Name: Brianna Anderson Grade/Subject: 3rd grade math Date: 05/17/24

Yankson
1. Texas Essential Knowledge and Skills (TEKS): (C2)
3.6A Classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular
prisms and cubes based on attributes using formal geometric language

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Students will be able to sort and classify two and three dimensional shapes based on their attributes.

3. SMART During the lesson, the students will sort and classify two- and three-dimensional shapes based
Objective(s): (C3) on an attribute of their choosing.

Essential Question:
What attributes make a
shape 2 or 3
dimensional?
4. Central Focus This lesson connects the knowledge of classifying 2D and 3D shapes to identify them.
(C4)
How will this lesson link I can classify and sort 2D and 3D figures.
with other lessons in the
unit?

Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Students will sort and classify using prior knowledge of naming shapes.
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in two-dimensional, three-dimensional, faces, vertices, prisms, edges, sphere, cylinder, triangular,
meaningful ways. rectangular prisms.

There are 4 language Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
demands to consider as
you require students to
The student would show by representing the shapes, displaying and justifying sorting according
read, write, speak, listen,
to attributes.
demonstrate and perform.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

The students will create a graphic organizer that will show the attributes of the two and three
dimensional shapes and compare and contrast them.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) The students will be able to communicate orally and in through writing how to identify and
The resources, classify 2D and 3D shapes.
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Sentence frames for example: “This is a 2D shape because it has….”
understand, use, and
practice the concepts and
language they need to 2. Pre-teaching vocabulary words such as dimensional, two-dimensional, three dimensional,
learn within the vertices, edges, faces and bases.
discipline

Site the researcher’s

name as you refer to the Discourse strategies - (GO TO Page)
strategy. -Write: Students will write the justification for identifying the figures as either 2D or 3D
shapes.
Contextualizing key
vocabulary to support -Talk: The students will have time to turn and talk with a partner about how they classified
language acquisition and their shapes and why they classified them in this way. The partners will then discuss if there is a
understanding new way they could have classified the shapes.

Syntax - (GO TO Page)

1. The students will show their knowledge by completing a venn diagram classifying the 2D and
3D shapes and justifying their identification.
2. The students will discuss their justification with a partner and they will write their
justification on their paper.

Making Content Comprehensible (R9)

The students will be able to physically classify 2D and 3D models to help with comprehension

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be
aligned to the TEKS, A formative assessment for this TEK would be an Odd One Odd Exit Ticket where the
and objectives. objective is to classify the shapes as 2D or 3D and explain why the shape classifies.

Summative:

A summative assessment for this TEK would be a test question that asks
“What attributes make this shape a 3D figure?”

Assessment of your language demands:

Formative:
Ask the students, “Can you show me a vertex?”
“Can you show me an edge?”
“What is a base?”
 Summative:

A summative assessment would be having the students label these terms on a 3D shape

8. Hook (C7) Hook activity (make connections to prior learning)

As an opening activity, bring out a ball, a cereal box, a pyramid and cut out shapes of a triangle,
circle, rectangle and oval. Mix the items up and lay them on a table in front of you and ask the
Closure (C7) students, “Let’s name these figures together”. Wait a minute or two for the responses before
asking the class to name the shapes together with you.

Once each figure has a name, ask the students, “If you could sort these shapes into 2 groups,
Student Assets (C7) how would you do it?”

Have the students get with their table partner and give them a ziplock bag of the same items you
have and have them sort these items together while walking around to hear the conversations
happening surrounding the sorting.

Closure Activity: (make connections to prior learning)

Once the tables are done discussing, ask the students “What attributes make a shape make
two-dimensional or 3-dimensional?” Remind them that attributes are characteristics of a shape.
Use this activity to check for understanding

9. Body of Lesson/
Teaching Strategies and I DO – I will show the students the 2D and 3D shapes and they will watch me sort them by
Learning Task(s) number of edges. Then I will ask them to turn to their table partner and ask them, “how
(C9) did I sort these shapes.” Then I would write the sentence-stem “I classified this shape
by_________”. Then I will model how to prove my answer by showing them how to count
Be sure to include: the edges. In order to justify how I classified my shapes, I need to show you how I
How will students learn classified these shapes.
and use academic
language? WE DO – I will pass out 3D and 2D shapes to each table and allow them to work in groups
classifying the objects by an attribute of their choice. Once they have them classified, they
will share what attributes they used to classify their shapes. As part of the gradual release,
Three higher order we will come together and say the sentence stem aloud in order to practice justifying our
thinking questions. answers.

Marzano Strategy YOU DO –

The students will complete the next few shapes on their own and will practice justifying their
answers. They will then turn in their sheet so I can use the practice as a formative assessment of
the lesson.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):
 o Second Language learners / Cultural Diversity: When working with second language
learners, I will have them partnered with a friend who can help explain the concept to
them. I will also encourage them to use their 3D and 2D shapes in their bags.
I would also ask what they have at home that looks like the 3D shapes they are working
with at the table to create a connection to personal learning.
o Gifted / advanced learners: For my gifted and talented learners, I will ask them what
structures could they create out of 2D and 3D shapes? How would the structure using
only 3D shapes be different from the structure made up of 2D shapes?

Technology: -(GO TO page)

The technology used for this assignment would be an elmo and projector to project the
worksheet on the screen.

Marzano Strategy - (GO TO page)

Cooperative Grouping to facilitate higher thinking questions. This grouping will also assist
ELLs with understanding and communicating about the concept.

Similarities and difference- In this activity, the students will be classifying these shapes using
their attributes. As an extension activity, I could then put these shapes into a venn diagram to
further shown their classifications.

