Campus: Lacy
Author(s): Amy McNairy, Trina Perkins,
Michelle McCord
Date Created / Revised: July 28, 2015
Six Weeks Period: 5th
Grade Level & Course: Kindergarten Math
Timeline: 15 days
Unit Title: Unit 12: Geometry – ThreeDimensional Solids
Stated Objectives:
TEK # and SE
K.1
K.1A
K.1C
K.1E
Lesson # 1
Mathematical process standards. The student uses mathematical processes to
acquire and demonstrate mathematical understanding. The student is expected
to:
Apply mathematics to problems arising in everyday life, society, and the
workplace.
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.
Create and use representations to organize, record, and communicate
mathematical ideas.
K.1F
Analyze mathematical relationships to connect and communicate mathematical
ideas.
K.1G
Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
K.6
Geometry and measurement. The student applies mathematical process
standards to analyze attributes of two-dimensional shapes and threedimensional solids to develop generalizations about their properties. The student
is expected to:
K.6A
Identify two-dimensional shapes, including circles, triangles, rectangles, and
squares as special rectangles.
K.6B
Identify three-dimensional solids, including cylinders, cones, spheres, and
cubes, in the real world.
K.6C
Identify two-dimensional components of three-dimensional objects.
K.6D
Identify attributes of two-dimensional shapes using informal and formal
geometric language interchangeably.
K.6E
Classify and sort a variety of regular and irregular two- and three-dimensional
figures regardless of orientation or size.
K.8
Data analysis. The student applies mathematical process standards to collect
and organize data to make it useful for interpreting information. The student is
expected to:
K.8A
Collect, sort, and organize data into two or three categories.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Geometric and spatial reasoning are necessary to describe and analyze art, objects,
structures, and the environment.

How does visualization of various figures help in understanding the world around us?
Geometric figures are distinguished by attributes.
Misconceptions

Why is it important to distinguish the attributes of various geometric figures?

Some students may think a three-dimensional figure can be named using the name
of one of its two-dimensional faces rather than realizing each three-dimensional
figure has its own name (e.g., a student may refer to a cube as a square, etc.).
Some students may think orientation, size, texture, and/or color are defining attributes
of geometric figures rather than realizing that these features do not identify or define
a shape.

Key Vocabulary




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




Attributes of two-dimensional figures – characteristics that define a geometric
figure (e.g., outer edges [sides], corners [vertices], etc.)
Classify – applying an attribute to categorize a sorted group
Irregular figure – a figure with outer edges (sides) and/or corners that appear to be
different or unequal
Properties of two-dimensional figures – relationship of attributes within a
geometric figure (e.g., a square has 4 outer edges [sides] that appear to be the same
length and 4 square corners, etc.) and between a group of geometric figures (e.g., a
square and a rectangle both have 4 outer edges [sides] and 4 square corners;
however, a square has 4 outer edges [sides] that appear to be the same length but a
rectangle has only opposite outer edges [sides] that appear to be the same length;
etc.)
Regular figure – a figure with outer edges (sides) and corners that appear to be the
same or equal
Side – a straight outer boundary between two vertices (line segment) of a twodimensional figure
Sort – grouping objects or figures by a shared characteristic or attribute
Three-dimensional figure – a solid figure
Two-dimensional figure – a flat figure
Vertex (vertices) in a two-dimensional figure – a corner where two outer edges
(sides) of a two-dimensional figure meet
Suggested Day
5E Model
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources,
Notes
Day 1- Engage,
Explore and
Explain
Calendar.
18.1 Identify Cylinders
Have students tell you what they know about two-dimensional
shapes. Ask students, “What are some of the shapes we have
learned about?” “What circles do you see around the
classroom?” “What things in the classroom are round?”
Use the digital lesson for 18.1.
Distribute objects to model the trash can shape and ask
children to identify the attributes of the shape. Lead students




