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UNT Lesson Plan Template

Pre-service Teacher:
Jaime Townley

Grade(s): 1st

School/Mentor Teacher (if

applicable): Justin Elementary/
Shannon Mechell

Subject area(s):

3D shapes

Lesson Title:
Can you make a tower?

Relevant TEKS:
(6) Geometry and
measurement. The student
applies mathematical process
standards to analyze attributes
of two-dimensional shapes and
three-dimensional solids to
develop generalizations about
their properties. The student is
expected to: (E) identify threedimensional solids, including
spheres, cones, cylinders,
rectangular prisms (including
cubes), and triangular prisms,
and describe their attributes
using formal geometric

Relevant TX CCRS:

A. Figuresandtheirproperties
2. Make,test,anduseconjecturesabout

Lesson Objective(s)/Performance Outcomes

The student will be able to look at 3D nets and distinguish features of 3D shapes.
The student will be able to read their task cards and follow directions on building a tower

using 3D shapes.
The student will be able to work cooperatively and effectively with their group members.
The student will be able to complete their workbook pages and pal with a partner to
check their work.
Assessment (Description/Criteria)
-Students will be assessed by their comprehension of 3D shapes using the nets.
-Ask questions to check for understanding (Thumbs up if you understand the directions/
if you agree)
-Observe students as they are working around the room building their towers using 3D
-Provide immediate feedback to students who seem to have some misconceptions about
3D shapes.
-Informal assessment of math workbook pages to check for understanding and accuracy.
Materials and Resources
-Ipad stage/ Ipad
-3D nets
-Task cards
-3D blocks/ buckets for the blocks
-Math workbooks
Management of the Instructional Environment
Attention Getter: Teacher-rhythmic clap Students: repeat, Teacher: Macaroni and Cheese
Students: Everybody freeze! Teacher: Hands on top Students: Now we stop
-Dollar incentive for positive behavior
-Facilitating group activity
-Turn and Talk with a partner
-Praise for the students that share their work.
Technology Integration
-Ipad/Ipad stage
Diversity and Equity (Accommodations, Modifications, Adaptations)
-The teacher will slow down their speech to an accommodating pace depending on the
student. The students will be able to write the name of the 3D shape underneath the net
to provide class with an interactive word wall for their activity. I will also be closely
monitoring lower-level students with the tower building activity to ensure they are
understanding the activity and working well with their group members.

Anticipatory Set: Begin lesson by activating prior knowledge of three-dimensional shapes

and names of the shapes. Display three-dimensional nets that show the shape flat, so

that we are able to see the surfaces and 2D shapes within. Before forming shape, I will
ask students to predict the three-dimensional shape they believe the net will form. After
forming the shape, I will ask for a volunteer to write the name of the 3D shape
underneath on the board. I will have a typed name to give them to ensure they spell it
correctly. I will repeat process for each 3D net.

Objective/Purpose: The student will be able to look at 3D nets and distinguish features
of 3D shapes. The students will also be able to read their task cards and follow directions
on building a tower using 3D shapes. The student will be able to work cooperatively and
effectively with their group members and be able to complete their workbook pages and
pal with a partner to check their work.

Instructional Input: The teacher will review names and examples of three-dimensional
shapes. I will then explain the tower-building activity to students. I will display task cards
on the Ipad stage and show students how each task card will prompt them to use the
blocks given to build a tower with their group members. The groups will have five
minutes to work together and build any tower of their choosing, but using at least the
number of shapes that are written on the task card. After the five minutes are up, the
teacher will walk around with the Ipad and display each groups tower while one group
member tells the class the 3D shapes they were supposed to use and if they were able
to do so effectively.

Modeling: The teacher will model how to read the task cards and begin building a tower
at the teacher desk while the students are still sitting on the carpet for instruction. The
teacher will use higher-level thinking questions in order to ensure students are aware of
the directions and understand what they are supposed to be doing with their groups. The
teacher will also model where the different groups will be placed around the room and
the direction students will be moving when they rotate groups.

Checking for Understanding: In order to check for understanding, the teacher will use
nonverbal responses and observations to gather data on the students that need more
modeling and instruction in 3D shapes. In order to make sure every student knows the
name of the 3D net, I will ask students to give me thumbs up if they agree with the
name their classmate has given. If students understand directions for the tower-building
math activity, they will give me thumbs up that they are ready to move to their
designated groups. Also, I will know that students have completed their tower when they
stand up with their hands up without verbal responses.
Guided Practice: The students will use their new learning about 3D shapes to disperse in
their groups and read their task cards. When the teacher says, begin, then the groups
will work together to build a tower using the 3D shapes in their bucket. Once the five
minutes are over, the students will then turn to the group speaking and see how they
were able to build their tower using the number of 3D shapes on their task cards. After
each group has presented their tower, the groups will rotate and begin another tower.
Each group will rotate twice, building three towers total.

Closure: The tower-building activity will fall into the math workbook lesson for the day.
After the students have built their three towers, they will rejoin me on the carpet by the
stage and listen for instructions on how to complete their math workbook pages. The
students should realize and come to the understanding that the workbook pages
correlate very closely with the activity and be able to complete the pages independently.
After the students have completed their workbook pages, they will PAL with a partner to
check their work, and move on to their math station.
Reflections and Documentation/Evidence of Lesson Effectiveness