SOL Objective 3.14 The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models
Students’
Background
Knowledge
(Preassessment)
Lesson
Objective
Key Terms/
Vocabulary
 Students know the 2D shapes.
 Students know the 3D shapes.
 Students know the 2D shapes vocabulary.
 Students know the 3D shapes vocabulary.
 Students know the difference between 2D and 3D shapes.
 Students know how to use a Venn Diagram.
By the end of today’s lesson, the students will be able to compare and contrast 2D and 3D shapes. This will be a review of the students knowledge that has previously been learned throughout the week.
 cylinder: looks like a can; two circle faces joined by a curved surface
 circle: round 2D shape
 square: 2D shape with 4 line segments
 rectangle: 2D shape with 4 line segments
 cube: 3D shape of the square
 rectangular prism: 3D shape of a rectangle
 square pyramid: 4 triangular faces joined by a square face
 sphere: 3D circle
 cone: circle face joined by a curved surface
 edge: the side of a 3D object
 triangle: 2D object with 3 line segments
 point: where 2 line segments joined
 rays: a line with a point at one end and an arrow that goes on forever
 congruent: two or more shapes that are the same shape and the same size
 non-congruent: two or more shapes that are not the same size or the same shape
 line: a line that goes on forever in opposite directions
 line segments: a line that has two points at each end
 face: a polygon that serves as one side of a solid figure
 edge: the line segment where two faces of a solid figure intersect

Resources and
Technology
 angle: formed by two rays with a common endpoint
 vertex: the point where 2 lines, line segments, or rays meet to form an angle
 3D coloring worksheet
 3D shapes
 2D shapes
 Vocabulary words for 2D and 3D
 Names of shapes
 Whiteboard
 PowerPoint
 A, B, C, D Signs
 Answer key sheets
 Crayons/Colored Pencils
Differentiation Content:
 All of the same content will be taught and reviewed
Process:
 Students will be able to decide how they will figure out their answer
Assessment and reasoning for what they decide and choose
Product:
 The students should all have the same product
 Students will be asked questions throughout the lesson
 Formative assessment will be used
 Questions will be asked
 I will walk around the room to assess how students are understanding
Anticipatory
Set
(3-5 minutes; brief)
Hook:
 Guess what!
 We are not going to make a foldable again today!
 We are going to go over the foldable and then do a class Venn
Diagram
Review:
 We will review what we have previously learned
 All of the terms in the vocabulary terms section
Statement of Learning:
 By the end of today’s lesson, the students will be able to compare and contrast 2D and 3D shapes. This will be a review of the student’s knowledge that has previously been learned throughout the week.

Teacher Input and Modeling
Check for
Understanding
Guided
Practice
Check for
Understanding
Independent
Practice
Closure
 The students and I will fill out the rest of the 3D flipbook
 I will hold up objects to show the students what a 3D shape looks like
 They shapes will be passed around for the students to look at and examine.
 I will ask questions to make sure the students understand
 This will help check their understanding
 What is a __________ shape?
 What vocabulary words do you use to describe/identify 3D shapes?
 What are real-life examples?
 How do you know it’s a _________?
 The students will do a group sort
 We will do a big sort on the white board
 I will make a big Venn Diagram
 This will help prepare them for homework they will do
 The Venn Diagram will feature shape names, objects, vocabulary words
 The students will all have something and they will sort it on the board.
 If time permits-
 The students will answer questions that are posted on the
PowerPoint
 Questions can be answered on an answer sheet or some can be answered moving about the room
 This will keep them engaged
 Questions are prepared and will review 2D and 3D shapes
 The students will be able to move around the room by having each letter choice A, B, C, or D at 4 different parts of the room.
 I will ask why they chose the answer they did and have some draw or model it for the class
 How did you decide where to put it on the Venn Diagram?
 Why do you think that?
 Explain to your partner what part of the diagram you are thinking of putting it on?
 When the students finish their work, they will work on identifying
3D worksheet
 They will color specific shapes certain colors
 This will help them identify that 3D shapes can be related to real life objects
 These will be done independently and collected
 The students will write on a notecard a question they would make for the test

Reflection  I know the students knew the concept because they were able to determine the difference between 3D shapes and 2D shapes. The students were able to explain why they chose the category they did for the word/shape/object. The students were all engaged and were able to use tangible objects to help their reasoning for why they chose their category. The students enjoyed being involved in their learning. The students liked moving around the room to answer the review game questions. Some of the students followed other students who answered a certain way. I would like to have the students write their answers down first so that way they have to go to the answer they chose. This would help me know if they did not understand a particular concept. Overall, the lesson went very well, and I was pleased with the outcome. The students were engages and really enjoyed this lesson!