Calendar
Workbook pages 615616.
eTeacher resourcethree dimensional
shapes.
Digital Lesson 18.1.
toward understanding attributes of cylinders. Ask the students,
“What does Scout wonder?” “What words does Scout use to
describe the shape of the object” “What two-dimensional shape
does the object remind you of?”
Display the three-dimensional shapes, cylinder, cube, cone
and sphere. Tell the students, “The circle, triangle, rectangle,
and square you have learned about are two-dimensional
shapes. They are flat.” Ask the students, “How are these
shapes different?”
Read aloud this problem as children listen. “Michael has four
shapes. One is a cylinder. How can Michael describe the
cylinder?
Have the students use a cylinder, a cube, a cone, and a sphere
to complete workbook page 615. Hold up a cylinder and ask
children to hold up a shape that is like it. Introduce the name of
the shape, “cylinder”. Read the labels on the sorting mat to
students. Ask the students “Which three-dimensional solid is
the cylinder?” Have students place the shape on the sorting
mat under the word cylinder. Have the students sort the rest of
the shapes on the sorting mat. Explain to students what a flat
surface is. Show one flat surface of the cylinder. Tell students,
“This is a flat surface on the cylinder.” “What shape is this flat
surface?” “What can you tell about the surfaces of a cylinder?”
Have students match a picture of each shape (see eTeacher
resources) to the shapes on the sorting mat and glue them on
the page to show how they are sorted.
Reread the problem about Michael, from the beginning of the
lesson. Ask students, “How can Michael describe his cylinder”.
Have students look at workbook page, 616. For exercise 1, ask
students to name the yellow shape at the top of the page. Elicit
that the shape is a cylinder. Read the word cylinder with the
students. Read the words next to the cylinder. Instruct students
to circle the words that describe a cylinder. For exercise 2,
show students a real-world cylinder, such as a can, and a
geometric solid cylinder. Point out that the flat surfaces on the
top and bottom of the shape. Ask the students, “How can you
describe the flat surfaces of the cylinder?” “What word can you
use to describe the surface of a cylinder that is not flat?”
Demonstrate how to count the flat surfaces of a cylinder. Ask
the students, “How many flat surfaces does a cylinder have?”
Instruct student to write the number 2 on the worksheet.
Day 2 – Elaborate
and Evaluate
Calendar.
18.1 Identify Cylinders Cont’d.
Review cylinders, and re-state that cylinders have two flat
surfaces. Give students workbook page 617, and instruct
students to look at exercise 3. Ask the students, “What do you
see?” Have the students take turns naming the objects on the
shelf. A tuna can, a basketball, a block, a can of tennis balls, a
packing box, a candle, an orange, a mailing tube, a horn. Ask
the students, “Which objects are shaped like a cylinder?” “How
do you know they are cylinders?” Have students mark an X on
each object shaped like a cylinder. Encourage children to
name other objects they know that are shaped like a cylinder.
Have students look at workbook page 618. Read students the
riddle for exercise 4. “I have two flat surfaces that are circles.
Which shape am I?” Ask students, “Which shape is the answer
to the riddle?” Have students mark an X on that shape. Read
exercise 5 aloud to children. “How can you sort, classify, and


Calendar
Workbook pages 617618.
identify cylinders?” Direct students to fill in the bubble for the
correct answer.
Day 3 –Engage,
Explore
Day 4 –Explain,
Elaborate, and
Evaluate
Calendar.
18.2 Identify Cones
Lead students to recall what they have learned about cylinders.
Draw a circle, a triangle, a rectangle, and a square on the
board. Ask students to point out straight and curved lines. Ask
the students, “What are some words we can use to describe
the parts of shapes?” Choose or draw an item with a flat
surface and one with a curved surface and ask children to tell
which type of surface each has.
Use the digital lesson 18.2.
Give the children manipulatives to demonstrate the shape of
the traffic cones and ask them about the attributes of this
shape. Help children to understand the properties of cones.
Ask the students, “What does Scout know about the name of
the object?” Where has Scout seen the object before?” “What
would Scout like to learn?”
Read the problem aloud as children listen. “Dennis has four
shapes to sort. He wants to sort them into two sets: cone and
not a cone. What will the sets look like?”
Put out a cone, cube, cylinder, and sphere. Hold up the cone.
Tell students, “This three-dimensional shape is called a cone.”
Show students the sorting mat on page, 621. Read the labels
on the sorting mat. Tell students to place the three-dimensional
shapes on the page. Ask the students, “Which shape is the
cone?” “How can you describe a cone?” Instruct students to
sort the shapes on the sorting mat. Ask the students, “What
can you tell about the surfaces of a cone?” Tell students to
“Notice that the cone has a point, and a cylinder does not.”
Have children match a picture of each shape to the shapes on
the sorting mat, using eTeacher resource). Have the students
glue the shape pictures on the sorting mat.
Reread the problem about Dennis, from the beginning of the
lesson. Discuss what Dennis’ two sets will look like.


