2D SHAPES
AND
3D OBJECTS
Grade 1
Janine Smits
March 2009
Rationale
Spatial Sense
“Spatial sense can be defined as an intuition about shapes and the relationships among
shapes. Individuals with spatial sense have a feel for the geometric aspects of their surroundings
and the shapes formed by objects in the environment.” (Walle,187)
“Spatial sense includes the ability to visualize objects and spatial relationships – to turn
things around in your mind. It includes a comfort with geometric descriptions of objects and
positions. People with spatial sense appreciate geometric form in art, nature, and architecture.
They are able to use geometric ideas to describe and analyze their world.” (Walle,187)
Developing geometric reasoning helps students become more comfortable with their
environments. “It also positively impacts our ability to think mathematically and to problem
solve.” (MMS,2)
Geometry
 Children naturally make use of spatial sense as the interact with their environment.
During exploratory activities, children touch, construct, and build with 3D objects. As
children explore 3D objects, or solids, they establish relationships between objects and
begin to consider ways these objects are alike.
 Children need opportunities to think and talk about 3D objects and 3D shapes as they
play, and to develop language to describe their discoveries.
 Having a sense of 2D shapes and being able to relate them to parts of objects in the
environment is empowering for children.
 Children need opportunities to sort and classify geometric shapes and to investigate their
attributes. Being able to organize and describe these shapes lays the foundation for more
complex geometrical thinking in later grades.
 Geometry and spatial sense are important tools for solving problems and developing
mathematical concepts.
From Math Makes Sense – Teacher Guide – Unit 6 Geometry
Outline
Outcomes:
SS1.2 Sort 3D objects and 2D shapes using one attribute, and explain the sorting rule.
SS1.3 Replicate composite 2D shapes and 3D objects.
SS1.4 Compare 2D shapes to parts of 3D objects in the environment.
Learning Activities:
Introduction to Geometry – Building Structures – use boxes and build a 3D structure
Lesson1 – Shape Sorts – discuss 3D objects and their attributes
Lesson 2 – Sorting 3D Objects – sort 3D objects according to rule
Lesson 3 – Faces – discuss what the face of an object is
Lesson 4 – Castle Building – build and a replicate castle
Lesson 5 – Shape Comparison – discuss differences between shapes
Lesson 6 – 2D Sorting – sort according to 2D attributes
Lesson 7 – Replicating Composite Shapes – fill in a larger shape with tangram blocks
Lesson 8 – Take a Walk – look in the environment for 2D shapes on 3D objects
Lesson 9 – Smartboard Environment – find 2D shapes in 3D objects and draw
Lesson 10 – Centers – work in different centres while teacher at one
Lesson 11 – Centers - work in different centres while teacher at one
Assessment:
Checklists/comments during and after each lesson.
Performance assessment during lesson 10 and 11.
Handouts during lessons.
Listening to in class responses.
Introduction to Geometry
Title: Building Structures
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
PS
X
R
X
V
X
Spatial Sense
X
Speaking
X
T
Math Attitude
X
Representing
X
Writing
Curriculum Outcomes
Introduction to Geometry
Materials
Boxes
Camera
Activity box 1
Picture of castle and pyramid
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Have students come to carpet.
 Have helper student
call students to circle
 Show a picture of a castle and a pyramid.
area.
 What do you think this castle/pyramid is made of? Why
 Ask students who are
do you think they used that? Do you think we can make
not paying attention
a castle/pyramid?
what happens if we
 Split the students into two groups. When we get to the
don’t follow rules.
gym one group will come and sit in the circle with Miss
 Have students repeat
Enns and the other will sit with me. We are going to
rules back to you.
build a castle/pyramid as a group. But we need to think
of some rules first. What do you think some rules could
be? Do you think we should throw the boxes? What
happens if people don’t follow the rules? Do you think
we should climb in the boxes? Should we break the
castle/pyramid?
During:
 Let’s line up.
 Go to the gym and use boxes to create a big
castle/pyramid.
 Build the castle/pyramid as big as possible with all the
boxes and objects that you have.
 When time is almost up have students gather in front of
their castle/pyramid for a picture and then sit on the line.

After:
 Ask students to explain the differences between the two
castles/pyramid. What did we use to build our
castle/pyramid? (boxes) These boxes are cubes in
geometry. They are cubes because they have 4 sides and
4 corners called vertices.
 Have everyone line up and run through the boxes and
destroy our castle.


