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# Lesson Plan

## Three-dimensional shapes - Identifying Cubes

### LEARNING TARGET

• Students will be able to correctly name cubes.
• Students will be able to identify the different parts of a cube.

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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

• Cubes of different sizes and orientations (at least 5)
• Whiteboard and markers
• Pictures or diagrams of cubes

• Cube
• Face
• Edge
• Vertex
• Orientation
• Size

### TEACHING RESOURCES

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

### INTRODUCTION

1. Ask the students if they know what a cube is.
2. Show a picture or diagram of a cube and ask the students to identify its shape.
3. Explain that a cube is a shape that has six faces that are all squares.

### INSTRUCTION

1. Show the students cubes of different sizes and orientations.
2. Ask the students to name the cubes.
3. Explain that all cubes have six faces, eight corners, and twelve edges.

### GUIDED PRACTICE

1. Divide the students into small groups and provide each group with cubes of different sizes and orientations.
2. Instruct the students to take turns naming the cubes.
3. Circulate around the room to provide support and guidance as needed.

### INDEPENDENT PRACTICE

1. Instruct the students to work independently to create their own cubes using connecting cubes or other materials.
2. Ask the students to name their cubes.
3. Monitor students' progress and provide support as needed.

### HOMEWORK

1. Ask students to look around their homes and find examples of cubes or other simple shapes. They can take pictures or draw the shapes and bring them to class to share with the class.
2. Instruct students to practice naming and identifying the different parts of the shapes they find.
3. Encourage students to continue practicing with cubes or other simple shapes, such as building with blocks or playing with playdough.

### EXIT TICKET

1. Provide each student with a picture or diagram of a cube.
2. Instruct students to circle the cube and write the word "cube" and draw the faces, edges, and vertices.

### ASSESSMENT

1. During the lesson, formatively assess students' understanding of naming cubes and identifying their different parts through observations and questioning.
2. Use the exit card formative assessment to assess students' ability to circle the cube and label its faces, edges, and vertices.

### CLOSURE

1. Review the vocabulary words "cube," "face," "edge," and "vertex."
2. Ask the students to share one thing they learned about cubes today, and write their responses on the board.
3. Encourage students to continue practicing identifying and naming cubes in their daily lives, such as when they play with blocks or see cubes in their environment.

### EXTENSION

1. Students can practice identifying and naming other simple shapes, such as spheres and cones.
2. Students can practice counting the faces, edges, and vertices of different shapes.

### INTERVENTION

1. For students who struggle with fine motor skills, larger and easier to grasp cubes can be used.
2. For students who need extra support, a visual aid or diagram can be provided to help them understand the features of a cube.

### VIDEOS

No Video Available

### TEACHING TIPS

1. Use visual aids, such as diagrams or pictures, to help students visualize the different parts of a cube.
2. Encourage students to practice naming and identifying shapes in their daily lives, such as when they play with blocks or see cubes in their environment.
3. Provide opportunities for students to work in small groups, as this can help build their social and communication skills.

### STUDENT MISCONCEPTIONS

1. Students may think that all shapes with six sides are cubes.
2. Students may have difficulty distinguishing between the different parts of a cube, such as faces, edges, and vertices.
3. Students may struggle to name and identify cubes that are oriented differently or have different sizes.

### STANDARD

##### Common Core Standard:

K.G.A.2 - Correctly name shapes regardless of their orientations or overall size.

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