## Reflection: Student Led Inquiry Introduction to 3D Shapes - Section 3: Guided Practice

When I taught this lesson in years past, I created an anchor chart with my class and went through every 3D shape as a whole class.  This year, I spent time making sure that my students understood 3D shape terminology and then allowed my students time to explore the shapes and fill out their own graphic organizer. This way they were able to make use of the structures the we discussed during the INM and draw their own conclusions through discovery. (MP7) This strategy worked well and students were more engaged and showed greater mastery on their exit tickets.  Allowing students to work in heterogeneous groups allowed students to gain confidence in counting faces, vertices, and edges and allowed students to more deeply understand what each of the 3D shapes look/feel like.  When it came time to go to the independent practice, many of my students were confident in their answers.

Allowing student exploration
Student Led Inquiry: Allowing student exploration

# Introduction to 3D Shapes

Unit 8: Shapes (2D and 3D)
Lesson 4 of 5

## Big Idea: Students learn the terms edge, vertex, and face. Then, they work together to determine how many edges, vertices, and faces common 3D shapes have.

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Standards:
Subject(s):
Math, Geometry, 3D shapes, 3D shapes, math games, shapes
50 minutes

### Caitlin Vaughan

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