Choose students with
their hands up and
praise those students.
Ensure everyone is
participating and are
building.
Ask students with
hands up and who are
sitting tall, praise
expected behaviours.
Adaptive Dimensions:
 If child is having difficulty working in large space with numerous people they can use
activity box 1 to build their own small castle.
 If there are too many students to do two groups break groups into 4.
Lesson 1
Title: Shape Sorts
Strand: 3D and 2D shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
PS
X
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
R
X
V
X
Spatial Sense
X
Speaking
X
T
Math Attitude
X
Representing
X
Writing
X
Curriculum Outcomes
SS1.2 Sort 3D objects using one attribute, and explain the sorting rule.
Objectives
Students will be able to:
Understand and use 3D terms
Can find object in room
Can sort according to one rule
Materials
Transition box #1
Chart paper
Marker
4 square handout
Line master 1 sheet
envelopes
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Sit in circle area.
 Have helper student
call students to circle
 Have a box that you can’t see through with objects in it.
area.
 Have a student select an object. What can they tell the
 Pick students to
group about the object?
choose a shape that
 Do this several times

Talk about the different attributes that make up
Geometry. (curved, flat, pointy, straight)

One child places his/her hand in the box, feels around, and
describes the attribute of the solid to the remainder of the class
without naming it. The teacher or the class may ask for
clarification.
Possible clarification questions:
- How many sides does your solid have?
- Does it have any curved sides?
- Are any of the sides longer than the others? Are all sides
equal?
- Does your solid have any points? How many?
 Make a chart with Geometry words on it.
 Where have you seen objects like this?
During:
 Draw one object out of the box and ask students to find
that object in the room somewhere.
 Do this with several different objects.
 Create a rule for finding objects. Ex. Has straight sides,
has a square corner.
 Do this several times.
 Add two rules for finding objects in the classroom.
 Have students go to their desks.
 Have students cut out LM1 sheet.
 Describe attributes and have students paste the object that
has those rules. Do this 4 times on handout paper.
 Put extra LM1 sheet papers in envelopes
After:
 Have students volunteer to show their shape and explain
what rule we used.
 Do a couple more oral examples.
 Collect handouts to assess comprehension and put in
math workbooks.








are sitting tall and
listening.
Praise the students
that are sitting tall and
listening.
If students are getting
restless have them go
and point at the shape
that is held up.
Let students who are
sitting tall and
listening go to their
desk first.
Praise the students
that are sitting tall and
listening.
Material managers
hand out supplies.
Circulate around
room and make sure
all students are on
task.
Pick students that are
finished, standing tall
and listening.
Praise the students
that are sitting tall and
listening.
Have material
managers pick up
handouts.
Adaptive Dimensions:
 If students are having a hard time with two rules stick to one rule. If they are finding it
too easy try sorting by more than two rules.

Use as few rules for describing objects as possible, if too difficult describe more rules to
get the desired object.
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?
 Handout paper
 Listening to responses
 Lesson Checklist
Name:______________________________________ Date:_____________________________
Lesson 2
Title: Sorting 3D Objects
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
X
PS
X
R
X
V
X
Spatial Sense
X
Speaking
X
Math Attitude
X
Representing
X
Curriculum Outcomes
SS1.2 Sort 3D objects using one attribute, and explain the sorting rule.
SS1.4 Compare 3D objects in the environment.
Objectives
T
Writing
X
Students will be able to:
Understand and use 3D
terms
Can guess others rule
Can sort according to two rule
Materials
Big Math Book pg 35
Chart paper similar to activity sheet pg 142
Marker
Transition box #1
Student activity sheet pg 142
Sticky tack
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Call students to carpet area.
 Have helper student
call students to circle
 Use mystery bag objects with the Big Math Book pg 35
area.
 Have children draw an object out of the bag and try and

Choose students who
find an object that is similar to it on the book.
are sitting tall, praise
 Ask student why they are the same? (They are both
those students to
round)
replicate behaviour
 Ask what it looks like? What it feels like? How it moves?
from other students.
And Examples at school, home and in the community?
 Add all the words that they use to chart that describe the
objects. (roll, stack, corners, edges)
 Discussion: What would the world be like with only....
- cubes?
- rectangular prisms?
- cones?
- cylinders?
- pyramids?
 Possible Discussion Questions:
- If we had only cones or rectangular prisms how
would you ride your bike? Would it be a smooth ride?
- What if dice were circular?
- What would it be like to live in a triangular house?
- What if cups and drinking glasses were cone-shaped
with a point at the bottom?
- What would it be like to live in a triangular house?
- What if people were composed of only one shape?
- How would bananas look like if they were
rectangular? What about food? Triangular bowls?
- Would it be funny to watch a triangle t.v.? Would it
make a difference?
- How about pencils and pens?
During:

Choose students who







Use transition box #1, stick up 5 items on the board.
Use chart paper with a similar chart to student worksheet.
Ask students how we can sort these objects into two
groups.
What could we write as a rule?
Do this with a number of different objects. Ask different
students to come up with the rules and ask others to
guess the rule.
Ask students what we should do. Demonstrate what to
do on activity sheet pg 142
Have students go to their desks and in partners one will
use shapes to create a rule and the other student has to
guess the rule.
Fill in activity sheet pg 142

After:
 Have students volunteer to share their rules.
 Talk about all the different ways to sort objects.
 Collect handouts to assess comprehension and put in
math workbooks.



are sitting tall, praise
those students to
replicate behaviour
from other students.
Choose students to
return to their desks
based on expected
behaviour.
Circulate around
room to ensure
students understand
task activity sheet.
Have material
managers pick up
handouts.
Adaptive Dimensions:
 If students are having troubles creating rules keep them in the carpet area and continue to
do examples.
 Create a visual as to what you want done with pg 142
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?
 Handout paper
 Listening to responses
 Lesson Checklist
Lesson 4
Title: Castle Building
Strand: 2D and 3D shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
X
PS
X
R
X
V
X
Spatial Sense
X
Speaking
X
Math Attitude
X
Representing
X
Curriculum Outcomes
SS1.2 Sort 3D objects using one attribute, and explain the sorting rule.
SS1.3 Replicate composite 3D objects.
Objectives
Students will be able to:
T
Writing
X
Can build a castle
Can replicate a castle
Can explain their thinking
Materials
Camera
Bags with shapes
Board, flat surface to put castles on
Student activity sheet pg 144
Transition box #1
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Have students come to circle area.
 Have helper student
call students to circle
 Have a prebuilt castle. Show to students.
area.
 Have students describe the castle. What types of objects
 Choose students with
make up my castle?
their hands up to
 When they have talked about it they can put their hands
answer questions and
up and I will come over and they can explain how they
choose shapes
built their castle and why.
 Praise those students
 I will ask questions to probe their responses. Ex. Why did
(encourage expected
you put the cube in the middle, cone on top?
behaviour)
Ex. We couldn’t put the cone on the bottom because
nothing else could go on top of it.
During:
 Give pairs of students a bag with shapes to build a castle
out of.
 Have students go back to desks and try and replicate my
secret tower with my instructions.
 Ex. My tower has an object with 4 sides on the bottom.
Next I have an object with a round top, etc.
 See if everyone can get the same castle as me.
 Explain next activity.
 Explain that they are going to be in pairs and are going to
build a castle together and when they are finished to
discuss the shapes that they used and why?
 Explain student page 144.
 Give handouts and have student s fill them in when their
castle is built.
 Explain that when they are finished making their castles
to raise their hands and I will come and talk to them and
take their pictures.
 When hands are raised I will go and assess their
comprehension of geometry. Ex. What objects did you
use?
 Take a picture of the children with their castles.




Choose students with
their hands up to
answer questions and
praise those students
(encourage expected
behaviour)
Students that are
sitting tall get to go to
table first
Have material
managers hand out
bags of shapes
I will go around the
classroom and make
sure all students are
participating and
doing the task at
hand.

When they have talked to me, I will instruct them to
build another one in a different way. Ask two groups to
build me a castle on a board. To compare in After.
After:
 Have children put their blocks back in their bags, except
the two groups who built on a board.
 Have tables come to circle but sit the opposite direction.
 Ask students to tell me what the differences are between
the two castles. How are they the same?
 Ask what type of shape each piece is in the castle.
 Collect handouts.
Possible Discussion Questions:
- What would the world be like with only....
- cubes?
- rectangular prisms?
- cones?
- cylinders?
- pyramids?
 - If we had only cones or rectangular prisms how would
you ride your bike? Would it be a smooth ride?
- What if dice were circular?
- What would it be like to live in a triangular house?
- What if cups and drinking glasses were cone-shaped
with a point at the bottom?
- What would it be like to live in a triangular house?
- What if people were composed of only one shape?
- How would bananas look like if they were
rectangular? What about food? Triangular bowls?
- Would it be funny to watch a triangle t.v.? Would it
make a difference?
- How about pencils and pens?




