Three+Dimensional+Figures+Lesson+Plan

= = = zThree Dimensional Figures Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 27 || **Date / Time ** March 9 11:45 am || Math |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students have been learning about two dimensional or plane geometric figures. || Students will learn how to identify three dimensional figures. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Standard: 2.0 Knowledge of Geometry <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Topic: B. Solid Geometric Figures <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Indicator: 1. Analyze the properties of solid geometric figures <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Objective: b. Identify and classify pyramids and prisms by the base || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">HCPS Geometry unit assessment || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be able to identify different three dimensional shapes. || <span style="font-family: Arial,Helvetica,sans-serif;">Language Function: identify characteristics of three dimensional figures <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary:three-dimensional figure, polyhedron, prism, bases, face, edge, vertex <span style="font-family: Arial,Helvetica,sans-serif;">Sentence starters: A _ has length width, and height. <span style="font-family: Arial,Helvetica,sans-serif;">A three-dimensional figure with faces that are polygons is called a _. <span style="font-family: Arial,Helvetica,sans-serif;">A
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Intern's Name **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Subject **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pre-assessment: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Purpose and relevance: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">SC Citation: **
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Summative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (towards which the students are working: unit assessment, benchmark assessment...) ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Academic Language Objective ==

<span style="font-family: Arial,Helvetica,sans-serif;">is where two faces meet. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will fill out a chart about characterstics of each three dimensional figure. ||
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // = <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Data-based Information – Pretest <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">and/or Formative Assessment) **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Anticipated Misconceptions or Areas of Confusion ** |||||| **Instructional Decisions based on** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**the Data** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students’ Prior Knowledge **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Students will have a hard time remember all the vocabulary. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">The sentence starters on the board will help the students to visual and remember the vocabulary. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Madison and Clara has a harder time grasping the concepts and needs more instruction. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">The students will be working in small groups so that I will be able to work with each student more closely and pay attention to these two students more. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // =
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Diversity / Multicultural Factors **
 * <  |||| Students will be asked to name things that they have seen in their life that are one of the three dimensional figures. ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Math Connects Grade 5 Teacher's Gude, wooden shapes, plastic nets of figures, paper net cutouts of figures ||
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Materials ==

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">document camera, projector ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology Integration **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(If applicable) //

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Teacher must all copies made for the students and materials laid out for the students to use. Also groups for rotations need to be made and sentence starters for the vocabulary need to be written. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher Preparation and Resources **

Materials will be supplied and ready for students. Rotation groups will be written on the board for students to see and for a smoother transition. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Management Considerations **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Motivation, Procedures, Transitions, Materials, Behavior)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">The time spent with each rotation will be flexible based on how much time is left after the direct instruction. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Possible Modification of Plans **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time ** || ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Procedure == || · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Warm-up · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Motivation · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Bridge || 10 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">.Warm-Up: Determine the area of the triangles. Draw 5 different triangles on the board.
 * = <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Sequence = || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Approximate **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Planned Beginning//**

Due to a shorter class period, collect homework instead of tallying who did and did not do it. || //(Clearly explain instructional activities in sequence.)// || 10 min
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Development of the New Learning//**