Calendar.
18.2 Identify Cones Cont’d.
Give each student workbook page 622. Find exercise 1, and
instruct students to look at the red shape. Ask, “What is it?”
“Which words can you use to describe the surfaces of a cone?”
Read the words next to the cone. Instruct children to circle the
words that describe a cone. Have students look at exercise 2.
Show children a real world cone, such as a party hat, and a
geometric solid cone. Point out the flat surface on the bottom.
Ask the students, “How can you describe the shape of the flat
surface on a cone?” “What word can you use to describe the
surface of a cone that is not a flat surface?” “How many flat
surfaces does a cone have?” Instruct students to write the
number one, on workbook page 622.
Give students workbook page 623, and call on volunteers to
name the objects going across each shelf of the bookshelf in
order. Ask the students, “Which objects are shaped like a
cone?” “How do you know” Instruct students to mark each
cone-shaped object with an X.
Focus the student’s attention to exercise 4, on workbook page
624. Read the riddle aloud to children. “I have a curved surface
and one flat surface. Which shape am I?” Children should
make an X on the cone.




Calendar
18.2 Digital
Lesson
eTeacher
resource-three
dimensional
shapes.
Workbook page
621.
Calendar
Workbook pages
622, 623, and
624.
Read exercise 5 aloud to the children. “How do you sort,
classify, and identify cones?” Direct children to fill in the bubble
for the correct answer.
Day 5 – Engage,
and Explore,
Explain
Calendar.
18.3 Identify Spheres
Have students discuss with you what they know about cones.
Draw a cone for students to see. Ask students, “Does a cone
have a curved surface?” Draw a circle, a triangle, a rectangle
and a square. Ask students, “Which shapes have parts that are
flat?” “Which shapes have parts that are curved?”
Use Digital Lesson 18.3
Have students use objects to model different shapes that a ball
can be and ask them which shapes might be best. Guide
students toward recognizing and identifying a sphere. Ask
students, “What do Scout and Rafferty find?” “What does Scout
want to know?” “Do the balls have curved surfaces or flat
surfaces?”
Read aloud this problem as students listen. “Ray has four
shapes. One is a sphere. How can Ray describe the sphere?”
Have students use a cube, a cylinder, a cone, and a sphere to
complete workbook page 627. Hold up a sphere and ask
children to hold up a shape that is like it. Introduce the name of
the shape—sphere.
Ask students, “How can you describe a sphere?” “What can
you tell about the surface of a sphere?” Read the labels on the
sorting mat (page 627) to the students. Have students place
the three dimensional shapes on the page and sort the shapes.
Then have students match a picture of each shape to the
shapes on the sorting mat. Have them glue the shape pictures
on the page.
Then say to students, “I am thinking of a shape that does not
have any flat surfaces. What shape am I thinking of?”
Reread the problem about Ray from the beginning of the
lesson. Ask students, “How can Ray describe his sphere?”
“Name some things that are shaped like a sphere.” “How are
they alike?”
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
Three
dimensional
shapes
eTeacher
resource three
dimensional
shapes
Digital lesson 18.3
Workbook page
627 & 628
Have students use workbook pg. 628.
For exercise 1, ask students to name the red shape at the top
of the page. Read the label, “sphere”, with children. Explain
that the surface of an object is all of the outside, or the outer
parts. Rub your hands around the surface of the sphere to
demonstrate the word. Talk about the spheres curved surface.
Ask students, “How many curved surfaces does a sphere
have?” (none) “What word could you use to describe the
surface of a sphere?” (curved) Read the descriptions next to
sphere. Instruct students to circle the correct description.
Instruct students to look at exercise 2. Ask, “How many
spheres do you see?” “Why are the other shapes not called
spheres?” Have students color the spheres.
Day 6 –Elaborate
and Evaluate
Calendar.
18.3 Identify Spheres (cont’d.)
Use workbook page 629.
Look at exercise 3 together. Ask, “Which objects in the
bookshelf are shaped like a sphere?” Have students mark an X
on each object shaped like a sphere. Encourage students to
find objects around them shaped like a sphere. Ask students to
look at the middle shelf on the page. Have students take turns