Have material
managers pick up the
bags of shapes and
handouts.
Call groups according
to who is standing tall
with their supplies
away
Choose students with
their hands up to
answer questions and
praise those students
(encourage expected
behaviour)
Call on students who
may not be listening
to ensure participation
Adaptive Dimensions:
 If student is having a hard time building a castle work with them one on one.
 If students are having a hard time describing, go back and think of more descriptive
words.
 If it is easy have students compare three castles and describe what is similar and what is
different.
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?
 Handout paper
 Listening to responses
 Lesson Checklist
Lesson 3
Title: Faces
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
X
PS
X
R
X
V
Spatial Sense
X
Speaking
X
T
Math Attitude
X
Representing
X
Writing
X
Curriculum Outcomes
SS1.2 Sort 3D objects using one attribute, and explain the sorting rule.
Objectives
Students will be able to:
Understand and use 3D
terms
Can sort according to faces
Materials
The Village of Round and Square Houses by Ann Grifalconi
Can explain their thinking
Blow up LM1 objects
LM1 envelopes from Lesson 1
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Have student come to carpet.
 Have helper student
call students to circle
 Read The Village of Round and Square Houses by Ann
area.
Grifalconi
During:
 Go over sorting rules from last class. Do a class
demonstration. Ask about some of the sorting rules that
we created.
 Look at the objects LM1 handout and discuss what the
shapes are.
 Talk about faces of an object. Does it have a flat face or
curved face? What do you think we will do with this
sheet?
 Hand out student activity sheet pg 143.
 Sort shapes according to faces, whether they are flat or
curved.
 Glue them on your sheet.
 Go around tables and ask individual students to tell
which item have curved or flat faces and ask to explain.
After:
 Have students share their handouts with the people at
their tables and see if they have the same answers.
 Have students volunteer to share their answers.
 Why did you put this shape on this side?
 Collect handouts, assess, and put in math workbooks.




Have material
managers hand out
activity sheets.
Ask students for
expected behaviours.
Ask students who are
sitting tall with hands
up to share their
answers.
Have material
managers collect
worksheets from
students who are
standing with supplies
away.
Adaptive Dimensions:
 If students are unsure of what faces are continue to work in a group to gain a better
understanding.
 If it is too easy have students work with tangram pieces and sort them according to faces
as well.
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?




Handout paper
Listening to responses
Lesson Checklist
Go around tables and ask individual students to tell which item is mismatched from a
group of items and ask to explain.
Lesson 4
Title: Castle Building
Strand: 2D and 3D shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
X
PS
X
R
X
V
X
Spatial Sense
X
Speaking
X
T
Math Attitude
X
Representing
X
Writing
X
Curriculum Outcomes
SS1.2 Sort 3D objects using one attribute, and explain the sorting rule.
SS1.3 Replicate composite 3D objects.
Objectives
Students will be able to:
Can build a castle
Materials
Camera
Bags with shapes
Can replicate a castle
Can explain their thinking
Board, flat surface to put castles on
Student activity sheet pg 144
Transition box #1
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Have students come to circle area.
 Have helper student
call students to circle
 Have a prebuilt castle. Show to students.
area.
 Have students describe the castle. What types of objects
 Choose students with
make up my castle?
their hands up to
 When they have talked about it they can put their hands
answer questions and
up and I will come over and they can explain how they
choose shapes
built their castle and why.
 Praise those students
 I will ask questions to probe their responses. Ex. Why did
(encourage expected
you put the cube in the middle, cone on top?
behaviour)
Ex. We couldn’t put the cone on the bottom because
nothing else could go on top of it.
During:
 Give pairs of students a bag with shapes to build a castle
out of.
 Have students go back to desks and try and replicate my
secret tower with my instructions.
 Ex. My tower has an object with 4 sides on the bottom.
Next I have an object with a round top, etc.
 See if everyone can get the same castle as me.
 Explain next activity.
 Explain that they are going to be in pairs and are going to
build a castle together and when they are finished to
discuss the shapes that they used and why?
 Explain student page 144.
 Give handouts and have student s fill them in when their
castle is built.
 Explain that when they are finished making their castles
to raise their hands and I will come and talk to them and
take their pictures.
 When hands are raised I will go and assess their
comprehension of geometry. Ex. What objects did you
use?
 Take a picture of the children with their castles.
 When they have talked to me, I will instruct them to
build another one in a different way. Ask two groups to
build me a castle on a board. To compare in After.
After:
 Have children put their blocks back in their bags, except





