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# CONCORDIA UNIVERSITY LESSON PLAN (Long Form)

## Student Teacher: Shelby Yelden Grade Level: 5th Date: 5/14/2013

State Standard: CCSS.Math.Content.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. http://www.corestandards.org/Math/Content/6/G Subject: Math (Geometry) Name of Lesson: Day 1: 3-Dimensional objects I. Goals: I intend to review geometry term and introduce new vocabulary that deals with the lesson. II. Objectives: After direct instruction the students will be able to describe the number of faces, edges, and vertices for a polyhedron and use features to identify polyhedral and other solids. III. Faith/ Values Integration: I will respect the idea of good listening and motivate the students to listen to others. Students will be expected to work together with respect for their group members. IV. Integrated Technology: Prezi Online shape Manipulator for 3-D objects and nets (http://illuminations.nctm.org/ActivityDetail.aspx?ID=70) V. Materials: Overhead projector Computer VI: Procedure: A. Set / Hook: Have the students name real world objects that are: Prisms, Cylinders, Cones, Pyramids, and Spheres.(inferential question) (3 min) B. Transition: Now that we are able to recognize the shapes lets analyze them more closely. Required Adaptations/Modifications: Required Adaptations/Modifications: Required Adaptations/Modifications: Required Adaptations/Modifications: Required Adaptations/Modifications: Period / Time: 8:05-8:50 and 10:23-11:05 Required Adaptations/Modifications:

## CONCORDIA UNIVERSITY LESSON PLAN (Long Form)

C. Main Lesson: We will start off by reviewing vocabulary from the Prezi and taking notes. (see attached labeled Prezi) (40 min) When we discuss each shape I will have manipulative that I will pass around so that they can see what we are talking about. What is the name of this solid? (Literal question) Also show them the online manipulative on the projector. With the people around them they will discuss the number of faces, vertices, and edges of each object.

D. Transition: Now that you have a base knowledge of the 3dimensional shapes.... E. Conclusion: Tomorrow we are going to use stations to investigate the similarities and differences in the different shapes that we studied today so be ready. (2 min) VII. Assessment: Formative: I will be looking at the students in class participation and listening for if the students are able to describe the number of edges, faces, and vertices of three-dimensional shapes. VIII. Assignment: None IX. Self-Evaluation: X. Coops Comments: Required Adaptations/Modifications: Required Adaptations/Modifications:

## CONCORDIA UNIVERSITY LESSON PLAN (Long Form)

Student Teacher: Shelby Yelden Grade Level: 5th Date: 5/15/2013

State Standard: CCSS.Math.Content.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. http://www.corestandards.org/Math/Content/6/G Subject: Math (Geometry) Name of Lesson: Day 2: 3-Dimensional objects I. Goals: I intend to give the students enough instructions for them to be able to complete the worksheets for each station. II. Objectives: Through investigation the students will be able to identify solids from their nets, and draw front, top, and side views of solids. III. Faith/ Values Integration: I will respect the idea of good listening and motivate the students to listen to others. Students will be expected to work together with respect for their group members. IV. Integrated Technology: none V. Materials: Worksheets for each station Objects for the students to base their work off of Nets of the shapes Tape VI: Procedure: A. Set / Hook: Have the students write down all the 3dimensional objects they remember from the day before.( 2 min) B. Transition: Now that we refreshed out memories we are going to break up into groups and go through 3 Required Adaptations/Modifications: Required Adaptations/Modifications: Required Adaptations/Modifications: Required Adaptations/Modifications: Required Adaptations/Modifications: Period / Time: 8:05-8:50 and 10:23-11:05 Required Adaptations/Modifications:

## CONCORDIA UNIVERSITY LESSON PLAN (Long Form)

interactive stations. C. Main Lesson: We will only have 10 or 12 minutes at each station so please stay on task. I will be picking up the work sheets at the end of class. Explain the stations (2 min) The first station you will be exploring nets. Nets are the plane figure or flat figure that when folded gives you a solid figure or 3-dimensional one. (11 min) For station instructions see attached (LessonPlan2, Station1, (name of shape) net). The second station is going to be an exploratory on shapes that have round edges. (11 min) For station instructions see attached (LessonPlan2, Station2). The third station we will then be looking at different prisms and counting their faces, vertices, and edges. (Inferential questions on worksheet) (11 min) For station instructions see attached (LessonPlan2, Station3). D. Transition: Students it is time to clean up and return to your desks. (2 min) E. Conclusion: make sure your name is on your worksheets and leave them in a stack on the front desk on your way out and have a great rest of your day. Tomorrow you will all get to build your own 3-dimensional shapes. (3 min) VII. Assessment: Formative: The students will be assessed on how they are able to identify solids from their nets from the stations. VIII. Assignment: Fill out the work sheets for each of the three stations. Required Adaptations/Modifications: Required Adaptations/Modifications:

IX. Self-Evaluation:

## CONCORDIA UNIVERSITY LESSON PLAN (Long Form)

Student Teacher: Shelby Yelden Grade Level: 5th Date: 5/16/2013

State Standard: CCSS.Math.Content.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. http://www.corestandards.org/Math/Content/6/G Subject: Math (Geometry) Name of Lesson: Day 3: 3-Dimensional objects I. Goals: I intend to model the students assessment and then lead them in order for them to accomplish their own performance task. II. Objectives: Through interactive activities the students will be able to, describe the number of faces, edges, and vertices for a polyhedron and use features to identify polyhedral and other solids. III. Faith/ Values Integration: I will respect the idea of good listening and motivate the students to listen to others. Students will be expected to work together with respect for their group members. IV. Integrated Technology: Pictures will be taken of the students work. V. Materials: Mini Marshmallows Toothpicks Stick pretzels Gummy drops VI: Procedure: A. Set / Hook: If you could create a shape what would it look like? What would you call it? (3 min) (Creative question) B. Transition: Now that you have an idea of what you would create we are actually going to create them. Required Adaptations/Modifications: Required Adaptations/Modifications: Required Adaptations/Modifications: Required Adaptations/Modifications: Required Adaptations/Modifications: Period / Time: 8:05-8:50 and 10:23-11:05 Required Adaptations/Modifications:

## CONCORDIA UNIVERSITY LESSON PLAN (Long Form)

C. Main Lesson: I will go through a demonstration with the students by making a shape. (10 min) I will ask them the questions they are to answer about theres: (Literal questions) How many faces does it have? What shape is each of the faces? How many edges does it have? How many vertices does it have? The students will then gather the supplies they will need to create their own shape. They will answer the above questions for their own creations. (20 min) For instructions sheet see attached (LessonPlan3, Performance Task worksheet). D. Transition: Students it is time to clean up and return to your desks. (3 min) E. Conclusion: If time we will share our creations with each other. Leave the answers to the questions under your creation when you leave. (7 min) VII. Assessment: Summative: Students will be creating their own 3-dimensional shape and labeling the number of vertices, edges, and faces it has. Also they will name the shape of the faces. VIII. Assignment: The summative assessment will then be graded based on the rubric. For rubric see attached (rubric). IX. Self-Evaluation: X. Coops Comments: Required Adaptations/Modifications: Required Adaptations/Modifications: