Mathematics Lesson Plan Template

1. Name: Julie Phillips

2. Lesson Title: Making Models of Different Shapes

3. Grade level: 3rd Grade

4. Previous knowledge:

● Recognize basic shapes like a square, triangle, and circle.

● Students should have basic knowledge of grouping and sorting objects based on physical
features.
● Students should already know how to recognize patterns.

5. Objectives:

Objective 1: Students should be able to name and identify different shapes.

Objective 2: Students should be able to verbally compare and contrast multiple different shapes.

Objective 3: Students should be able to sort shapes into categories based on attributes of the
shape.

6. Standards:

NY-3.G.1 Recognize and classify polygons based on the number of sides and vertices (triangles,
quadrilaterals, pentagons, and hexagons). Identify shapes that do not belong to one of
the given subcategories. Note: Include both regular and irregular polygons, however,
students need not use formal terms “regular” and “irregular,” e.g., students should be
able to classify an irregular pentagon as “a pentagon,” but do not need to classify it as
an “irregular pentagon.”

NY-3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole. e.g., Partition a shape into 4 parts with equal area, and describe
the area of each part as 1\4 of the area of the shape.

7. Materials:

● 3-D shape blocks

● Toothpicks
● Modeling clay
● Worksheet attached below
8. Activities: Use the table below to describe your lesson’s activities. Provide a clear and short
description of each activity in the “Activity Description” column. Make sure students
have an active role in each of your activities and describe that in the “Students’ Role”
column. In “Teacher’s Role”, provide examples of questions that teachers will ask
during each activity.

N Duration Activity Students’ Role Teacher’s Role Comments

Description
1 10-15 During the The students' role in While students are Have students
Minutes introduction of this part of the checking pair up in
this lesson, this classroom is to everything out, the groups of 2 or
time will be participate when they teacher will be up 3 students.
dedicated to are called on to front showing Help students
passing out answer questions, different shapes out in front of
materials, and and to participate and asking students the class by
allowing students with their classmates to participate and explaining
to play with the when they are asked announces “these shapes
modeling clay to describe differences and are similar
that is handed to characteristics of similarities because_____
them and to check shapes that are given between shapes _…” and
things out. to them. that are showing. “these shapes
Students will be The teacher will be are different
paired into groups showing students because_____
and asked to use the differences _…”. Provide
their senses between 2-d and students with a
besides sight to 3-d shapes. The word bank of
describe shapes to teacher will pair up white board to
their partner. classmates and allow help for
After students are have them use all their
allowed to do this of their senses description of
for a few minutes, except their eyes to the shapes.
then it should be explain to their
explained that we partner what they
will be going are feeling on the
more into depth shape.
about shapes
today and we will
be building our
own shapes.
2 5-10 This part of the The students role in The teachers role in Encourage
Minutes activity will be this part of the this part of the students to
the teacher more activity is to listen activity is to model help you label
of explicit carefully, and 3d blocks in front the shape's
instruction of participate when they of the classroom attributes
what the final are able to by raising and encourage orally. Have
outcome of this their hands. Students students to students copy
assignment will will be allowed to participate in the 3-D shape
be. ask questions helping complete drawing and
whenever needed by sentences of what corresponding
raising their hands, different things are labels in their
because this is the called on the math journal.
most important part shapes being
of the lesson for themshown. This would
to understand and be include how many
able to complete the faces and vertices
assignment. are on the shapes
being shown to the
class. The teacher
will be
demonstrating their
thinking aloud
while making a
model shape, and
demonstrate how to
use the art
materials provided
to the students.
3 15-20 This section of the The students role in The teacher should Allow students
Minutes activity will be this is to collaborate circulate around to work in
of Guided the passing out of with their teacher and the room asking partnerships
Practice the rest of peers about different guiding questions during guided
materials needed, shapes they are to encourage practice.
and sample making, and to student thinking Provide
blocks and shapes complete practice and discovery, such students with
for visual shapes using their as, "What kind of sentence stems
examples. materials they were shape is this? How and frames to
Students should given. do you know? How support their
be making as many faces does it discussion of
many shapes as have?" 3-D shapes.
they can recall.
4 5-10 This section of the Students should Teachers should be Ask students to
Minutes activity will be create 3d models of allowing students describe their
of for students to shapes, and record to work shape aloud to
Independe show their each of their models independently, but an elbow
nt work. learned on a piece of loose when help is partner after
knowledge and leaf paper to keep needed, be recording it on
create models of track of everything available to help their paper.
multiple different they have made. and clarify Provide
shapes. anything to help students with a
the activity go by word bank
smoothly. with important
words and
phrases related
to 3-D shapes
to support
5 5 Minutes Review and Students' role will be Teachers' role will Have the
closing of this to listen to their be to intervene students
assignment will classmates who are when needed, and identify the
be the invitation in front of the class, to invite students to shape by name
of students who or be in the front of present their and describe
would like to the classroom and models. Teachers the associated
come up to the present their shapes. should answer attributes.
front of the questions when Review 3-D
classroom and needed. shapes and
model their answer
shapes they made. students'
questions as
needed.

9. Assessment: Describe the formative and summative forms of assessment that will be used
throughout your lesson and how they connect to the lesson objectives.

A formative assessment of this assignment will be more informal of going around the classroom.
During this part While circulating around the room, informally assessing student
understanding through questioning them about their shape models. Teachers should
collect work samples and recording papers to check that students were able to
accurately depict each shape and attributes. At the end of the lesson, students will be
asked to turn in their loose leaf papers with their understanding and descriptions of
their shapes they have made and they should be summatively assessed on this section
of the assignment. This will allow for the teacher to see if students were able to name
and identify different shapes, verbally compare and contrast multiple different shapes,
and sort shapes into categories based on attributes of the shape. Grades will be
determined on accuracy, and completion!

10. References: List of the references you consulted for your lesson.

Uhe, S. (2016, November 14). Top 5 Things to Know About Teaching Geometry in 3rd Grade!
Retrieved April 9, 2021, from
http://smathsmarts.com/top-5-things-to-know-about-teaching-geometry-in-3rd-grade/
#:~:text=Identifying, Naming and Describing Shapes,non-polygon, and quadrilaterals.

University, C. M. (n.d.). Formative vs Summative Assessment - Eberly Center - Carnegie Mellon

University. Retrieved April 9, 2021, from
https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

University, C. M. (n.d.). Align Assessments, Objectives, Instructional Strategies - Eberly Center -

Carnegie Mellon University. Retrieved April 9, 2021, from
https://www.cmu.edu/teaching/assessment/basics/alignment.html

11. Any additional information: Add any worksheets or other materials that will be used in your
lesson at the end of this document.
(Worksheet to hand-out)

Name___________________________

Date____________________________

What shapes did you make? Make sure to list at least 3 shapes you made, and draw them in
boxes provided below. If you made more than this, please draw additional shapes on the back
of paper for extra points!

(Please draw them below and write as many characteristics you can think of…)

For example “The shape that I made is called a/an __________. It has __ sides, __ faces, __
vertices. It looks similar to other shapes like ___________________ and it looks a lot different
from shapes like ___________________.”

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2. ________________________________________________________________________
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