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Name:BrookeWean
Subject/Gradelevel:
LessonTitle:
Unit:
DateorLesson#:
Geometry- 3rd
Geometry Day 2
Geometry
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
Toothpicks
Marshmallows
Document camera
Assessment(Formativeand/orSummative):
1.
The completed Names, Faces, Edges, Vertices worksheet will determine a students ability to identify parts of a solid figure.
AnticipatorySet(Hook&Agenda)
Teacherwill:
Studentswill:
Accommodations/
Differentiation:
WE & AG will be
with Ms. Combs
during this time
.
Anticipated
Time:
1minute
Access/ReviewPriorKnowledge
Teacherwill:
Yesterday I went over a few terms before
we started making our foldable:
Edge:
Line segment where two
faces meet
Vertex:
Points where 2 or more
lines meet
Face:
One side of the figure
Angle:
Two rays that share an
endpoint
Studentswill:
Accommodations/
Differentiation:
Repeat definitions
for students who
were absent
yesterday or
students who need a
refresher
Anticipated
Time:
2 minutes
TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissection;youmusttailortheordertothestudentsandthecontent.Thisshouldbethelongestportionofyourlesson
plan.
Teacherwill:
Studentswill:
Accommodations/
Differentiation:
Monitor to be sure
students are
labelling correctly.
Place my model
(laying flat) under
document camera so
students can check
their work.
Anticipated
Time:
5 minutes
Next activity:
Students gather on the rug for instructions.
Begin by talking about the solid figures:
cube, rectangular prism, sphere, square
pyramid, cone, cylinder. Briefly discuss each
shape and identify examples of each shape.
Be available to
assist students if
they are having
trouble with this.
Remind students
that their partner is
also available to
ask/answer
questions.
25 minutes
Closure:
Teacherwill:
Studentswill:
Accommodations
/Differentiation:
If a student is
missing
information, they
can talk to their
partner about it to
figure it out or
raise their hand
for teacher help.
Anticipated
Time:
2-5 minutes
DeclarativeSummaryStatement:
Today we identified the solid figures we are going to learn about and we figured out how to make solid figures out of toothpicks
and marshmallows. Then we determined the number of angles, vertices, edges, and faces each figure has. Tomorrow we will continue
working with solid figures and more geometry vocabulary.
ActivityIfExtraTimeRemainsorTechnologyFails
Teacherwill:
If there is extra time give students the
shape hunt worksheet. The directions for
the worksheet are for students to pair up
and go around the room and make a list
of real items which are solid figures from
the worksheet.
Studentswill:
Accommodations
/Differentiation:
Anticipated
Time:
Note:Attachorprovidehyperlinktoallhandouts,externaldocuments,resources,etc.