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Lesson Rationale
This lesson is designed to remind
and to teach students about polyhedrons, solid 3-dimensional geometric objects.
They will also be taught how to identify bases of pyramids and prisms.
Objectives
- The
student will be able to identify five basic 3-dimensional shapes and
discuss their characteristics.
- The
student will construct models of a pyramid and a prism and identify their
characteristics.
- The
student will be able to identify symmetric shapes and draw lines of
symmetry.
PA Standards
Academic
Standards for Mathematics 2.9 Geometry
2.9.3 Grade 3
Pennsylvania’s
Public Schools shall teach, challenge and support every student to realize his
or her maximum potential and to acquire the skills and knowledge needed to:
A. Name and label
geometric shapes in two and three dimensions (e.g., circle/sphere, square/cube,
triangle/pyramid, rectangle/prism).
B. Build
geometric shapes using concrete objects (e.g., manipulatives).
D. Find and
describe geometric figures in real life.
E. Identify and
draw lines of symmetry in geometric figures.
Anticipatory Set
Before
introducing the topic to the students, show them different 3-dimensional
objects from around the room and ask them to identify their shapes. For
example, using a tissue box, ask them to identify its shape (rectangular
prism). Continue with this for 5 or 6 different objects, then explain to them
that, regardless of their differences, they are still all considered
polyhedrons.
Materials
- scissors
- straightedge
- tape, paste, or glue
- 3-D objects, such as a tissue box, can, sugar, cone, ball,
and pyramid
- Math Journal 1
- Math Masters
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Objective
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Procedure
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Assessment
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The student will
be able to
identify five basic 3-dimensional shapes and discuss their characteristics.
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First make sure
that the
students understand the difference between 2- and 3-D shapes. Explain that
3-D shapes have thickness, as well as width and height. Whereas 2-D shapes
are “flat” – having only width and height. Go over the characteristics that
different polyhedrons have.
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Have the students
figure out, in
discussion, what the different characteristics are between a picture of a
cone and a pyramid or a triangular and rectangular pyramid. Ask for
volunteers to try to see all the details in each shape.
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The student will
construct
models of a pyramid and a prism and identify their characteristics.
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Using page 108 in Math Masters, have each student get
together with a partner and cut out the pattern for the square pyramid, then
fold it along the dashed lines and tape of paste it together. The tabs can go
inside or outside the pyramid. Afterwards, have the groups move on to
constructing the triangular prism, found on page 109.
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Once the process
of creating a
square pyramid and a triangular prism are completed, discuss the shapes with
the class. Identify the faces, edges, and vertices of the pyramid, then have
the students point out those parts of their prism. Have the students
afterwards come up to the board and attempt to draw as many different
polyhedrons as possible. Provide them with ones they left out, then compare
and contrast them all.
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The student will
be able to
identify symmetric shapes and draw lines of symmetry
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Have the students
get into pairs
and work on Math Journal 1, pages 152 and 153. This is simply a review of
symmetry and lines of symmetry, something that even their polyhedrons had. It
also goes over some division and angles.
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Once their pages
are done, have
the students switch papers with another student and have them check it.
Having the students do this activity will help refresh their memory on
lessons that were just introduced to them recently and lessons that they
learned a long time ago |
Adaptations
No adaptations needed.
Assignments
Using Math Masters on page 289,
have the students identify five basic 3-D shapes and explain the differences
between 2-D and 3-D shapes. On this page, they’ll also find and name some 2-D
and 3-D shapes at home. They bring those objects and pictures that have these
shapes to school.
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