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# BridgewaterCollegeTeacherEducationProgramLessonPlan

Name:BrookeWean

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:

## Today we are going to continue talking

about geometry. Yesterday we took our
pre-test so Mrs. Ray and I could see what
what you still need to learn. First we are
going to continue working on our foldable
from yesterday

Accommodations/
Differentiation:

## Students will recall yesterdays lesson

about geometry. They will be thinking
the terms we went over.

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:

## Students will think back to yesterdays

activity where we began making a foldable
and labelling these terms on the foldable.

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:

desks and finish our foldable. Show the
students my model example from
yesterday, remind them which labels go
where. Explain terms again with
definitions. Let the students know they
can glue their foldable once they have
next activity.
Finished product:

Studentswill:

labelling foldable, then glue. During this
activity they will get some practice
identifying each term listed. The finished
model will be a visual reminder of the
terms.

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.

## Students begin thinking about these figures

and recognizing each by name. This will be
a refresher for most students as they may
have covered this in previous grade levels.

## Explain directions for the next activity:

Students will be put into partners. Each
set of partners will be given a large
handful of toothpicks and marshmallows.
Each person in the group will have their
own copy of Names, Faces, Edges, Vertices,
Angles worksheet. Students will be using
toothpicks and marshmallows to make the
solid figures.
Ask: Will we be able to make all of the
solid figures on this worksheet with these
supplies? Talk about how we cannot make
a sphere, cone, or cylinder during this
activity.

## Students begin thinking about how they

can make figures out of the given supplies.

why we cant make a sphere, cone, or
cylinder with these supplies.

## Let the students know that while they are

working both partners in a group can be
making a figure (not just one partner
working), but they are there to ask each
other questions and work together to figure
this out.
As students go they can determine the
number of faces, angles, edges, and vertices
on the figures they make-- they can write
this number in the corresponding box on
their worksheet.

## Students make their own models of solid

figures and determine the number of faces,
angles, edges, vertices for each figure.

## Students move to a spot in the room

where they can work with as partners and
complete this activity.

Be available to
assist students if
they are having
trouble with this.
Remind students
that their partner is
also available to
questions.

25 minutes

Closure:
Teacherwill:

Studentswill:

## Check each students completed worksheet to

be sure they have the correct numbers in
each box.

## Students will check their work to be

sure they have completed all tasks.

## As I monitor the room I can ask students

to point out each part of their model
figures.

Accommodations
/Differentiation:
If a student is
missing
information, they
can talk to their
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: