Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):

Abby Bashor Kindergarten Sparks Elementary/Alyssa Newcomb

Subject area(s): Unit Topic/Theme: Lesson Title:

Mathematics 3D Shapes 3D Solid Mystery
Relevant TEK Relevant ELPS: Relevant TX CCRS:
K.6 Geometry and measurement. The ELPS.c.2H: understand MATH.III.A.2: Make, test and use conjectures about
student applies mathematical process implicit ideas and one-, two-, and three-dimensional figures and their
standards to analyze attributes of two- information in increasingly properties.
dimensional shapes and three- complex spoken
dimensional solids to develop
language commensurate
generalizations about their properties.
The student is expected to:
with grade-level learning
K.6A identify two-dimensional shapes, expectations
including circles, triangles, rectangles,
and squares as special rectangle
K.6D identify attributes of two-
dimensional shapes using informal and
formal geometric language
interchangeably
K.6B identify three-dimensional solids
including cylinders, cones, spheres, and
cubes in the real world

Lesson Objective(s)/Performance Outcomes

In a hands-on activity, students will be able to sort, based on their attributes, real-world and examples and
instructional manipulatives of three- shapes with 85 percent accuracy.

Assessment (Description/Criteria)
The students will place a prediction that they have written on a sticky note, onto a piece of chart paper with a
drawn bags labeled “A, B, C, and D”, about what 3D solid is in an individual bag. This will give the teacher an
understanding of what solid shapes the students know by their attributes, and which one still need more
reinforcement based on their predictions.

Materials and Resources

 3D solids (manipulatives and real objects)
 An example of a cone, cylinder, sphere, and cube>each placed in their own paper bag. (4 paper bags
needed.) Label bags A, B, C, and D
 Math journals
 Chart paper
Management of the Instructional Environment
Students will sit on the carpet, on their spots, to receive instruction of the activity. The students will then
move to their tables in order to complete the Mystery game.

Technology Integration
Powerpoint presentation to go along with “Engage” portion of the lesson
Rationale: The PowerPoint presentation allows for students to be able to see photos of shapes and make
choices about whether they are that specific shape or not. This allows for students to see clear digital images
and make quick choices in order to test their knowledge.

Diversity and Equity (Accommodations, Modifications, Adaptations)

For students who struggle with paying attention during instruction and activities, I will provide a set of bags
for each table in order to decrease the amount of down-time to ensure that I am able to keep their attention.
Naiesha, a student with Muscular Dystrophy, will be assisted by an aide who will help her reach into the bags
to feel the objects in the bags.

Activities/Procedures (5E) Each of these items should be specific for the lesson.
Consider it a script for what you will say and do during the lesson. *Remember that checking for
understanding happens throughout the lesson.

Engage (must be active)

Gather students to the carpet and introduce to them that we have been talking about three-dimensional
solids, their attributes. Review with the students that you have been discussing cubes, spheres, cylinders, and
cones. To get their brains in the mindset of thinking about solid shapes, play a game where students must
identify real-world examples of different solids. Bring up a PowerPoint with real world examples of each
object. Say: “I am going to show you different shapes, and you are going to tell me if they resemble a cube,
cone, sphere, or cylinder.” After showing a slide that states one solid, all of the shapes after it will either
resemble that shape or not. If students believe that the real-world object is an example of the solid that was
previously identified, they will stand up, if they believe that the picture shown is not an example of the solid,
they will sit down. As students make their selections, ask students why they are making their choices in order
gauge their understanding of specific shapes and their attributes.
Explore
To introduce shape attributes say: “Just like you might have something special about you that makes you
unique within your family, three dimensional solids also have something unique and special to them. Today
we are going to see if we can tell what a solid is just by feeling it!”

Explain
Gather students to a meeting area and review what an attribute is and the attributes of specific shapes. After
reviewing, pass the model bag around, which contains a two-dimensional because at this point they should be
very familiar with the attributes of 2D shapes, and give each student an opportunity to feel inside the bag and
identify the shape without looking. STUDENTS MUST WAIT TO SHARE THEIR PREDICTION UNTIL ALL
STUDENTS HAVE HAD A TURN WITH THE MODEL BAG. After the bag used for the demonstration has been
shared with all the students, have them make a prediction (remind students that a prediction is a guess you
make based on your schema and what you can see/feel) about what type of shape is inside the bag and justify
why they think it is a specific shape. (Example: I think the shape in the bag is a square because I felt four
corners). After all the students have made a prediction, remove the shape from inside the bag and review the
attributes of the shape.

Elaborate
Divide the students by table groups and have them return to their table. Each group will get 4 labeled (A, B, C,
or D) bags, each holding either a manipulative or a real-world example of one of the solids. WITHOUT
SHARING WHAT THEIR PREDICTION OF THE SHAPE IS, have the tables discuss their predictions and why they
have the predictions that they do. Press students to discuss the attributes of the shapes which will lead them
to make their predictions. (i.e. “What do you feel? Do you think it can roll? What 2D shapes do you feel?”)

Evaluate
Provide students with one sticky note and ask them to pick one bag that they feel they are very sure of their
prediction of what solid is in that bag, and have them write their prediction of what the solid is on the sticky
note. Once they have written their prediction for one bag, have them place their sticky note on a chart paper
with drawn labeled bags that correspond to their respective mystery bags.
Once every student has placed a prediction on the chart paper, reveal the shapes and ask specific students
why they made the predictions that they did. Ask “What attributes did you feel on the object that helped you
make your prediction?”

Link: “You can use what you know about each solid to help you identify what they are.”

Reflections and Documentation/Evidence of Lesson Effectiveness

Be sure that this is specific.
What happened during the lesson?
We began the lesson by bringing students to the carpet and did the quick, engaging aspects of the lesson
where the students were able to recall their knowledge about three dimensional shapes by jumping up or
down when the saw an image that did or did not fit with the category that it was supposed to be placed in.
They then sat down where I explained the mystery game, and then they moved back to their tables where the
students felt in the bags to try to determine what 3D solid was in each bag without looking. I then had the
students right the guess they had as to the shape that was in one bag and place it on the anchor chart. We
then did a big reveal of what three dimensional solid was in each bag, which allowed students to confirm their
thinking or better understand why they got it wrong if their guess was incorrect.

What parts of the lesson led to engagement and student learning?

I feel that this whole lesson was engaging, which improved student learning exponentially. By beginning with
students getting to be active by moving around during the PowerPoint portion of the lesson, and then getting
to engage them with the “game” portion of the lesson where they used their sense of touch to determine
shape matched up with the attributes that they were feeling in the mystery bags.

In thinking about your first two responses --- So What does it mean about your planning? So What does it
mean about student learning? So What does it mean about your learning to teach?
This lesson showed me that planning for your lessons are really important, but you have be willing to deviate
if necessary. I recognized this because I originally planned to give an example mystery bag to the whole group,
to help when I was giving the instructions, but because the first student blurted out what was in the bag, it
went away from my plans. I knew that I could either get upset with him and reprimand him, but instead I
chose to use it as a “this is what not to do” moment, in order to keep students from blurting out because it
takes away from their classmates. This ended up working better for the group, but if I hadn’t been flexible and
deviated from my original plans in a productive way.

Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply what
you learned from teaching this lesson to your teaching of future lessons?
This lesson taught me that active engagement is crucial, because when students are having fun, they are going
to be learning. This lesson also taught me that it is important to be able to think on your feet, and plan to have
to deviate from your plan. Even though having to deviate from my plan was stressful in the moment, it ended
up making learning more meaningful for my students, which is the ultimate goal of every lesson.
Problem Solving

TEKS:
K.1C: Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems.
K.3C: Explain the strategies used to solve problems involving adding and subtracting within 10
using spoken words, concrete and pictorial models, and number sentences.

Steps:
 Have students get their math journals and bring them to their tables.
 Have students cut/glue the problem-solving paper into their journals before starting.

 Work through the problem step-by-step with the students on the document camera.
 Ask students questions about the different strategies used in order to work through each
step of the problem and engage their problem-solving thinking.
 Ten frame step: draw the dots in two different colors to represent the addition of more
cupcakes than “Jan” originally had.
  Number line step: circle the number of cupcakes that was started out with and then
“bounce” to the new number to represent the addition.

Assessment: Observational. As students are completing step-by-step, I will observe students as

they work through the problem to ensure that they are understanding the concept and problem
solving strategies.