Standards: 1. NV 4.5.4 - Predict and describe the effects of combining, dividing, and

changing shapes into other shapes.2. 4.G.2 - Classify two-dimensional figures based on the presence or absence of

parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

Objectives:1. I know that two-dimensional figures can be categorized based on certain characteristics

with 90% accuracy.2. I can analyze two-dimensional figures to determine the presence or absence of certain

characteristics.3. I can identify two-dimensional (flat) shapes by how they look.4. I can identify the edges and vertices of a two-dimensional shape.5. I can identify three-dimensional shapes by how they look.6. I can identify faces, the base, edges, and any vertices on a three-dimensional shape.7. I can tell that the faces of three-dimensional figures are two-dimensional shapes.

Materials: 3D shapes that represent a cube (rubiks or cheese cube), rectangular prism (shoe box), sphere (ball), cone (small traffic cone), pyramid (cheese pyramid), and cylinder (dough roller).

Grouping: Students are grouped by academic level, many students receive differentiated questioning while I observe their groups.

Direct Instruction:1. Instructor will go over the objectives with the class. Instructor will explain that 2D shapes have 2 dimensions (length and width). 3D shapes have 3 dimensions (length, width, and volume). 2. Explain to students that some shapes can be made 3D and that will change their name. 4. On the white board Instructor will draw a square, rectangle, and triangle. Instructor will add in lines to make these shapes 3D.

Vocabulary:RectangleCircleTriangleSquareCubeRectangular PrismSphereConePyramidCylinder 2D

3D

Guided Practice:1. Warm up by asking class how many sides on several different shapes (triangle, square,

circle, etc.)2. Have students draw the following shapes on a blank piece of paper:

RectangleCircleTriangleSquare

3. Numbered Heads Together and write what you think these shapes have in common with each other. Groups will stand up once they have an answer written down, once each member of the group is standing they will compare their answers. If they all have the same answer written down they will put their hands in the center and do a positive praise “yayyyy team!”

4. Students will now get the opportunity to change these shapes into 3D shapes by adding lines to them as the instructor modeled on the white board during direct instruction.

5. Now that the students understand what a 2D shape is and how they can be manipulated into a 3D shape, each table will have a 3D shape sitting in the middle that represents a cube, rectangular prism, sphere, cone, pyramid, or cylinder. Each table will be asked to go around the table and tell their group what they think it is and why starting with the person sitting in the 1’s position.

6. Instructor will then have 3’s stand up at each table to show and tell us about their object.7. On the smart board we will visit

http://www.harcourtschool.com/activity/mmath/mmath_dr_gee.html which is a game matching 3D figures to what they may look like in 2D. Instructor will ask students to stand up for “yes” or stay seated for “no”.

Independent Practice:1. #3’s will distribute worksheet with 3D shapes to their groups(attached).

2 Students now have the knowledge to do the 3D shapes worksheet independently.3 Students will hand in to the front turn in table when complete.

Assessment: Independent Practice

Closure: Today we learned about 2 and 3 dimension shapes. We learned that a 2 dimension shape only has length and width. We learned that a 3 dimension shape contains length, width, and volume. We learned about different types of 3 dimension shapes including the rectangular prism and the cylinder.

Procedures:1. Have 2D shapes written on board, have 3D shapes ready at tables.2. After #3’s explain what shape their table had they will bring it up to the instructor’s desk.

3. #4’s will get independent practice worksheets for their groups.4. Students will turn them in upon completion.

Technology: Students will be able to vote yes or no by a either standing up for “yes” or staying in their seats for “no” to a matching game with 3D figures at the following website http://www.harcourtschool.com/activity/mmath/mmath_dr_gee.html utilizing the smart board.