## Geometry Unit Review Slides - Section 1: Review

# Geometry Unit Review

Lesson 14 of 14

## Objective: I can name and identify the characteristics of plane and 3D shapes.

#### Review

*20 min*

For this portion of the lesson, I use the Geometry Unit Review SMARTBoard file. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a PDF you can use to recreate this part of the lesson.

I gather my students in front of the SMARTBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the SMARTBoard.

I open the first slide (SMARTBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

*Content Objective*

*I can write and solve addition sentences.*

*Language Objective*

*I can tell a friend how to solve an addition sentence.*

**Slide 2:** For this slide, the students will sort shapes as to whether they are plane shapes or 3D shapes. The students move the shapes into the correct vortex.

**Slide 3:** *What is this shape? How many sides does it have? *We discuss the name of the shape. I invite a student to come up and circle the number of sides the shape has. I say, *A rectangle has four sides*. The class repeats this sentence.

**Slide 4-9:** Continue as above*. *

**Slide 10:** *Put the circle under the rectangle*. I invite a student to come up and put the circle under the rectangle. We talk about the positional word under.

**Slide 11-15: ** Continue as above.

**Slide 16: ** *Circle the correct net for the shape. Why is it the correct net? * I invite a student to come up and circle the correct net. I ask the student why it is the correct net. We discuss that the net must have some rectangles and the top net doesn’t have rectangles.

It's is now Turn and Talk Time. This is an important element of my instruction that allows my students to practice their English Language skills. Every student has a Turn and Talk partner. I ask them to hold hands with their partner and raise their hands in the air so I know that everyone is partnered up.

I say to the students, *Tell your partner how you would solve this problem.* The students turn to their partner and begin to talk.

**Slide 18:** Continue as above.

**Slide 19:** What shape could be made by joining these two shapes on the left. A student is invited to come up and circle the correct shape.

**Slide 20:** Continue as above.

**Slide 21:** It is time for Turn and Talk. Turn and Talk gives all of my students, especially those with limited English proficiency a chance to practice their English skills. Every student has an assigned Turn and Talk partner. The students hold hands with their partners and lift their hands in the air so I can tell if anyone needs a partner. I ask them the question, *What shape could be made by joining these two shapes on the left? How do you know?*

The students begin talking. When their conversation has ended, I call on a student to share with the class. The student explains what shape can be made by joining the two shapes and why it is that shape and not the other one that can be made. We end our time at the SMARTBoard and move on to the review activity.

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#### Activity

*15 min*

For this portion of the lesson, you will need the 2D and 3D Shape Bingo included with this lesson. You will need one bingo card for each student and a few sets of the calling cards at the end. I print the game on a colored printer and laminate them. The calling cards need to be cut apart.

I tell the students, *We are going to be playing bingo. I will say the name of a shape and I want you to cover that shape on your bingo card. I want everyone to help each other out. Give your friends some time and if they are not finding the shape, help them find it. Check at your tables to make sure that everyone has covered the correct shapes. If you get 5 in a row, raise your hand and say, “Bingo!”. *

We begin playing the game. I circulate around the room as I am calling the cards. We play several games, (regular, four corner, cross, X, etc.). When we are done, I collect everyone’s cards.

#### Resources

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- UNIT 1: Exploring Numbers 0-10
- UNIT 2: Working With Numbers 0-10
- UNIT 3: Exploring Numbers 11-20
- UNIT 4: Working with Numbers 11-20
- UNIT 5: Sorting, Graphing, and Patterning
- UNIT 6: Fun with Numbers 0-20 and Beyond
- UNIT 7: Geometry
- UNIT 8: Introduction to Addition and Subtraction

- LESSON 1: The Delicious World of Squares and Rectangles
- LESSON 2: Shapes in Our World: Exploring Triangles and Circles
- LESSON 3: Exploring More Shapes in Our World: Rhombuses and Ovals
- LESSON 4: Shape Detectives: Plane Shapes in Our World
- LESSON 5: The Scavenger Hunt: Finding Plane Shapes in Our World
- LESSON 6: Putting it Together: Working with Plane Shapes
- LESSON 7: I Know Shapes: Reviewing Plane Shapes
- LESSON 8: In the Box: Rectangular Prisms and Cubes
- LESSON 9: Exploring Cylinders and Cones
- LESSON 10: More 3D Shapes: Learning about Pyramids and Spheres
- LESSON 11: Let's Face It: How Plane Shapes Compose 3D Shapes
- LESSON 12: We're Not Catching Butterflies!! 3D Shapes and Nets
- LESSON 13: Super Sleuths: Identifying 3D Shapes In Our World
- LESSON 14: Geometry Unit Review