Higher Order Thinking Questions (GO TO page)

1. Why do 3D shapes stand or roll on their own and 2d shapes do not?
2. Why do we classify these shapes in these two categories?
3. Could we use 2D shapes to build structures? Why or why not?

Grouping / Partnering Technique: (Hattie)

My grouping technique would be high/low. This will get the higher students to have the
opportunity to practice and justify their answers and it will help my lower learners to have a
peer buddy to further explain the concept.

Potential misconceptions and your plan to address it:

Potential misconceptions could be that a sphere isn’t 3d because it does not have sides or edges.
I plan to address this misconception by using real life examples of a ball or a cereal box to make
the connection that a sphere is different from a circle because it can stand up or roll by itself.

10. Resources and (How might you differentiate materials and resources for learners with various needs?)
materials needed (C9) 1. I would allow for students to use text-to-speech to explain how they classified their
shapes and which attributes they chose.
(E7) 2. I would also print the shapes in larger text in order to make the attributes of the shapes
more defined and easier to identify.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom 1. Set the expectations for the students to be seated, quiet and working while we are
Management Strategies working together.
(CBM5) 2. Utilize rewards for good behavior
What procedures will you 3. Assign student’s jobs to ensure a smooth transition throughout the day
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures

12. Academic Supports

for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Sentence stems
strategies and planned
supports, will you employ to 2. use of physical shapes
meet the needs of each
student that has identified
3. using speech to text for the writing portion
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
During this lesson, I
1. sentence stems
will allow for physical
models to make
2. use of physical shapes
instruction more
concrete. I will also
3. Shortened assignments, taking out on section of the work
allow for working with
a partner to ensure that
the students in my class
Strategies for ELLs (strategies that support language acquisition)
can not only
understand it, but
1. sentence stems
explain it to a peer and
work together to
2. use of physical models
identify the attributes
needed.
3. vocabulary anchor chart with the words and pictures

4. Using speech to text for the writing

5. Total physical response

(E11)

DELIVERY PLAN
1. Objective (Rigor) - SMART and should be visible on your board daily.

I can classify 2D and 3D shapes and justify my reasoning.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and emotional
level?

● What will you do to open the lesson to motivate and engage the students’ interest in the content?
● How will you help students make connections to prior knowledge?
● How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
● How will you identify / teach / assess language demands?
● How will you introduce language supports?
● Is your opening congruent to the objective?

As an opening activity, bring out a ball, a cereal box, a pyramid and cut out shapes of a triangle, circle, rectangle and oval. Mix
the items up and lay them on a table in front of you and ask the students, “Let’s name these figures together”. Wait a minute or
two for the responses before asking the class to name the shapes together with you.

Once each figure has a name, ask the students, “If you could sort these shapes into 2 groups, how would you do it?”

Have the students get with their table partner and give them a ziplock bag of the same items you have and have them sort these
items together while walking around to hear the conversations happening surrounding the sorting.

Once the tables are done discussing, ask the students “What attributes make a shape make two-dimensional or 3-dimensional?”
Remind them that attributes are characteristics of a shape.

Use “Geometric Figures: Odd One Out” activity to check for understanding
3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable steps). How
will you use strategies, technology, learning styles? What vocabulary and skills do the students need to master the
material? Are the strategies you plan to use congruent to the objective?

● Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language supports needed.

I DO: I will classify the shapes by an attribute of my own choice and then write on the board, “ I classified my
shapes by________” I then will ask the students to use the sentence stem to explain their thinking about how I
classified my shapes.

● Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct supervision. The
teacher moves around the room to provide individual remediation as needed. “Praise, prompt, and leave” is an
excellent strategy to use. Outline your WE DO activities. Be sure to incorporate strategies and academic language supports that are
needed.

WE DO: I will pass out the same 3D models and they will pick an attribute to sort the models by themselves. They
will then use the sentence stem, “i classified my shapes by________” to justify their answers. Then we will discuss
this as a group

● Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent application of a new

skill. Outline your YOU DO act white vities. Students demonstrate an independent application of new skill. Be sure
to praise and assess strategies and academic language supports that are being used.

YOU DO: As a cloze activity, the students will complete a Geometric Figures attributes page where the students will
practice classifying the shapes and using their sentence stem, “ I classified these shapes by__________”.

● Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes permanent. So, make
sure the students understand how to proceed before moving to the practice phase of the lesson. You may need to
stop and reteach, so students practice correctly. How do you plan to assess understanding? What HOTQs will you
ask? List at least 3

1. What is another way I could classify these shapes?

2. What are the attributes that you could classify these shapes by?
3. What are common attributes of 2d and 3d shapes?
How will you check for understanding or reteach?

I will use my formative assessment (you do) to see which students did not grasp the concept. Pull them into a
small group and reteach them by going backwards and have them count the edges, bases, and sides and have
them sort the shapes by these attributes.

4. Assessment – How will we know that the students have individually mastered the objective? What evidence
will be collected? What will be an acceptable score? What evidence will be collected to demonstrate mastery of
language demands?

The students will be given a question as part of their unit assessment. This is the question:

Suzy sorted some figures into two groups. Group G has a cube, rectangular prism. Group H has a cone, and a
triangular prism. Which statements about the figures are true? select 2:

a. both figures in group g are prisms

b. both figures in group h have at least 2 vertices
c. both figures in group h are triangular prisms
d. both figures in group g have 6 faces

5. Resources - What materials will you need for a successful lesson?

3D and 2d models, anchor chart with vocabulary and cloze assignment

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?

The geometric figures worksheet.

NOTES: