## Loading...

# Naming Solid Figures

Lesson 2 of 14

## Objective: The students will be able to name and construct common three-dimensional shapes.

*60 minutes*

#### Opener

*15 min*

In this lesson students will be building three-dimensional figures with marshmallows and toothpicks to build understanding in naming solid figures.

To begin this lesson I do a quick multiplication fact review with marshmallows as a prize. I have the students use their whiteboards to answer the questions and give a prize to the first student to raise their whiteboard with the correct answer. I do about 15 facts in order to get students math brains turned on and warmed up.

*expand content*

#### Practice

*30 min*

Students will be building three-dimensional figures using marshmallows, toothpicks, and tape. The toothpicks will represent edges and the marshmallows with represent vertices. I provide tape so that students can make and edge consisting of more than one toothpick.

I begin by holding one of the wooden solid figures I have. I circulate the room and start to ask questions to the students about the figure I am holding.

*What do you notice about this figure?*

*Can you put your answers in terms of the vocabulary we discussed yesterday?*

I then have the students try and build the figure. I don’t give them any directions except for explaining the role of the toothpick, marshmallow, and tape. I allow the students about 3-5 minutes to work. Once the students have completed their figure I have them keep it on their desk.

I repeat this process for a few other solid figures. The figures I use in this lesson are cube, rectangular pyramid, triangular pyramid, and rectangular prism.

Once all four figures are built I review the figures with the students and I give them the names of each figure. We compare figures and discuss why the figures have their name.

Strictly geometrically speaking, the three-dimensional shapes studied in fifth grade fall into two main categories. There are cylinders and cones. The cylinder category includes prisms and the cones category includes pyramids. Spheres and egg-like shapes(ellipsoids) fall into another category.

Although I don’t think it is highly important to focus on these classification schemes it is note-worthy because of the emphasis on classifying two-dimensional shapes within the fifth grade CCSS.

#### Resources

*expand content*

#### Closer

*15 min*

I wrap up this lesson by viewing a slideshow presentation I made with pictures of real-world objects. I chose pictures that represented items that students would be easily familiar with.

For each slide I have students look at the picture for about 5 seconds and then share with their partner what they observe or wonder about the picture. I give them a minute or so to discuss and thing bring the students back to the whole group. I ask for volunteers to share their thoughts how to name the three-dimensional shape or shapes they see within the picture.

It is important to address an misconceptions that students may have about the difference between two-dimensional and three-dimensional shapes. For example, for the slide that contains rubix cube, square would not be an appropriate response. Students need to be comfortable with using their knowledge in two-dimensional shape classification to aid them in naming three-dimensional shapes.

#### Resources

*expand content*

##### Similar Lessons

###### Length x Width x Height, Gives You the Vooooolume!

*Favorites(11)*

*Resources(18)*

Environment: Suburban

Environment: Urban

Environment: Rural

- LESSON 1: Attributes of Solid Figures
- LESSON 2: Naming Solid Figures
- LESSON 3: Practice with Solid Figures
- LESSON 4: Open Nets
- LESSON 5: Fixed Volume
- LESSON 6: The Unit Cube
- LESSON 7: Volume as Addition
- LESSON 8: Volume as Multiplication
- LESSON 9: Making Sense of the Formula
- LESSON 10: Finding Volume with Story Problems
- LESSON 11: Volume of Multiple Objects
- LESSON 12: Volume Task 1
- LESSON 13: Volume Task 2
- LESSON 14: Volume Review