Workbook pages
629 & 630
naming each object and identify the matching three
dimensional shape.
Use workbook page 630.
Read the riddle for exercise 4, “I have a curved surface. Which
shape am I?” Instruct students to look at workbook pg. 630.
“Look at the two shapes. How will you solve this riddle?”
“Which shape has a curved surface?” Have students mark it
with an X. Complete exercise 5, by asking students which
shape is not a sphere? Instruct students to bubble in the
correct response.
Day 7 –Engage,
Explore
Calendar.
Use Digital Lesson Opener 18.4
Show objects to students that share the shape of the hay bale
and the bucket and ask about the properties of each. Help
students understand how to identify objects shaped like a
cube. Ask, “What does Scout think the hay bale looks like?”
“Which object that Scout sees has a curved surface?” “Which
object has straight sides?” “What would Scout like to find out?”
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Use Workbook pg. 633
Identify Cubes 18.4
Read aloud this problem as students listen, “Maya has four
shapes. One is a cube. How can Maya describe the cube?”
Have students use a cube, cylinder, cone, and sphere to
complete the workbook page. Hold up a cube and ask children
to hold up a shape that is like it. Introduce the name of the
shape—cube. Point out the edges and vertices on the cube.
Ask, “How can you describe a cube?” “What can you tell about
the surface of the cube?” Read the labels on the sorting mat
(pg. 633). Have students place the solid shapes on the page.
Point to a cube. What is this shapes name? Have students
match a picture of each shape to the solids on each page.
Have them glue the pictures on the page in the correct column.
Say, “I have a shape that has a curved surface. Could it be a
cube? Explain.” Reread the problem about Maya. Ask, “How
can Maya describe her cube?”
Day 8 – Explain,
Elaborate,
Calendar.
Use Workbook pg. 634 & 635.
Instruct students to look at Exercise 1. Ask the students to
name the blue shape. Elicit that the shape is a cube. Read the
word cube with the students. Read the words next to cube with
children. Instruct students to circle the words that can be used
when they describe a cube. Say, “Name the shape of each flat
surface on the cube.” “How many flat surfaces does a cube
have?”
Show students a real world cube, such as an alphabet block,
and a geometric solid cube. Help students count the flat
surfaces by counting the top and bottom and then going
around the middle. Tell students that they need to keep track of
which flat surface they start counting with so that they do not
count any flat surface twice.
Instruct students to look at Exercise 2. Sort the shapes that
look like cubes and the shapes that do not look like cubes.
Discuss with students how some three-dimensional figures, like
cubes, are regular and some three-dimensional figures are
irregular figures.
Instruct students to look at Exercise 3. Have students take
turns naming the objects shown on the shelves, starting with



