Reflection: Pacing Here are the 3D Shapes That I Know  Section 3: Student Share
This part of the lesson involved a lot of sitting, so I found that we needed a wiggle break for my kiddos! Below are the rules for the game I use with the class when they need a little learning break.
Students make a circle on the rug and play a version of Hot Potato that a teacher friend of mine made up. She calls it Pass the Shape!
1. I start the game by passing out an example of all 5 shapes.
2. When the music starts, students pass the shapes around the circle.
3. When the music stops, students stand up and say the name of the shape they are holding, everyone repeats, then they continue to play.
*One fun variation is that you choose a shape that sends students to the "pot" in the middle of the circle. You can choose a shape that kids don’t want to getthat kid goes in the pot in the middle of the circle. I always choose the shape that students struggle to remember so they get more practice identifying it!*
Here are the 3D Shapes That I Know
Lesson 8 of 10
Objective: SWBAT identify 3D shapes and describe them using key attributes.
Setting Up the Learning
Review
You learned about 3D shapes in Kindergarten! Let's play a song to help us review the shapes you learned.
This song is tried and true! Every kid loves it. Link: Harry Kindergarten 3D Shapes song
Connect
We need to know the academic vocabulary we use to describe solid shapes so that we can be precise tomorrow when we describe how we create shapes out of these solid shapes.
Objective
Your thinking job is: What do I call these 3D shapes and what do I know about these shapes?
Opening Discussion
All of these shapes should be a review from Kindergarten, so we are mostly just reviewing the academic language needed to describe them. This is aligned to MP6, Attend to precision, which asks students to use precise language to describe mathematics, as well as the CCSS shift towards academic vocabulary.
Present task: First, I’ll hold up a square and a cube.

Partner talk: Are these both squares? How are you sure?

Whole group question: How are these the same? How are they different?

Let’s think of some rules to prove this is a cube: What shape are the faces? How many faces? How many vertices?
I'll follow the same routine with the sphere and the rectangular prism. After each shape, I’ll add the shape name and picture to our 3D anchor chart (attached!).
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Student Share
I'll present the triangular prism, cone, and cylinder to students one at a time. After each shape, students will partner talk about the shapes and discuss what they notice about the shapes' faces, vertices, edges and what it looks like in the real world.
Guiding Questions:

What do you notice about this shape?

What rules could you write to describe this shape?

How is this shape different from the other shapes we have looked at?
Independent Practice
Students make a flap book and practice identifying the shapes and describing the shape features in writing!
For my class, I chose to give them 2 flap books stapled together so they had 6 flaps. You can also opt to have students practice 3 of the shapes.
Directions:
1. Cut down the lines.
2. Students draw a card from the center pile. I got all of my 3D shape cards free from Mrs. Ricca's Kindergarten blog. You can get the cards here! I cut out a variety of cards and had them in the envelope in the middle of each table group.
3. Students decide what shape it is and write the shape name on the top flap.
4. After students glue down all of the shapes and write the shape names, they add features on the front flap to describe their shape.
See attached document for the flap book master!
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Closing
Students share their flap books with each other and practice using academic vocabulary, a key focus of Common Core!
See attached Student Work Share video of one student sharing her work with me!
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Awesome. I am going to print the shape cards and use them in my lesson. I also like your questions, they allow the students to think about the shapes and have the explain the understanding.
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