Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 39811
Shape Up!
In this lesson students will compare two and three dimensional shapes (circle, square, triangle, rectangle, cone, cylinder, sphere, cube) by
differentiating them according to attributes. Students explain attributes of shapes by exploring real world objects.
Subject(s): Mathematics
Grade Level(s): K
Intended Audience: Educators
Suggested Technology: Adobe Acrobat Reader,
Microsoft Office
Instructional Time: 45 Minute(s)
Freely Available: Yes
Keywords: three dimensional shapes, two dimensional shapes, flat objects, solid objects, real world shapes,
comparing shapes
Instructional Design Framework(s): Direct Instruction
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
mystery shapes label.pdf
Completed Shapes Anchor Chart.JPG
I have who has shapes.docx
Summative checklist Descrbing Shapes.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will compare two and three dimensional shapes by describing similarities and differences of each. Students should be able to compare the following
shapes: triangle, square, rectangle, circle, sphere, cube, cone and cylinder by describing the following: (this list is a partial example) number of sides, number of
vertices, flat or solid, and real world objects that are of the same shape.
Prior Knowledge: What prior knowledge should students have for this lesson?
Names of shapes (two and three dimensional)
Attributes of shapes (2 and 3 dimensional) (ex. solid, rolls, flat)
Position Words (e.g., above, below, behind, etc.)
Guiding Questions: What are the guiding questions for this lesson?
How can we describe the things that are the same and different about shapes?
Why is it important for us to be able to describe shapes?
In reference to shapes and objects throughout the lesson: How many sides does it have? Is it flat or solid? How many vertices does it have? What is an object that
looks like this shape? Describe the sides. (ex. two long, two short, all the same length)
Teaching Phase: How will the teacher present the concept or skill to students?
1. Start the lesson with the Formative Assessment activity described above.
2. Begin by complimenting students on all the knowledge that they have learned about shapes. Ask students why they think it is important for them to learn about
shapes. Allow students to turn to a partner and talk to them.
page 1 of 3 3. After a minute, bring students back together and have them discuss their answers. Say to students, "For this lesson we are going to practice describing shapes. You
told me earlier that it was important for us to know how to describe shapes because (insert some of the students' responses here). By the end of today's lesson you
should be able to describe a shape by telling all about it."
4. Tell students the following story problem: "I am working on a project. I need supplies. I need something that is round and it doesn't have any sides. What do I
need?"
5. Show students the objects that you have. Students will probably pick out the globe or paper plate. Tell students that you need something shaped like a cylinder and
that can help you stick things together. Students should now be able to guess that you need a glue stick. We talk about shapes and objects by telling all the things
that are same and different about them.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Provide students with a copy of the document "I have who has shapes". First, tell students that you are going to describe a shape and you want them to hold up the
shape when they figure out what it is.
Say: "I am going on a hunt I want a shape that has four sides. They are all the same length. This shape looks like a mouse pad. What shape am I?"
2. Repeat this activity two more times using the following examples: "I am going on a hunt and I want a shape that has no sides. I can roll and I am NOT flat. What
shape am I?" Students should be able to identify this shape as a sphere. Ask students what does a sphere look like? (globe, ball) What is something that does not
look like a sphere? (any other shape) Why not? (ex. Because a triangle has sides, a rectangle cannot roll, a cube slides) ** The goal of the explanation is to have
students use the characteristics of shapes to describe how they are similar and different.**
3. "I am going on a shape hunt and I am looking for a shape that can slide. I have faces and one face looks like a square. But I am NOT a square. I can stack and I
look like a block. What shape am I?"
4. Students should hold up the picture of a cube. Again walk students through a series of questions to compare the cube with another shape.
5. Students should be actively listening and looking for the shape you are describing. They should be able to explain why they chose the shape they did.
6. The teacher should be looking to see which students are able to correctly identify the shapes you are describing. The teacher should call on students that identified
the correct shape and have the student explain why they chose it. The teacher should also call on students that did not choose the correct shape and ask them why
they chose it. Be sure to guide the student(s) with the incorrect answer to help them find the correct answer.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. This is given at the end of the lesson.
2. Cut up the attached shape cards I have who has shapes.docx
3. Have each student pick a card.
4. Have students turn to a partner to quickly tell the partner about their shape.
5. Explain the rules of the game; I have-Who has by modeling the following: Show students a picture of a circle. Say I have a shape that is round. It doesn't have any
sides. Who has a shape that looks the same? Then hold up the picture of the cookie. Say I have the cookie. It is the same shape because it is round like a circle and
has no sides. Now you will try it.
