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Expectation(s)
Objectives
Be able to identify the characteristics of different prisms and pyramids (edges, faces, and
vertices).
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QEP Competencies
Subject-Specific Competencies:
Mathematics:
Competency 2: To reason using mathematical concepts and processes. On the prisms and
pyramids worksheets, as well as in their workbooks, students will have to recall the
mathematical concepts that they have learned about and apply them in order to identify
different solids.
mathematical language relating to prisms and pyramids, such as vertices, faces, and edges
Cross-Curricular Competencies:
judgment as they determine the number of faces, edges, and vertices for each solid, as
Competency 2: Organized his/her work. Students are expected to organize their work at
all times.
effectively throughout the lesson - whether it be during the class discussion, when they
Competency 4: Works in a team. Students will work in pairs to complete the prisms and
pyramids worksheets, and will work with their groups of 4-5 to put together the solids
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cutouts. When students complete the work in their workbooks, they are also permitted to
work in pairs.
Professional Competencies:
students concerned and the subject content with a view to developing the competencies
targeted in the programs of study. The QEP competencies for mathematics are directly
integrated into the math workbook, and thus the rest of the lesson also incorporates those
concerned and to the subject content with a view to developing the competencies targeted
in the programs of study. The QEP competencies for mathematics are directly integrated
into the math workbook, and thus the rest of the lesson also incorporates those
students learning and social development. The organization of the classroom, seating
arrangements, and pairings of students during group work are all strategically designed to
Teaching Skills:
Transitions
Multi-tasking
Time management
Positive feedback
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Creativity
Clear instructions
Materials
Lesson
Introduction:
1. Hook: Explain to the students that we are going to be learning about prisms and
pyramids. Hold up the models of the cutouts and ask them if they know the difference
between a prism and a pyramid, and if they know what the different parts of it are (edges,
faces, and vertices). Have a small class discussion about this topic.
Middle:
For steps 2-6, circulate around the classroom and scaffold as needed
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2. Ask students to open up their workbooks to the chapter on prisms and pyramids, and ask
students to take turns reading the information provided. Ask students if they have any
questions.
3. Have a discussion with students about how different prisms and pyramids are named, and
how the names can tell us about the shape of the bases.
4. Give students the prisms and pyramids worksheet, as explain to them that they are going
to look around the classroom and the corridor to find real-life examples of each solid.
Split them up into pairs, and ask them to come see you when they are finished. Some
students might not be able to find examples for all of the solids, so if this is the case, they
5. Once students are finished their worksheets, have them go sit at their desks and give them
the cutouts for each of the solids. Explain that they are going to be cutting and glueing
6. Once students have completed their cutouts, they can begin working on the
identify the number of edges, faces, and vertices for each solid, as well as to help them
Conclusion:
7. Bring the class back together and have a small discussion about what the definitions for
solids, prisms, pyramids, faces, edges, and vertices are. Ask students to share which
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Assessment / Evaluation
Formative evaluation
Formative evaluation will be based on students prisms and pyramids worksheets, as well
as their cutouts, in order to see if they understand the basic concepts underlying prisms
and pyramids.
Summative Evaluation
Summative evaluation will be based on the correct completion of the pages in the math
workbook.
Students who end up finishing early can work on any incomplete class work that they
Students whose IEPs call for more time shall receive it.
Students who are following a different math program, according to their IEPs, will still be
Any and all other accommodations and/or modifications will be made according to
students IEPs.
Students who are really having trouble with the questions will be walked through them
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References