SWBAT explain attributes of 3D shapes.

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

10 minutes

*Today, we are going to talk about 3D shapes which are also called geometric solids. *

*To get us pumped up about 3D shapes we are going to watch this video:*

I then hold up a 2D shape and a 3D shape (or display a 2D shape and a 3D shape on the promethean board)

**Turn and tell your neighbor about how these shapes are similar and different. **

After students have finished sharing, I have a couple partners share their ideas. As students share, I record student responses on the board. (Students will likely comment on how one is solid and one is flat, they both have corners, etc.)

10 minutes

*Today we are going to learn about some 3D shapes. 3D shapes are solid. *

*We use some key terms to help us describe 3D shapes.*

*We are going to watch a short video about some of the terms that we use to describe 3D shapes.* As students watch the video, I pause it to ask questions and check for understanding.

*Now, we are going to learn about a few 3D shapes. We are going to determine how many faces, edges and vertices some shapes have. *

*As I take notes on our anchor chart, I want you to take notes on your graphic organizer. This graphic organizer will help you during the independent practice today.*

I start by holding up a cube. I model how to determine how many faces, edges, and vertices the cube has (another option is to have a student come up and model). I then write the appropriate numbers on the anchor chart.

Next, I do the same process for the cone, this time having a student determine the number of faces, edges, and vertices each shape has. As we determine the number of faces, edges, and vertices each shape has, I record the information onto the anchor chart.

10 minutes

*Now I am going to let you fill in the rest of your graphic organizer in groups of two or three.*

I divide students into groups of 2-3 and give each group the following geometric solid manipulatives: rectangular prism, cylinder, dome, and sphere.

As students work, I encourage them to discuss with each other how many edges, vertices, and faces each solid has. I circulate to check for understanding and ask guiding questions.

When students have finished filling out their graphic organizer, I have students come back together and record the new information on the class anchor chart. If students disagree about the number of faces, vertices, or edges, we work together to look at the manipulatives and determine the correct answer.

10 minutes

During independent practice, students play a game of "Who am I?" with 3D shapes. To start, I divide my students into partners. Then, I ask one partner to come to the front of the class and model how to play the game:

1) Students receive one sheet of "Who am I?" cards.

2) Students quickly cut the cards out.

3) Students divide the cards in half.

4) Student A reads the "Who am I?" question to student B (i.e: I am a shape that has no faces and no vertices).

5) Student B responds and explains his or her answer. (i.e: I know that you are a sphere because spheres are the only 3D shape that have no faces or vertices).

6) Student B reads a "Who am I?" question to student A and the game continues!

I give my students 8-10 minutes to play this game. As students play, I circulate to determine student accuracy and understanding. If students are struggling, I ask guiding questions: *(1) How do you know that it is _________ shape? (2) What attributes make you know that it is _______? (3) Could this clue be for any other 3D shape? *

10 minutes

As a final check for understanding, I give my students an exit ticket. As students take the exit ticket, I circulate to check for understanding and look for common misconceptions.

If time permits, I go over the exit ticket with the class so that students can receive immediate feedback on their work.