18.4 Digital
Lesson
A cube shaped
object, and
cylinder shaped
object.
Workbook pg. 633
A cube, cylinder,
cone and sphere.
Workbook pg.
634, and 635.
Real-World Cube
Geometric Solid
Cube
the top shelf. Ask, “Which objects are shaped like a cube?”
“How do you know they are cubes?” Have students mark an X
on each object shaped like a cube.
Day 9 –Engage,
Explore,
Calendar.
Ask children to tell you what they know about squares and
cubes.
Show students a number cube. Ask, “What is the name of this
shape? (cube) “What are some other things that come in the
shape of a cube?” “What shape is a globe” (sphere)
Have students draw a picture of the hay bale in the barn.
Ask, “Is the face of the hay bale round?” (no) “How many lines
does the face of the hay bale have?” (4) “How many corners
does the face of the hay bale have?” (4)
Use Workbook pg. 639.
Read this problem aloud as students listen.
“Kelly has a cone, a cube, and a cylinder. Each threedimensional shape has a flat surface shaped like a circle or a
square. Which of Kelly’s shapes has a face that is a circle?
Which of Kelly’s shapes has a flat surface that is shaped like a
square?”
Have students point to and name each three-dimensional
shape on the page.
Say, “Use your three dimensional solids. Look at the cone. Can
a cone roll? How do you know?” “Can you roll a cone when its
point is up? Why not?”
Have students point to the flat surface on the cone on the
page. Point out the dashed line around the flat surface. Say,
“Trace the dashed line of the cone. What shape is the flat
surface of a cone? Draw a line from the cone and connect it to
the circle on the other side of the page.”
Discuss with children the shape of the flat surfaces of the cube
and the cylinder. If necessary, help children locate the dashed
lines on the cube and cylinder. Have them trace the dashed
lines on the shapes and draw a line matching the threedimensional shape to the two-dimensional shape.
Say, “Which of Kelly’s shapes have a flat surface that is a
circle? Which of Kelly’s shapes has a flat surface that is a
square?”
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
Workbook pg. 639
Three-dimensional
shapes.
Day 10 – Explain,
Elaborate
Calendar.
Use Workbook pg. 640.
Guide students to Exercise 1. Have them analyze the given
information.
Say, “What shapes do you see?” “Which one of these shapes
has a flat surface that is shaped like a circle?” “Trace along the
edge of the flat surface with your finger.” “Color the cylinder.”
Explain that on a cylinder there are two flat surfaces, one at the
top and one on the bottom. Repeat for Exercise 2.
Say, “Look at exercise 3. What shapes do you see?” “Which
one of these shapes has a flat surface that is shaped like a
square?” “How do you know your answer is correct?” “Color
the cube.”
Use Workbook pg. 641.
Say, “What object is first in Exercise 4?” “What threedimensional shape is the block shaped like?” “What shape is a
flat surface on a cube?” “Mark an X in the box under the
square.”
Continue in this same way for Exercises 5-8.

Workbook pg. 640641.
Day 11 –
Day 12 –
Explain/Extend/
Elaborate
Calendar.
Place 3 or 4 examples of each of these shapes in the sack or
gift bag (Cube, Cylinder, Cone, Rectangular Prism, and
Sphere).
1. Gather children to your discussion circle. Place the pieces of
yellow and blue paper in the circle where you can reach them
and all the students can see them. Let the children know that
these are your sorting mats. Then hold up the grocery or gift
sack and explain that you are going to pull out some things for
them to see, one at a time. Each time you pull out a new
object, you’re going to place it on either the yellow or the blue
mat. Their job is to figure out how you’re sorting the objects by
watching very closely. Let them know that you’re going to work
in silence, and they’ll need to be very quiet as well.
2. Pull 4 or 5 objects out of the sack one at a time, placing
those with flat faces on one mat and those with curved
surfaces on the other.
3. Pull the next object out of the sack, hold it up, and shrug
your shoulders. Then motion for children to point to the mat
where they think it belongs. After a few moments, place it on
the correct mat. Repeat this with another object.
4. Pull another object out, have students to point to the mat
they believe is correct, and ask a few to explain their reasoning
this time. After the object has been placed correctly, continue
to sort silently, as students point to one of the mats each time.
If many still seem puzzled by the time you’re down to the last
few objects, ask for more explanations. You might also give
them a few hints in the form of questions: “Am I sorting these
objects by their color?” or “Am I sorting these objects by the
size—small and large?” or “Am I sorting objects by their
shape?”
5. Continue sorting the objects, until all objects are sorted.
6. When all the objects have been sorted onto the two mats,
ask children to pair-share their observations, and then call on
volunteers to share their thinking with the class. Toward the
end of the discussion, confirm that you were sorting the objects
by flat and curved surfaces, and then identify each of the
shapes by name.
Students should have brought to school, something from home
that is the shape of a sphere, cone, cylinder, or cube. Prior to
instruction, distribute the object(s) students have brought from
home to each owner. Allow students that did not bring an
object from home to find an object in the classroom to share.
Label 4 sheets of chart paper: “Real World Triangles,” 1 sheet
of chart paper “Real World Squares", 1 sheet of chart paper
"Real World Rectangles", and 1 sheet of chart paper “Real
World Circles.” Display models of a sphere, cone, cylinder,
rectangular prism, and cube. As each figure is introduced,
place it on a separate sheet of bulletin board paper. Invite
students, one at a time, to share their object(s). Instruct
students to match their object to the appropriate threedimensional model by placing their object on the corresponding
bulletin board paper. Allow all students to share their object(s)
and place them match them to a three-dimensional model.
Collect students’ objects and retain for use on another day.
Have students make and color: “My 3D Shapes Book”