Choose students with
their hands up to
answer questions and
praise those students
(encourage expected
behaviour)
Students that are
sitting tall get to go to
table first
Have material
managers hand out
bags of shapes
I will go around the
classroom and make
sure all students are
participating and
doing the task at
hand.
Have material
managers pick up the




the two groups who built on a board.
Have tables come to circle but sit the opposite direction.
Ask students to tell me what the differences are between
the two castles. How are they the same?
Ask what type of shape each piece is in the castle.
Collect handouts.



bags of shapes and
handouts.
Call groups according
to who is standing tall
with their supplies
away
Choose students with
their hands up to
answer questions and
praise those students
(encourage expected
behaviour)
Call on students who
may not be listening
to ensure participation

Adaptive Dimensions:
 If student is having a hard time building a castle work with them one on one.
 If students are having a hard time describing, go back and think of more descriptive
words.
 If it is easy have students compare three castles and describe what is similar and what is
different.
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?
 Handout paper
 Listening to responses
 Lesson Checklist
Lesson 5
Title: Shape Comparison
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
PS
X
R
X
V
X
Spatial Sense
X
Speaking
X
T
Math Attitude
X
Representing
X
Writing
X
Curriculum Outcomes
SS1.2 Sort 2D objects using one attribute, and explain the sorting rule.
SS1.4 Compare 2D shapes to parts of 3D objects in the environment.
Objectives
Students will be able to:
Understand and use 2D
terms
Materials
Activity sheet pg 146
2D shapes
Can find similarities and
differences
Can sort according to one rule
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Sit in circle area.
 Have helper student
call students to circle
 Have a box that you can’t see through with objects in it.
area.
 Have a student select an object. What can they tell the
 Ask students who
group about the object?
may not have their
 Do this several times
hands up to ensure
 Talk about the different attributes that make up these
comprehension
shapes
 Hold up to shapes. Which shapes is taller, wider, other
ways they are alike or different?
 Make a chart with shape words on it.
 Where have you seen shapes like this?
During:
 Have helper choose
students to go back to
 Ask what students think I want after putting an example
in each section on pg 146. Explain activity sheet pg 146.
tables.
 Go back to table groups.
 Circulate around
room to make sure
 Give each group a box of shapes and ask them to sort the
everyone understands.
shapes into two different groups. How many different
ways can you sort the shapes? How are they
alike/different? Create sorting rules within their groups.
 Do activity sheet pg 146.
After:
 Call students back to carpet.
 Ask color groups to come to front and show us one of
their sorting rules and how they are alike and different.
Why do they go in each group?

