BridgewaterCollegeTeacherEducationProgramLessonPlan
Name:BrookeWean
Subject/Gradelevel:
LessonTitle:
Geometry- 3rd
Geometry Day 2
Unit:
DateorLesson#:
3
VirginiaSOL
/NationalStandard:
3.14 The student will identify, describe, compare, and contrast characteristics of plane and solid geometric
figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder)
by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number
and shape of faces, using concrete models.
MeasurableLessonObjective(s):
Students will be able to identify solid figures, create models of solid figures and determine number of edges, faces, vertices and
angles of figures.
Materials/Technologies/ResourcesNeeded:
Names, Faces, Edges, vertices worksheet- copies for each student
Example foldable from previous lesson
Shape hunt worksheet-copies for each student
Anchor chart from previous lesson
document camera
Students will need clipboard with Names, Faces,etc. worksheet & pencil
Assessment(Formativeand/orSummative):
1.
A formative assessment will be taken by students ability to determine number of faces, edges, vertices, angles for each silid
figure.
AnticipatorySet(Hook&Agenda)
Teacherwill:
Studentswill:
Today we are going to continue talking
about solid figures and we will look at the
worksheet you all started during our
activity yesterday.
Students will think back to yesterdays
activity and connect information.
Accommodations/
Differentiation:
Anticipated
Time:
1 minute
Access/ReviewPriorKnowledge
Teacherwill:
Yesterday we got to play around with
geometry with marshmallows and
toothpicks. Each of you made some solid
figures with your materials. From there you
counted the number of each part of your
figure.
Studentswill:
Accommodations/
Differentiation:
Anticipated
Time:
S
tudents take out their worksheet and check
the answers they already have from math
time yesterday.
2 min
Today we are going to look back at that
worksheet we started yesterday, talk about
your answers and make sure you have the
correct answers
Refer to anchor chart and review terms
briefly so students are thinking about what
each term means.
Students recall terms and parts of figures to
connect how to figure out the numbers for
each figure.
TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissection;youmusttailortheordertothestudentsandthecontent.Thisshouldbethelongestportionofyourlesson
plan.
Teacherwill:
Go through each row of worksheet and fill
in boxes. Along the way talk about the
number going in each box. Use items from
the classroom which are in the shape of
these figures to demonstrate counting if
necessary.
Cube- tissue box
rectangular prism- textbook
sphere- ball
conesquare pyramidcylinder- cleaning wipes container
Display my copy of worksheet under
document camera so students can copy
correct answers as I fill them in.
Some important things to talk about:
Yesterday we figured out a way to
use multiplication when
Studentswill:
Accommodations/
Differentiation:
Students can see real life objects with are
solid figures and use them to determine
number of parts.
Anticipated
Time:
15 minutes
Students who are
having trouble can look
at my copy to be sure
they are writing correct
answers.
determining number of angles on a
figure
yesterday we realized we cannot
use the multiplication trick to
count edges-- be careful not to
recount edges
why couldnt we make the sphere,
cone, cylinder out of our materials
yesterday
Check to be sure all students have their
worksheet completed by the end of this.
Students can cut out the big square on the
worksheet and glue this into their math
notebooks.
Next students will be put into partners and
given a shape hunt worksheet. The
directions on the page say to do this at
home but our directions will be to go
around the room quietly and write down
items which are solid figures from our
worksheet. Students may use their partner
for questions. During this I will monitor
the groups to be sure students are finding
objects.
Students learn ways to figure out how to
determine number of parts. Students learn
what works and what doesnt work.
Students can refer back to this page later for
activities.
Students can practice finding real life objects
which are solid figures.
If students are
struggling with this
they may ask for
assistance.
15 minutes
If students are having trouble determining
if an item is a solid figure encourage them
to count the faces, edges, angles, vertices of
the item.
Closure:
Teacherwill:
Studentswill:
Check each students worksheet to be sure
they are finding objects and writing
objects which are correct.
Students will have their work checked
by a teacher to ensure they are
completing the activity correctly.
Accommodations
/Differentiation:
Anticipated
Time:
5minutes
DeclarativeSummaryStatement:
Today we practiced with our solid figures. We looked at items in our classroom which are solid figures and we practiced counting
faces, edges, vertices, and angles of figures. Next we will be focusing on lines.
ActivityIfExtraTimeRemainsorTechnologyFails
Teacherwill:
If there is extra time have students go
back to the real life objects they found
and count the parts.
Studentswill:
Accommodations
/Differentiation:
Anticipated
Time:
Note:Attachorprovidehyperlinktoallhandouts,externaldocuments,resources,etc.
