BridgewaterCollegeTeacherEducationProgramLessonPlan

Name:BrookeWean
Subject/Gradelevel:

LessonTitle:

Unit:

DateorLesson#:

Geometry- 3rd

Geometry Day 1

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 and describe plane and solid figures: circle, square, rectangle, triangle, cube, rectangular prism,
square pyramid, sphere, cone, cylinder
Materials/Technologies/ResourcesNeeded:

Half sheet of paper for each student

Document camera
Worksheet- Name, Edge, Face, Vertices 1 for each student
Examples of figures:
Cube- tissue box
Rectangular prism- book
square pyramid sphere- ball
cone cylinder- cleaning wipes container

Assessment(Formativeand/orSummative):
1.

A formative assessment will be done based on students completed name, edge, face, vertices worksheet. The worksheet will
demonstrate that students identified the shapes and the number of each part of the figure.

AnticipatorySet(Hook&Agenda)
Teacherwill:

Today we are going to start talking about

geometry! We are going to learn about
characteristics of shapes and figures. Later
we will learn about lines and angles. Before
we get started I am going to give you a
pre-test to see how much you already
know about geometry.
Access/ReviewPriorKnowledge

Studentswill:

Accommodations/
Differentiation:

Anticipated
Time:

Students will start thinking about

geometry and shapes.

1minute

Teacherwill:

Studentswill:

Pass out pretest. Let students know that it

is okay if they do not know the answers
because we havent taught them geometry
yet. Explain that the purpose of this is to
see what they already know and what I
need to spend my time teaching.

Students will complete the pretest

independently. During the test they will think
about what they already know about
geometry. They will get some clues about
what we are going to learn next.

When students are finished gather them

back to the rug. Have students each bring
a pair of scissors for later activity.
Begin by talking about the shapes students
are most likely already familiar with
(plane figures). Talk about the number of
sides each figure has. Ask students if they
know any other ways to describe the
figures. Have students turn to a neighbor
and talk about ways to describe shapes.
After about a minute ask if anyone wants
to share with class. If they do not know
ways to describe figures, then tell them we
are going to learn about some more ways
to describe figures.

Accommodations/
Differentiation:
If students have
trouble reading
words on the test
give them assistance.

Anticipated
Time:

15 minutes

Students connect with what they already

know about shapes. Students may already
know ways to describe shapes besides
number of sides, such as: edge, points, face,
angle
Students can share what they shared with
a partner or what their partner shared
with them.

2-3 minutes

Listen to make sure

students are sharing
about the topic of
geometry

TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissection;youmusttailortheordertothestudentsandthecontent.Thisshouldbethelongestportionofyourlesson
plan.

Teacherwill:

Studentswill:

Explain these terms:

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

Explain to students that we are all going

to make a model that can remind us of
these parts of a figure.

Show students what the completed model

will look like. Show them quickly how they
will fold their paper.

Students will think about where these parts

of figures are on an actual figure.

Accommodations/
Differentiation:

Anticipated
Time:

5 minutes

Then pass out paper and send students

back to seats to complete model. slowly
model how to fold step by step.

Students can watch me make this foldable so

they have an idea of what they will be doing
with their paper.

Once folded it will look like this

Students will fold their paper as instructed.
Once folded and 1 piece is cut students will
stop and wait and we will label the parts.

Label parts before gluing.

Have students stop after they fold and cut.

Students can sit at their desks and watch
me under the document camera. I will label
the parts of my foldable under the
document camera.

Students will be seeing a visual of where the

faces, edges, verticies, and angles are on a
figure.

Monitor the room

to help students
who are having
trouble with this
If students are
having trouble allow
them to ask a
neighbor for help.

Then students can glue their foldable to

make it pop up.
Finished product will look like this:

Gather students back on the rug with

clipboards to talk about the edges, vertices,
faces of the solid figures below: cube,
rectangular prism, square pyramid, sphere,
cone, cylinder
Give each student a copy of worksheet:
Names, faces, Edges, and angles and place
1 copy under document camera. Go over
each shape and fill in the boxes together.
For each figure show students an example
of the figure and use that to count faces,

Check to be sure
everyone has folded
and labeled
correctly.

15 minutes

vertices, angles, edges. I will hold up figures

and we will use them to determine the
number of edges, faces, vertices, and angles.

Students will be looking at their worksheets

when they get them and already be thinking
of the figures listed.

Examples to show::

Allow students to
hold the
figures/objects to get
a better view of
angles, faces,
vertices, edges.

Cube- tissue box

Rectangular prism- book
square pyramid
sphere- ball
conecylinder- cleaning wipes container

20 minutes

Students can refer back to their completed

chart later in this unit.
Students can refer back to their edge, face,
angle, vertex foldable also to review the terms.

Closure:
Teacherwill:

Studentswill:

Have students check their worksheet with

my copy under the document camera.
Students should have something written in
every box that I have something written in.
If they do not, they will fill in the
remaining boxes.

Students will check their work to be

sure they have completed all tasks.

Accommodations
/Differentiation:

Anticipated
Time:

If a student is
missing
information, they
can ask a friend.

1-2 minutes

DeclarativeSummaryStatement:
Today started talking about parts of a figure: edges, vertices, angles, and faces. We started talking about solid figures and we
identified the number of edges, vertices, angles and faces the figures have. Tomorrow we will continue with this lesson.
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.