Then, partners will
orally ask and answer questions to give clues to their partner about the properties (attributes)
of the three-dimensional shape on his or her headband. Each student will use a variety of words
and phrases to ask and answer questions about at least two, three-dimensional shapes, in order to
make an educated guess about which shape is on his or her forehead.

Objective:
Materials:
At least 6 headbands made of construction paper
4 sets of laminated cards featuring spheres, cylinders, cones, cubes, and rectangular
prisms
Tape
Example questions for students to ask one another
No directions sheet needed since the activity is teacher-lead.
Directions:
1. Find a partner.
2. Choose a stack of cards.
3. Put a headband on your head.
4. Choose a card from your stack WITHOUT looking at it.
5. Place the card you chose on your headband.
6. Have the youngest partner ask the first question.
7. Ask questions you want answers to about the shape on YOUR forehead.
8. When you think you have enough information about your shape, guess what shape
is on your forehead!
9. If you get the answer right, pick another shape and keep going until time runs out!
 Learning Center #2
Student Lead: SMART Board - Fruit Smash: Bar Graph
Standard: CC.2.3.1.A.1
Compose and distinguish between two- and three-dimensional shapes based on their attributes.
Objective:
While working at the SMART board center, all first grade math students will work individually in order to identify
three-dimensional shapes and match the name of the shape to the shape itself. When beginning the game, students
will choose 3D shapes and can choose to either play in relaxed mode or timed mode. Whichever mode the
student chooses, he or she will attempt to complete the game with at least 90% accuracy (the game gives the accuracy
percentage after the game is over).

Standard - CC.2.1.1.B.1
Extend the counting sequence to read and write numerals to represent objects.
Objective
When students are not taking a turn at the SMART board, the first grade students will work individually to spin a
spinner 10 times, and record what it lands on using a bar graph. Students will spin the spinner 10 times, and color in
the 3D shape it lands on in the bar graph. At the end of the 10 spins, students will count and write the total of how
many shapes they have colored in for each bar, and make a concluding statement about which shape was landed on
the most.

Materials:
SMART board and computer
6 laminated bar graph worksheets
6 laminated spinners
6 paper clips
Dry-erase markers
Directions sheet
Pencils
http://www.sheppardsoftware.com/mathgames/earlymath/shapes_shoot.htm

Directions for SMART Board

1. Click on the game 3D Shapes.
2. Choose either RELAXED (Fast or Slow) or TIMED (Fast or Slow) mode.
3. Play the game the whole way through.
4. Write your name on a post-it note with the percentage of shapes you got correct, then fold the post- it note in half and
drop it in the basket.
5. Move on to paper practice.

Directions for paper practice

1. Get a bar graph, a spinner, a paperclip, a pencil, and a dry-erase marker.
2. Create a spinner using your paperclip and pencil tip.
3. Spin the paperclip on the spinner.
4. Look at the shape you landed on, and color that shape in on your bar graph.
5. Spin the spinner a total of 10 times, and color in a shape each time it lands on a section.
6. After 10 spins, count and record how many shapes are colored in each column.
 Learning Center #3
Student Lead: Student Lead: Shape Sort

Standard - CC.2.3.1.A.1
Compose and distinguish between two- and three-dimensional shapes based on their attributes.
Objective
While working at the shape sort learning center, all first grade math students will work
collaboratively with their group of 5-6 students in order to successfully sort a variety of different
real life objects into categories titled spheres, cylinders, cones, cubes, and rectangular prisms.
Students will then individually transfer the information on the cards they sorted to a worksheet
with the same categories listed. Students will record answers on their worksheets with 100%
accuracy.

Materials:
Worksheets for students
Pencils
Envelopes with shapes
Answer Key
Directions sheet

Directions:
1. Get a worksheet and put your name on the top.
2. Open the envelope and sort the cards into two piles: the names of categories, and
shapes to be sorted.
3. Put the names of the categories in a row at the top.
4. Work as a team to decide what category shapes belong in.
5. Take turns going around the circle to decide where shapes go, the person who has
the YELLOW sticker will go first.
6. Write answers on your worksheet the items are spelled for you on the sorting
cards!
7. After all of the cards are sorted, check your answer with the answer key!
 Learning Center #4
Student Lead: Building shapes

Standard - CC.2.3.1.A.1
Compose and distinguish between two- and three-dimensional shapes based on their attributes.
Objective
While working at the building shapes learning center, all first grade students will work
independently to complete a worksheet naming how many faces, edges, and vertices a cone,
cylinder, sphere, cube, and rectangular prism have. After students complete the worksheet and
check their answers with the answer key, they will be asked to correct any mistakes they might
have made to ensure they complete the paper with 100% accuracy. After students finish the
worksheet, they will spend the remainder of the time using Play-Doh to compose at least two, the
three-dimensional shapes from the worksheet.

Materials:
Worksheets for students
Pencils
Answer Key
Play-Doh
iPad
Directions sheet

Directions:
1. Get a worksheet and put your name on the top.
2. Complete all problems EXCEPT for the pyramid, you may use our chart that we created to help you
with answers.
3. Once you finish the worksheet, check your answers with the answer key.
4. Change any answers that were wrong, and write the correct answer.
5. Use Play-Doh to make the 3D figures from the worksheet (sphere, cylinder, cone, cube, and
rectangular prism).
6. Once you finish making your shapes, write your name on the back of your worksheet.
7. Line up all of the shapes you made on the back of your paper where your name is showing.
8. Take a picture of the shapes and your name in the same picture on the iPad in the basket.