Introduction to 3D Figures
Lesson 1 of 5
Objective: Students will be able to explore and develop properties to define 3D figures.
The Problem of the Day will give insight to student understanding of the different quadrilaterals. The explanation as to why the other choices are correct may indicate if students need scaffolding to learn about 3D figures. The lesson begins with a review question for the Problem of the Day.
Which of the following types of quadrilaterals could be described by these properties: has all sides equivalent and has all angles equivalent?
Explain why the other choices are not correct.
During class discussion, students should provide answers that display their ability to distinguish each quadrilateral.
The vocabulary activity will serve as notes for the lesson. While students are completing the activity, they can write down the definition to use as a resource when completing the 3D Exploration. The 3D Exploration guides students to look at the different components and characteristics of 3D figures. If students complete the chart as individuals then compare information with a partner, they can consider the thinking of others as they make their own meaning.
Students will take turns completing the vocabulary activity on the SMARTboard. As volunteers attempt to complete the activity, the class will add the terms and definitions, along with an illustration, to their notebooks.
Exploration of 3D Figures
To complete the chart, students will work as individuals. Once the chart is complete, they will compare charts then discuss responses to the reflection questions with a partner. Whole class discussion should include questions regarding the differences between figures i.e. compare/contrast triangular and rectangular pyramids.
Students can sort the objects using the labels and create a poster with the objects if there is time. If time does not permit, student pairs can present the category they created and volunteers can be chosen to discuss objects placed in the categories given.
To summarize the lesson, student partners will sort figures into categories and use available labels to describe the categories. There is a blank label for students to create another category to use with the figures. The report out after the sort should include each pair giving their created category and telling which figure(s) fall into that category.