Select students to
come back to the
carpet that are sitting
tall and listening to
instructions.
Adaptive Dimensions:
 If students are confusing objects and shapes go back and explain the differences.
 If this is too easy go onto next lesson.
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?
 Handout paper
 Listening to responses
 Lesson Checklist
circle triangle square rectangle star
Lesson 6
Title: 2D Sorting
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
PS
X
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
R
X
V
V
Spatial Sense
X
Speaking
X
T
X
Math Attitude
X
Representing
X
Writing
X
Curriculum Outcomes
SS1.2 Sorting 2D shapes using one attribute, and explain the sorting rule.
Objectives
Students will be able to:
Understand and use 2D terms
Materials
Big math book pg 36
Student activity sheet pg 149, 150
Overhead
Can find similarities and
differences
Can explain their thinking
Shapes
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Have students come to carpet.
 Have helper student
call students to circle
 Look at the Big Math Book pg 36
area.
 What do the pictures show? (groups of different shapes)
 Ask questions to
 What do we need to find out? (which shapes in the
students with hands
bottom group have something the same as the shapes in
up sitting tall and
the top group)
praise those students
 What do we already know? (the top shapes have
to elicit the same
something the same. The middle shapes don’t have it.
behaviour from
Some of the bottom shapes have it; some do not.
others.
 Ask students who do
not typically answer
to ensure they are
paying attention.
During:
 Use the overhead and shapes to create something similar
to student activity sheet pg 149
 Help children make a plan to solve the problem. Think
through the attributes and agree on a plan of grouping.
 What are the attributes of first shape? ( has 4 sides, no
curves)
 Look at next shape, How are these alike? ( both have 4
sides and straight edges)
 Do all the shapes in the top row have attributes that are
the same?
 Let’s look at the second row. Are any of these shapes the
same as the ones in the top row? Why not?
 What about the last row? Are there any that belong in
the top row or the second row?
 Ask students to come and move the shapes to the row
they belong to. Why do they belong there? Does
everyone agree?
 Introduce student activity sheet pg 149 and 150. Explain
that it is similar to what we just did. They need to find
out what the rule is and circle the ones that belong to the
top row.
 Go back to tables and do the handouts.
After:




Ask questions to
students with hands
up sitting tall and
praise those students
to elicit the same
behaviour from
others.
Ask students who do
not typically answer
to ensure they are
paying attention.
Have material
managers hand out
sheets.
Circulate around
room to see if
everyone is on task.




Have students put away supplies.
Ask students how they solved the problem.
What strategy/rule did you choose?
Did anyone do it differently? How?
Adaptive Dimensions:
 If there are problems continue as a group.
 If it is too easy add more categories to sort shapes into.
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?
 Handout paper
 Listening to responses
 Lesson Checklist
Lesson 7
Title: Replicating Composite Shapes
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
PS
X
R
X
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
X
V
X
Spatial Sense
X
Speaking
X
T
X
Math Attitude
X
Representing
X
Writing
X
Curriculum Outcomes
SS1.3 Replicate composite 2D shapes and 3D objects
Objectives
Students will be able to:
Describes shapes used in
composite shape
Can create composite shape
Can reproduce a given composite
shape
Materials
The Warlord's Puzzle by Virginia Walton Pilegard Illustrations by Nicolas Debon
or Emperor’s Gift from Big Math Book pg 37.
Overhead
Overhead sheet of page 152
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Have student come to carpet
 Have helper student
call students to circle
 Read The Warlord's Puzzle by Virginia Walton Pilegard
area.
Illustrations by Nicolas Debon or read the Emperor’s Gift
from Big Math Book pg 37.
 Show a tangram puzzle.
During:
 Have material
managers hand out
