To begin this lesson, I wanted to connect to students’ prior knowledge. I displayed models of six geometric solids (cylinder, cone, cube, sphere, rectangular prism, and pyramid) I invited the students to take a seat on the carpet; I wanted all students to be able to see, hear, and work with the given shapes.
Each of these geometric solids has a special name. Today you will learn their special name.
Does anyone think they know the special name for one of these solids?
(If a child correctly identifies a solid, write the name on a large piece of construction paper and place the geometric solid on the paper.)
Then I correctly identified the shapes students did not know and recorded the names on pieces of construction paper. I asked student volunteers to place the correct geometric solid on its corresponding paper.
Student Problem Solving Question:
I ask students who can find two solids that are the same in some way?
How are they the same?
How are they different?
My intended goal is for students to reason with shapes and their attributes. I may draw one of the given shapes on the board, and point out the number of sides, just to see if students can name the shape. I repeated these questions until students were comfortable with the given information on geometric shapes.
In this lesson we will cover the following Mathematical Practices:
MP.2. Reason abstractly and quantitatively.
MP.4. Model with mathematics.
MP.5. Use appropriate tools strategically.
MP.7. Look for and make use of structure
In this interactive model students will learn about solid figures. As students are working, I move into facilitator mode! After the interactive lesson is complete, I invite student volunteers to share out what they liked most about the lesson, or if they learned anything new.
I ask students to move in their assigned groups. I want them to explore the different attributes of each given shape. I may model how to do the activity. I do this because students need to know exactly what they are expected to do.
I place a gift box on each table. I ask students to find an object in their box that have the same shapes as some of the geometric solids. After they have had a moment or two to explore why the chosen shapes are similar to the geometric solids on the board. Students explain different attributes such as: the sides, corners, and angle.
You guys are really smart! I explain that each team will try to find at least one object for each solid. After your team has found one example for each solid, see if you can find other objects in our classroom with these shapes.
As students worked on finding shapes that match their geometric figure, I circled the room and asked students which solid do you think will be the easiest to find? Which solid do you think will be the hardest to find? Can you write the name and draw a picture of the object you found on this record sheet? What did you notice?
After the given time is up, I invite student volunteers to discuss what they noticed during the activity. Some students are quick to point out the sides, and corners of each shape.
Facilitate/Check for understanding:
When students are finished finding the objects, call the groups back to the carpet. Ask the students in the first group…. What did you find that has the same shape of a cone?..cube?.....sphere?....cylinder?......rectangular prism?... pyramid?....
What shape was the easiest/hardiest to find?
Repeat with each group of children
After the students were finished sharing what they have learned. I had them to assist me in creating a large class chart on poster paper of each of the shapes and the objects they found. I will inform students that the chart can be used to remind them of the geometric solids shapes, and how they relate to things in the real world