I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve. I call the students up to the carpet. The students find their spots while saying this chant with me.
Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.
I project the Problem of the Day 62 on the SMARTBoard and say to students, "This is our Problem of the Day for today. This says 'Name the shapes. Sort the objects into the correct group.' This problem has two parts. What does it want us to do first?" (Name the shapes.) "What are the shapes?" (A cylinder and a cube.) "What does it want us to do next?" (Sort the objects into the correct group.) I call up students to drag the objects into the correct groups.
I tell students, "Today we are going to continue learn about three-dimensional shapes. We are practice with an I Spy game."
Placing several objects in the middle of the circle, I have the students sit in a circle around the edge of the circle. Although we want students to engage with manipulatives, we also need them to learn how to use them as math "tools" (MP5) I remind students we are going to use these as tools, not as toys so they are not to touch them. Near me on the floor I have wooden three-dimensional shapes. I hold up each shape as we review the names. I then say, "We are going to play I Spy. I will pick an object in the middle and give you clues to help you figure out which object I am looking at. If you know, raise your hand quietly." We play until all of the objects have been chosen.
I tell students that we will continuing to practice using the Three-Dimensional Shapes worksheet. I show students the paper and say, "You are going to be doing this paper on your own, but we are going to go over the directions together. You need to get out a pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start."
I like to have students hold up their pencils or put their hands on their heads when they are finished with a task. It makes it easy for me to see who is ready and also keeps the students from writing all over their papers while they wait for other students to finish. I hand each student a paper for them to take back to their seats and while the students are writing their names, I turn on the projector and document camera and display the worksheet on the SMARTBoard.
When all students have their pencils up, I say, "At the top of the paper there is a picture of each of the three-dimensional shapes. Touch the first shape. This shape is called a cube. Touch the next shape. This shape is called a sphere. Touch the next shape. This shape is called a cylinder. Touch the last shape. This shape is called a cone. The directions on this paper say, 'Name the three-dimensional shape. Cut and glue the objects that match.' Put your pencil point on the shape next to number one. What shape is this?" (A cube.) "You are going to cut out the pictures at the bottom and glue the cubes here. You may do this now. When you are finished, you may continue with the cone and the cylinder."
I circulate and help students who are having trouble matching the pictures to the shapes. I also ask the students to name the shapes as I come to their tables. When the students are finished, they put their paper in the basket and get their center.
The centers for this week are:
Play dough Shapes (Teacherspayteachers.com)
Solid Shape Sort (Teacherspayteachers.com and Sorting Math)
Dramatic Play Shape Sort (Teacherspayteachers.com)
Roll and Cover Reindeer (Makinglearningfun.com)
SMART Board Shapes Shoot (Sheppardsoftware.com)
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull three groups during centers. I pull the first group for 10 minutes and the other two groups for 5 minutes each. The first group is comprised of the students who are having trouble identifying numbers and matching the numbers to objects. Even though we are working on shapes, I start with identifying and matching numbers to objects for this group since they need to master this skill. I have a basic idea of who I want in each group based on recent assessments, but I also take into account how the students did in the whole group lesson.
I pull the students back to my small group table to do a reteach activity using flash cards and manipulatives (for this lesson I used bug counters). I show the flash cards and have students practice identifying the numbers. I then give each student a pile of counters (1-10) and have them pick the number card that matches their group. I then put the wooden 3-dimensional shapes out on the table. I hold up the cube and say "cube." I pass the cube around the table and have each student say cube as they hold it. I repeat this with each shape. I put out several of the real objects on the table. I say a shape and have each student pick an object that is that shape.
The next two groups of students do just the activity with 3 dimensional shapes. I do this much quicker for these groups. Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean. Students clean up and return to their seats.
I close the lesson by doing one more round of I Spy. I pick something large from the classroom (our globe). "I spy a large sphere. It is colorful, but mostly blue."
I mention positive things that I noticed during centers. I also include something that needs to be better next time. I review what we did during our whole group lesson. "Today we practiced three-dimensional shapes. We learned about the cone, cube, cylinder and sphere. Tomorrow, we are going to learn more about the attributes of three-dimensional shapes!"