grocery sack or gift
bag containing 15–20
different 3-D objects

2 pieces of
construction paper,
one yellow and one
blue


Models of a
Sphere, Cone,
Cylinder and
Rectangular Prism
4 pieces of Chart
Paper (pre-labeled:
“Real World
Triangles, Real
World Rectangles,
Real World Circles,
and Real World
Squares”.)
Day 13 Explain/Extend/
Elaborate
Place students in groups of 4. Distribute clay or play dough and
a plate to each student. Gather clay or play dough, a plate, and
plastic knife for the teacher. Place a ball in the center of each
group of students. Instruct students to make a ball using their
play dough as you model the same. Facilitate a discussion
regarding the attributes of a ball. Invite students to predict what
shape would appear if the ball were cut in half. Carefully cut
the play dough ball in half to show the inside. Allow students to
speculate as to why the circle appears when the ball in cut in
half. Remove each ball from the center of each group of
students and replace it with a party hat. Instruct students to
make the changes to their play dough as you model and
discuss in detail the physical changes that are occurring.
Remove each party hat from the center of each group of
students and replace it with a can. Instruct students to make
the changes to their play dough as you model and discuss in
detail the physical changes that are occurring. Remove each
can from the center of each group of students and replace it
with the tissue box. Instruct students to make the changes to
their play dough as you model and discuss in detail the
physical changes that are occurring. Remove each tissue box
from the center of each group of students and replace it with
the die. Instruct students to make the changes to their play
dough as you model and discuss in detail the physical changes
that are occurring. Facilitate a discussion to review each of the
figures created. Invite students to describe the figures using
their own words. Allow students to share other real world
objects that have the same attributes as the figures created
with play dough. Record student suggestions on the previously
created Real World Objects Charts.
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





Clay/Play dough
Paper plate
Plastic knife
Ball
Party Hat
Can
Tissue Box
Day 14 Explain/Extend/
Elaborate
Prior to instruction, combine the previously created Shape
Collection with the three-dimensional models of the following
solids: rectangular prism, cube, cone, and cylinder. Place a
mixed collection in a box for each group of 4 students. It is
important that each tables’ collection has several examples of
the various shapes and solids. Place students into groups of 4
and distribute one box of objects to each group. Explain to
students that you have selected a secret shape in your mind.
Explain that you are going to give clues to help students
determine your secret shape. Students will sort through their
collection to identify the attributes of a shape as clues are
given. Present the first set of clues to students. Allow time
between each clue for students to discuss the clue and search
for the attribute in their collection. My secret shape can roll. If
my secret shape was cut in half, you would see a circle. My
secret shape has no corners. Ask: What is my secret shape?
(sphere) Allow students to guess the answer before
announcing the correct choice. Invite students to share the
objects they selected that match the clues given. Instruct
students to explain and justify their choices. Repeat with
another shape. Do a shape worksheet.

Models of a
Sphere, Cone,
Cylinder and
Rectangular Prism
Shape Collection –
students brought
from home
4 large boxes (1
per table)
Shape worksheet
Two and Three Dimensional Shape Walk:

Teacher will take the students on a “Shape Walk” through the
school and on the playground. Prior to the walk, the teacher
will review using models the four geometric shape: cone,
sphere, cylinder and cube. Teacher should show the students


Day 15 –
Explain/Extend/
Explore



Models of a
Sphere, Cone,
Cylinder and
Rectangular Prism
Manila paper
Crayons
one shape and ask them to recall what it is and tell whether it
stacks, slides or rolls. After reviewing the shapes, explain to
the students that you will be taking a walk through the school
and on the playground looking for these geometric shapes.
Tell the students that if they find one they will need to point it
out to you and then tell you which geometrical shape it is. Let
students know that they will need to pay close attention to their
classmates and what they find because when they return to
class they will be drawing a picture of something they saw that
was a : cone, sphere, cylinder and cube. Go on the SHAPE
WALK. After returning from the walk, pass out a piece of
manila paper and show students how to divide it into fourths
using a black crayon. Once they have divided their paper tell
them they will need to use their crayons to draw a picture of
something they saw on their walk that was cone shaped,
sphere shaped, cylinder shaped and cube shaped.
Day 16 –
Day 17 -
Day 18 -

Day 19 -

Accommodations
for Special
Populations
D
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.