Grade 2
Lesson: 12.8
Reference to English
Problem Solving: Use Reasoning
Math Standard(s): 2.G.1
Domain: Geometry
Content objective(s):
Language Objective(s):
Students will use clues to solve riddles about plane shapes and
Students will give 2 clues describing the attributes of a shape for
solid figures.
their partner to draw.
I can use clues to solve riddles about plane shapes and solid
I can give 2 clues describing the attributes of a shape for my
figures.
partner to draw.
Essential Understanding:
Required Academic Vocabulary for Word Wall:
Some problems can be solved by reasoning about the
Listen:
conditions in the problem.
Read:
Write:
Speak:
Sentence Frame:
Materials:
Additional Lesson Vocabulary:
 Whiteboards, eraser and markers
 solid figures found in a classroom (cylinder, cone, pyramid,
ball, cube, rectangular prism, …)
Lesson:
Instructional Time: 20 -25 minutes
Opening: (1 minutes)
T: “You have learned about the attributes of plane shapes and solid figures. Let’s review the words.”
 Review: vertex (vertices), edges, sides, face (flat surface), angle.
T: “Today you will use clues about attributes to solve riddles about plane shapes and solid figures.”
Introduction to New Material (Direct Instruction): (12 minutes)
 Pass out whiteboards, erasers and markers.
 Display the solid figures.
T: “I am going to describe one of these solid figures by tell you about its attributes. I want you to draw it on your whiteboard.”
T: “This solid figure has more than 4 flat surfaces. It has fewer than 6 vertices. What shape is it?”
T: “Use the clues I just gave you and draw the solid figure.”
S: will draw the solid figure.
T: “Show me your boards.”
T: “So, let me tell you how I would solve this puzzle.”
T: “I know the solid figure has 4 flat surfaces. So, I know it is not the ball. The ball has no flat surfaces.”
 Take the ball off the display table.
T: “The cone only has 1 flat surface can’t be the shape either.”
 Take the cone off the display table.
T: “What other shapes can we take off the table?”
S: “the cylinder.”
T: “Why?”
S: “Because it only has 2 flat surfaces.”
T: “You are right! Anything else?”
S: “the cubes has 8 vertices, so it has too many.”
T: “That leaves us with the pyramid! How many of you drew a pyramid.”
T: “Let’s do it again with another figure. I will give you 2 clues and you need draw what you think it is on your whiteboard.”
 Go through the same process with 2 more shapes.
 Clues 1: I have more than 3 sides. I am not a square.
 Clues 2: I have 2 flat surfaces. If you trace one surface, you will make a circle.
Guided Practice: (4 minutes)
Use the modeling cycle:
All Students Do:
T: “Now I want you to work with a partner and tell them 2 clues for one shape and they will draw it. Then you will switch. You
have 4 minutes.”
S: answer will vary…“the shape has no sides and no vertices” or “the shape has one flat face and 1 vertex.”
 Teacher will walk around listening to the groups.
Closing: (2 minutes)
T: “Now I am going to give you 2 more clues. I want you to draw the shape on your whiteboard.”
T: This shape has 0 edges. I do not have any flat surfaces. Draw me.”
S: will draw a ball.
T: “What shapes have no edges?”
S: “the ball.”
T: “Any other shapes left?”
S: “no.”
T: “So it is a ball.”
Assessment:
Guided and Independent Practice pg 410-411