6. Play the game with the class. Who has the rectangle? This student will start the game. The student should say (any or all of the following): I have the rectangle. It
has four sides. It has four vertices. It has two long sides and two short sides. The long sides are the same length and the short sides are the same length. Who has
an object that looks like this? After the student that has this object identifies himself/herself they will need to explain why the object is similar. This will give the
teacher an idea of who can name shapes, describe shapes by various attributes and identify similarities and difference in each.
7. Play the game again but change the directions so that students have to find a shape or an object that is different than the one being described. For example, "I have
an ice cream cone. It is shaped like a cone and can roll and slide. Who has a shape that does not look like mine?" Playing the game this way will give students to
describe shapes that look different. When you call on a student ask them: "How is your shape different than mine?"
8. Attached is a checklist Summative Checklist Describing Shapes.docx for the teacher to use to determine which student can identify characteristics of flat and solid
shapes as well as use that knowledge to compare shapes.
9. The students should be able identify the shape that is being described as well as provide an explanation as to why their shape is the one that answers the question.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Give students the opportunity to get one object in the classroom. Have them sit in a circle with their object. Go
around the circle asking the student to describe what they have found. To help students describe their shapes, use
the guiding questions from the beginning of the lesson.
For example, "I have a marker. It is shaped like a cylinder and it can roll." Put the anchor chart that was made at
the beginning of the lesson up so that students can refer to it as they are describing their object.
Add any descriptions to the anchor chart that may not have been included at the beginning of the lesson. A
complete example may look like the image on the right.
Conclude for the last minute with a "Turn and Talk" (students turn to a student beside them) and explain why it is
important to know how to describe shapes.
Summative Assessment
The summative assessment is described in detail in the Independent Practice section below.
Formative Assessment
Prior to the lesson, have a piece of chart paper and divide it into 8 sections. In each section draw one of the
following shapes: circle, square, rectangle, triangle, sphere, cube, cone and cylinder. In a bag, place the shapes
listed above.
To activate prior knowledge, point to a shape and have the class call out the name of the shape. Pattern blocks or
math kits (that come with the math series) should have all the shapes listed above. Use the Mystery Shapes
Label.pdf to stick on the front of the bag. Call up a student and have them reach inside the bag and pull out a
shape. Have students turn to a student sitting next to them (known as the "Turn and Talk" strategy) to discuss everything they know about the shape.
To help students struggling with providing information about the shape use the questions below to guide their thinking:
How many sides does it have?
It is flat or solid?
How many vertices does it have?
page 2 of 3 What is an object that looks like this shape?
Describe the sides.
As students are giving you this information write what they say on the chart paper. Keep this chart paper for later use. Creating a chart for later use is known as an
anchor chart. Throughout the rest of this lesson, we will call this the shape anchor chart.
Feedback to Students
The feedback should be given during the Teaching Phase as the students are giving you their answers. The teacher should be using the guiding questions (listed above)
to help students in their thought process. Using the guiding questions will help students that are struggling with this activity. The teacher should also be listening in on
the students "Turn and Talk" sessions so s/he can know which students have a grasp on shapes and which students still need some help. The teacher should call on
groups to share their thoughts. Call on groups that had the right and wrong answer so you can compliment and correct.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: To help struggling students compare objects provide them with a piece of paper or a white board with the shapes drawn on them.
Have students place foam shapes that match on the picture of the shape. Then, have students place pictures of shapes that don't match on the shapes.
Provide students with a magazine. Give students specific instructions such as: Cut out all the pictures that are shaped like a square. These will have four sides and
four vertices. The shape is flat. All the sides are the same length. What shape are you looking for? Students should answer a square. How many sides does it have?
Students should answer Students can cut out the pictures and place them inside shapes that you have drawn. (similar to the first activity)
Extensions: Students that are ready to move on can draw the shapes as you describe them. Provide students with a white board and marker. The ability to draw
shapes based on defining attributes is part of the first grade standard for geometry. (MAFS.1.G.1.1)
Suggested Technology: Adobe Acrobat Reader, Microsoft Office
Special Materials Needed:
Chart paper
Markers
Shapes (circle, square, triangle, rectangle, cube, cylinder, cone, sphere)
Real world objects (glue stick, block, ice cream cone, globe, mouse pad, paper plate, cracker (rectangle shape- saltine or graham)
Picture of a piece of a pie (or a play food piece of pie/pizza)
White boards and markers
Magazines (for struggling students accommodation)
Further Recommendations: This lesson will be taught best after all the shapes have been introduced. Students should have been given an opportunity to explore
shapes before teaching this lesson.
SOURCE AND ACCESS INFORMATION
Contributed by: Nina McKennon
Name of Author/Source: Nina McKennon
District/Organization of Contributor(s): Palm Beach
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.K.G.2.4:
Description
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to
describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g.,
having sides of equal length).
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