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.