35 min || Procedure: 1. Tell the student were are going to be discussing three dimensionalfigures but we need to first discuss some vocabulary. 2. Fill in the blanks to the sentences with the appropriate vocabulary word. A **three-dimensional figure** has length width, and height. <span style="font-family: Arial,Helvetica,sans-serif;">A three-dimensional figure with faces that are polygons is called a **polyhedron.** <span style="font-family: Arial,Helvetica,sans-serif;">A **prism** is a polyhedron with two parallel congruent faces called bases. <span style="font-family: Arial,Helvetica,sans-serif;">A **face** is a flat side. <span style="font-family: Arial,Helvetica,sans-serif;">A **vertex** is a point where 3 or more edges meet. <span style="font-family: Arial,Helvetica,sans-serif;">An **edge** is where two faces meet. <span style="font-family: Arial,Helvetica,sans-serif;">3. Show the students the various wooden blocks and discuss the characteristics. <span style="font-family: Arial,Helvetica,sans-serif;">4. Show the students the rotation groups and describe each rotation. <span style="font-family: Arial,Helvetica,sans-serif;">1st rotation: Students will look at the wooden shapes Using the shapes to help them they will count the faces, vertexs, edges, number of parallel faces, and number of parallel edges. <span style="font-family: Arial,Helvetica,sans-serif;">2nd rotation: Students will look at the plastic nets and determine which shape each one would make. After the will cut out their own net and create a three dimensional figure. <span style="font-family: Arial,Helvetica,sans-serif;">3rd rotation: Students will draw and label items that are shaped like the three dimension figures discussed. <span style="font-family: Arial,Helvetica,sans-serif;">5. After approximately 10 minutes groups will switch. Then after another 10 minutes students will go to their final rotation. || <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; font-style: normal; font-weight: normal; margin: 0in 0in 0pt;">(As appropriate to lesson) ||  || N/A || **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Closure) //** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Summary · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Homework || 5 min || Debriefing: Students will be asked to clean up their materials and hand in charts and drawings. We will discuss vocabulary as we pack up. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Rectangular prism: **<span style="font-family: Arial,Helvetica,sans-serif;">a prism with six rectangular faces including two rectangular bases
 * <span style="font-family: Arial,Helvetica,sans-serif;">Triangular prism: **<span style="font-family: Arial,Helvetica,sans-serif;">a prism that has triangular bases
 * <span style="font-family: Arial,Helvetica,sans-serif;">Cylinder: **<span style="font-family: Arial,Helvetica,sans-serif;">a solid with two parallel congruent circular bases; a curved surface connects the bases
 * <span style="font-family: Arial,Helvetica,sans-serif;">Cone: **<span style="font-family: Arial,Helvetica,sans-serif;">a solid that has a circular base and one curved surface from the base to the vertex
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Enrichment or Remediation//**
 * === //Planned Ending// ===

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // = // What does the data from the formative assessment indicate about student learning? //
 * ** Analysis: **

// To what extent did the students acquire the intended learning? // || Students were able to identify different three dimensional shapes. After identifying each figure, they looked at the characteristics of each one. The students used the wooden figures to count the number of faces, edges, and vertices. Students created theyre own three dimensional shapes and identified figures based on their net. Finally, students identified figures in real life that were one of three dimensional figures discussed. I believe all the students can identify a figure based on the net. Most students are able to look at a figure and identify the number of faces, edges, and vertices. || // Address a minimum of three of the following questions: //
 * <span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Reflection:

// What is working? What is not? For whom? Why? //

// How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? //

// What changes would you make to your instructional procedure that would improve student learning? //

// How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? //

// How did the feedback you gave students help address their needs in relation to the instructional objectives? //

// Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? //

// Based on the results of this lesson, what are your next steps? //

// What big ideas or insights are you developing about teaching? // || <span style="font-family: Arial,Helvetica,sans-serif;">The rotations were working because students were able to talk and work with a partner but were working in a smaller group. Each group got to work at each rotaton for 8 minutes which did not work because for most students this was not enough time. Due to the MSAs math was 15 minutes shorter which was harder to plan roations for. If I was to teach this lesson again, I would give more explicit directions on making the three dimensional figures. I figured students had made the shapes before or would be able to understand how to make them. The number of students confused on how to make the figures surprised me.I may also write the directions for each station or put them at each station so students could read the directions themselves if they forgot. The chart I had the students make and the drawings gave me a good idea that most students understood three dimensional figures. I was also able to learn a lot about the student's progress through observation and listening to the students talk. I wish I would of walked around and talked to each student or listen to every student to get a better idea of the student's progess. ||