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Subject area: Math

Target Students: Kindergarten

Content standards: Kindergarten Math- Geometry

https://www.sde.idaho.gov/topics/admin-rules/files/negotiated-rulemaking/Idaho-K-12-State-Standards-for-Mathematics.pdf

K.G.A. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

2. Correctly name shapes regardless of their orientations or overall size.

3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

K.G.B. Analyze, compare, create, and compose shapes.

4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using

Language to describe similarities, differences, parts, and other attributes.

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Evaluate: Students will do an exit ticket on a personal white board. 

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Evaluate: Students will do an exit ticket on a personal white board. 

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Instructional Activity: Students will draw example shapes, and write/label the different attributes. Teacher will show pictures of a few 2D and 3D shapes and on their whiteboard, student will write 2D or 3D.

Learning Objective:

TSWBAT: identify at least 7 of the 8 shapes provided are 2D and which are 3D.

TSWBAT: Justify their reasoning for determining which shape goes in which group at least 80% of the time.

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Engage: What are the different attributes of 2D and 3D shapes? 
What are the different ways that you could sort shapes based off of the attributes?

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Engage: What are the different attributes of 2D and 3D shapes? 
What are the different ways that you could sort shapes based off of the attributes?

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Instructional Activity: Have a 3D model of a few shapes (cube, cone, sphere) and a few 3D shape pictures (circle, rectangle, triangle)

·        Ask: What about these are similar? What is different? What is one way I could group them together? What is a different way? (maybe by color, real life, 2D or 3D, etc)

Learning Objectives: TSWBAT: sort (and compare) at least 7 of the 8 shapes into two different groups.

TSWBAT: identify at least 7 of the 8 shapes provided are 2D and which are 3D.

TSWBAT: Justify their reasoning for determining which shape goes in which group at least 80% of the time.

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Instructional Activity: Students will be cutting and sorting shapes into 2 different groups. They get to decide how they want to sort them. There are 8 shapes total. They will have to think about why they are sorting them the way that they are.

Learning Objective: TSWBAT: sort (and compare) at least 7 of the 8 shapes into two different groups.

TSWBAT: identify at least 7 of the 8 shapes provided are 2D and which are 3D.

TSWBAT: Justify their reasoning for determining which shape goes in which group at least 80% of the time.

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Explain: Students verbally explain reasoning to teacher of how and why they sorted the shapes the way that they did. 

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Explain: Students verbally explain reasoning to teacher of how and why they sorted the shapes the way that they did. 

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Instructional Activity: Students will finish their sort and explain to the teacher why they sorted the way that they did, based on the different attributes of the shapes.

Learning Objective: TSWBAT Justify their reasoning for determining which shape goes in which group at least 80% of the time.

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Elaborate/Extend: Students will compare their way of sorting shapes with their classmates. 

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Elaborate/Extend: Students will compare their way of sorting shapes with their classmates. 

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Instructional Activity: Students will compare their sorts with a partner's sort. They will discuss why they sorted the way that they did.

Learning Objective: TSWBAT Justify their reasoning for determining which shape goes in which group at least 80% of the time.