 What do you notice about the shapes in a tangram?
(there are different shapes. Some shapes are the same.
blank piece of paper
Some are different sizes.)
and tangram set to
each pair of students.
 Can you describe the shapes for me? (three vertices,
three straight sides)
 Walk around room
making sure all
 What happens when you combine two shapes?
students know what
 Use the overhead to show different shapes. Ask students
to do
to create new shapes and describe them.
 Material managers
 Have students go back to their desk and get into partners.
hand out pg 152
 Hand out paper and tangram set to each pair.
 Ask students to create new shapes and draw those shapes
on their paper. Describe their shape to their partner.
 Demonstrate on overhead what the students should do on
pg 152
 Hand out student activity sheet pg 152
 Work on pg 152
After:
 Have material
managers collect both
 Have students come to overhead and show their
composite shape. What shapes did you use? What shape
pieces of paper.
did you make?
 Have students put
their tangram pieces
back in the box as I
walk around.
Adaptive Dimensions:
 If using 3 shapes is too difficult do less shapes to create composite items.
 If it is too easy use more than 4 shapes to create composite shapes,
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?
 Handout paper
 Listening to responses
 Lesson Checklist
Composite Figures
A figure (or shape) that can be divided into more than one of the basic figures is said to be a
composite figure (or shape).
Emperor’s Gift
Once upon a time, there was an emperor celebrating his birthday. All the people of the land
made him beautiful gifts and lined up to present them to him. One person, the tile-maker made
the most beautiful square tile for the emperor. He measured the tile very carefully to make sure
the sides were all the same length, polished its flat face until it shone, and then carried it to the
emperor. As the tile-maker approached the mighty ruler, he became very nervous. His hads
shook and his knees knocked together in fear. When the tile-maker took a step forward, his
knees gave out from underneath him! He stumbled and fell, and the tile – the beautiful tile –
crashed to the ground, breaking into 7 pieces.
Since that day, people have been trying to put the 7 pieces back together again into the original
square. It is very challenging! This puzzle has been around a very long time. It even has a
name – this set of 7 shapes is called a tangram.
Lesson 8
Title: Take a Walk
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
PS
X
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
R
X
V
X
Spatial Sense
X
Speaking
X
T
Math Attitude
X
Representing
X
Writing
Curriculum Outcomes
Compare 2D shapes to parts of 3D objects in the environment.
Objectives
Students will be able to:
Understand and use 2D and 3D
terms
Can find 2D shape in
environment
Materials
Student activity sheet pg 153 prepared with shapes on it
Clipboards with pencil attached
Camera
Can explain their thinking
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Have student get dressed.
 Handout the clipboard
sheets as after
 Show them your shape, on your clipboard.
instructions and as we
 Tell them that we are going to go for a walk around the
are going outside.
neighbourhood and see if we can see some shapes that
match the one on our clipboard paper. Then we can draw
the object that has our shape.
 For example, if mine is a square I could see a house with
a square window, so I could draw a picture of the house.
 Ask what objects can you find with parts that match your
shape. Emphasize the may be similar and they don’t
have to be exact.
 When they are ready give each student a clipboard with a
pencil attached and student activity sheet pg 153.
During:
 Go outside.
 Walk around the playground.
 Walk around neighbourhood.
 Take pictures of shapes in the environment for next
lesson.
 Take pictures of students involved in the environment.
 Draw images of their shape in an object.
After:
 Return to the classroom.
 Discuss some of the shapes that they saw and where they
saw them.
 Share their drawings/clipboard paper with class.
 Remind children that shapes are everywhere, including
our classroom.



