2D and 3D Shapes

Grade 1

Essential Question

What are two dimensional shapes (circle, square, rectangle, triangle, oval, rhombus)?
What are three dimensional shapes (sphere, cube, cone, cylinder, pyramid)?

Standard(s)
Standard - CC.2.3.1.A.1 Compose and distinguish between two- and three-dimensional
shapes based on their attributes.

Objectives
Students will be able to identify and create and 2D shapes.
Students will be able identify 3D shapes.

Materials and Equipment

• 2D Video: https://www.youtube.com/watch?v=QaF84YHNQNg
• 3D Video: https://www.youtube.com/watch?v=ZnZYK83utu0
• Worksheet for each student (linked below)
• Play doh for each student
• Pencil for each student
• Projection of videos onto board

Procedures

Introduction
• Have students come to the carpet
• “Today we are going to be learning about 2D and 3D shapes.”

Anticipatory Set/Activating Learning Strategies

• “Does anyone know what 2D shapes are?” Take student responses (flat)
• “Does anyone know what 3D shapes are?” Take student responses (able to be
held, etc.)
• “So, what is the difference between 2D and 3D shapes?” Take student
responses

Sequence of Lesson
▪ 2D
 ▪ Play video: https://www.youtube.com/watch?v=QaF84YHNQNg (have
students dance along)
▪ Explain sister sister shape game
▪ Students each find a partner
▪ Students have to walk in a circle around the room, and they cannot
be next to or near their partner
▪ Teacher says a shape (circle, square, rectangle, rhombus, oval,
triangle)
▪ Students quickly find their partner and make the shape however they
best see fit (the goal is to not be last, but no one will be
eliminated)
▪ Have some students share with the class how they made their shapes,
point out the good
▪ Students come back to carpet

▪ 3D
▪ Play Video: https://www.youtube.com/watch?v=ZnZYK83utu0
▪ Ask students what a sphere is, take student responses, clear up
misconceptions (a sphere is like a circle, a ball or something round)
▪ Ask students what a cylinder is, take student responses, clear up
misconceptions (a cylinder is like a tube, there is a circle on each side)
▪ Ask students what a pyramid is, take student responses, clear up
misconceptions (is like a triangle, square on bottom and comes together in a
point, some roofs are a pyramid)
▪ Ask students what a cube is, take student responses, clear up misconceptions
(is like a square, or a box)
▪ Ask students what a cone is, take student responses, clear up misconceptions
(has a circle, comes together in a point, ice cream cone)
▪ Explain next activity, students will quietly go back to their seats and pull out
their playdoh and open it and take it out of the container, teacher will say a
3D shape and the students will have to make it
▪ Teacher will tell students quiet students will be dismissed back to their seats
▪ Teacher will say a 3D shape (sphere, cube, cone, cylinder, pyramid) and
students will make it with play doh, teacher will highlight some good student
examples
▪ Students will put play doh away

Closure/Summarizing Strategy
▪ Students will get out a pencil
▪ “We are going to practice what we learned about identifying 2D and 3D
shapes by completing a matching worksheet.”
▪ Remind students to put their name
▪ Pass out worksheets
▪ Students work on worksheets
▪ Students give worksheets to teacher when they are finished

Assessment/Evaluation
▪ Teacher will assess both the 2D and 3D shapes the students create during the
lesson to check for understanding.
▪ Teacher will check the worksheet and assess for understanding.
Assignments (if any)
None

Special Considerations

Early Finishers
Students can either draw shapes and how they see them in the real world on the
back of their worksheet or they can use their play doh to make shapes.

Remediation
Students will be given tangible models of each 2D and 3D shape, so that they can
build a better understanding.

Enrichment
Students will have to use their knowledge of shapes to create a drawing. An
example would be to create a house and specify all of the different shapes. So, if
the student was drawing, the roof would be a triangle, the base would be a square
or rectangle, and the windows could be a square or rectangle.

Special Accommodations
• Presentation
o Visual representations of the shapes to help all learners learn and
understand the shapes, provide real world context for the shapes
o Project videos onto board so every student can see
• Response
o Look at students work before having them share, build confidence to
have them share
• Setting
o There will be movement in this lesson to provide the students with
opportunities to get their jitters out and hopefully stay engaged
• Timing and Scheduling
o 2D and 3D shapes will be taught at different times in this lesson

Bibliography

Jack Hartmann Kids Music Channel. (2020, December 8). Shape up! | Jack Hartmann | shapes
song. YouTube. Retrieved March 30, 2023, from
https://www.youtube.com/watch?v=QaF84YHNQNg

Math Songs by NUMBEROCK. (2018, August 6). 3D shapes song for kids | spheres, cylinders,
pyramids, cubes, & cones. YouTube. Retrieved March 30, 2023, from
https://www.youtube.com/watch?v=ZnZYK83utu0
 Links to Resources
Worksheet:
https://drive.google.com/file/d/1SHGW56qZYlfFTv__sbn1_FPpIeYwe6EE/view?usp=sharing