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LEARNING PROGRESSION
PREREQUISITE SKILL
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EXTENSION SKILL
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DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Different-sized cones (at least 5)
- Pictures of cones in different orientations
- Whiteboard and markers
VOCABULARY
- Cone
- Point
- Base
- Surface
- Orientation
- Size
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Ask the students if they know what a cone is and if they have ever seen one before.
- Show pictures of different cones in various orientations and sizes.
- Ask the students to identify what they see in the pictures.
INSTRUCTION
- Explain to the students that cones have a pointy top and a circular base.
- Use the cones to demonstrate the different orientations and sizes of cones.
- Use vocabulary related to cones to describe each cone, such as big, small, tall, short, and so on.
GUIDED PRACTICE
- Show pictures of cones in different orientations and sizes.
- Ask the students to identify each cone and describe its orientation and size.
- Use the whiteboard to draw each cone and label its parts, including the point, base, and surface.
INDEPENDENT PRACTICE
- Provide each student with a cone and ask them to identify its parts, including the point and base.
- Ask the students to draw a picture of their cone and label its parts using the vocabulary they learned.
HOMEWORK
- Ask the students to find cone-shaped objects in their home or classroom.
- Instruct students to write or draw a picture of the cone-shaped objects they found and label the cone's parts using the vocabulary words they learned in class.
- Encourage students to practice identifying cones in their daily lives and report their findings to the class during the next lesson.
EXIT TICKET
- Show the students a cone in a different orientation or size than the ones they have seen before.
- Ask them to identify it and describe its orientation and size.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor students' understanding of cone parts and vocabulary.
- The exit ticket and progress monitoring assessments will be used to determine students' mastery of identifying cones in different orientations and sizes.
CLOSURE
- Review the vocabulary words related to cones and ask students to give examples of each.
- Ask students to share something they learned about cones today.
- Remind students to practice identifying cones in their daily lives, such as in the classroom, at home, or outside.
EXTENSION
- Students can create their own cone models using clay or other materials.
- Students can explore the properties of cones, such as their surface area and volume.
INTERVENTION
- For students who struggle with fine motor skills, larger cones or foam cones can be used.
- For students who need extra support, a visual aid or diagram can be provided to help them understand the concept of cones.
VIDEOS
No Video Available
TEACHING TIPS
- Use real-life examples of cones to help students understand the concept better.
- Incorporate hands-on activities to engage students and reinforce learning.
- Repeat important vocabulary words and concepts throughout the lesson for reinforcement.
STUDENT MISCONCEPTIONS
- Students may think that cones are only one size or orientation.
- Students may confuse cones with other shapes, such as cylinders or pyramids.
- Students may not recognize cones in real-life settings due to variations in size and orientation.
STANDARD
Common Core Standard:
K.G.A.2 - Correctly name shapes regardless of their orientations or overall size.
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