When leaving
classroom go boy girl
boy girl to go outside.
Have one teacher at
front and one at back
and one in middle.
Remain dressed for
recess or lunch.
Adaptive Dimensions:
 If students are having a hard time drawing what they see outside wait until they are back
in the classroom.
 If students are finding easy ask them to help you find shapes to take pictures of.
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?
 Handout paper
 Listening to responses

Lesson Checklist
Lesson 9
Title: Smartboard Environment
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
PS
X
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
X
R
X
V
X
Spatial Sense
X
Speaking
X
T
X
Math Attitude
X
Representing
X
Writing
X
Curriculum Outcomes
Compare 2D shapes to parts of 3D objects in the environment.
Objectives
Students will be able to:
Can find a 3D object with parts
similar to 2D shape
Materials
Smart board
Smart board activity
Pictures laminated
White board markers
Can find 2D shapes on 3D
objects
Can explain their thinking
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Sit in carpet area.
 Have helper student
call students to circle
 Have some pictures of buildings or outside.
area.
 Have volunteers come to front and trace the shape that
they see.
 What shape is that? Why is it that shape?
During:
 Demonstrate how to
use the smart board.
 Have students go to smart board and sit on the floor.
 Have pictures of buildings, playground, school.
 Allow all students to
have a turn to draw a
 Show first picture, ask students to go and draw the shape
shape in their
that they see on the picture.
environment and
 What is that shape? Why is it that shape? What are
describe it.
some of its attributes?
 When students draw
shape and describe it
give them a stamp on
the screen.
After:
 Can anyone tell me what we learned about shapes today?
(that they are in everything that we see)
 Are some shapes used in certain things more than others?
Look back through slides if need be.
 I wonder why those shapes are used more.
Adaptive Dimensions:
 If it is too hard for specific students ask for class help to find a shape in the picture.
 If it is too easy have students find specific shapes that may not be as visible.
Assessment and Evaluation: How will you know that they know and can do what you wanted
them to learn?
 Handout paper
 Listening to responses
 Lesson Checklist
Lesson 10 and 11
Title: Centers
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C
CN
X
X
Aims and Goals:
Logical Thinking
X
ME
Number Sense
Link to English Language Arts:
Listening
Viewing
Reading
X
X
X
PS
X
R
X
V
X
Spatial Sense
X
Speaking
X
T
Math Attitude
X
Representing
X
Writing
X
Curriculum Outcomes
SS1.2 Sort 3D objects and 2D shapes using one attribute, and explain the sorting rule.
SS1.3 Replicate composite 2D shapes and 3D objects.
Objectives
Students will be able to:
Understand and use 2D and
3D terms
Materials
Activity boxes
LM 14
Big Math Book pg39
Student pg 155
Can work well independently
Can follow directions
LM 15
How will you help students learn this? (Remember: I do; We do; You Do)
Before:
Management Techniques:
 Have students come to carpet.
 Have helper student
call students to circle
 Show the activity boxes
area.
 Explain that each table is going to have 1-2 activity
 Have timer people set
boxes on it and at two of the tables Miss Enns and I will
the timer and turn it
be doing specific tasks with those tables.
on and off.
 You are going to have 10 minutes at each table to use the
materials.
 When the timer goes off you move to a different table
like this. In circle around room clockwise. When
everyone is standing and looking at the timer people they
will start the timer for the next 10 min.
 Explain that they will get to go to every table if not today
then tomorrow. Explain that if they don’t know what to
do at a table to ask another person at from their group.
There should be instructions or sheets in each box and
that Miss Enns and I will be busy with groups.
During:
 Watch groups while
children at my group
 Work with table group.
are busy doing their
 One group will:
activity.
Use the sorting detectives LM14 sheet and ask students to make
two groups of shapes and then two groups of objects. Create a
 Address students only
rule for each pile. Make sure they are using geometric attributes
if necessary.
not just color or material. Write their sorting rule in front of
their piles. Ask if they can sort their shapes/objects in another
way. Create a secret sorting rule and see if the teacher can guess
the sorting rule. Ask how they decided what the sorting rule
was? Which collections were hardest to sort? Why?
 Second group will:
Display Big Math Book pg39 and tell the children that they have
to rescue the boy from the tower. In order to do so they need to
replicate the tower in the picture using objects, then explain their
choices. Children record the objects they used and explain their
thinking on student pg 155. Next they need to create a key to
unlock the tower door by filling in the key template on LM15
using a tangram. Have students compare towers and say how
they are the same and how they are different. Have children talk
about the strategies they used to make their keys and explore the
different possible solutions by deconstructing each other’s
composite shapes.
 Teachers at both groups will be using assessment tool to
ensure students understand concepts.
After:
 After the last timer goes off have students put all their
supplies back in the boxes. If they completed a handout
leave it on their table.
 Collect handouts
 Discuss what students did at each of their tables, what
they liked and didn’t like.

Material managers
will collect all
handouts.
Adaptive Dimensions:
 If students are having a hard time working on boxes without explanations, stop and
explain each box.
 If students finish early have them explore their box and come up with a new way to use
the items.
Assessment and Evaluation: How will you know that they know and can do what you
wanted them to learn?
 Performance Task Rubric Assessment Master 4
 Handout paper
 Listening to responses
 Lesson Checklist
Activity Boxes and Transition Boxes
Box 1 – 3D objects
Box 2 – have I’m a builder work sheet pg145 with blocks
Box 3 – laminated photos of buildings with white board markers to highlight shapes
Box 4 – book box
Box 5 – tangrams with composite shapes pg 151
Box 6 – playdough with shape cutters
Box 7 – activity sheet pg 147 & 148 LM 2 and shapes
Box 8 – find the shapes in the room, glasses and handout/ clipboard pencils
Activity Centre Ideas
Transition Boxes
Centre 1:
Resources:
Centre 2:
Resources:
Centre 3:
Resources:
Centre 4:
Resources:
Centre 5:
Resources:
Centre 6:
Resources:
Centre 7:
Resources:
Centre 8:
Resources:

to adapt for individual differences (from Instructional Approaches: A Framework for
Professional Practice, 1991) by:
o adapting the curriculum content through resource-based learning, theme or contextbased teaching, monitoring the use of vocabulary
o adapting the instructional practices through cooperative teaching, cooperative learning,
peer tutoring
o adapting the environment: the physical setting, the materials, the personnel
o adapting the instructional time: as simple as allowing a few extra minutes or as complex
as adjusting curriculum learning (not foundational) objectives
o providing alternative access to and expression of knowledge: tape recordings, videos,
filmstrips, study buddy
o adapting evaluation: as simple as charting progress on part(s) of a task or, as complex as
devising parallel tasks at the student's developmental level.