## Lesson Close - Section 4: Lesson Close and Homework

# Platonic Relationships

Lesson 7 of 15

## Objective: SWBAT describe polyhedra in terms of their structure. Students will understand how the parts of a solid are related to points, segments, angles, and polygons.

#### Lesson Open

*5 min*

Using the slideshow, I display the warm-up prompt for the lesson as the bell rings. The warmup asks students to define a pentagon in terms of its structure (**MP6**, **MP7**), reviewing the topic of the previous lesson.

The warm-up follows our Team Warm-up routine, with students writing their answers in their Learning Journals.

**Goal-Setting**

Displaying the Agenda and Learning Targets I tell the class that today we will be analyzing the structure of 3-dimensional objects: polyhedra.

*expand content*

As I explain in the video, the goal of this activity is for students to analyze the structure of a polygon.

I display the instructions and distribute the handout for the activity. I point out where students can get materials: scissors, glue sticks or tape, and model templates for making a Tetrahedron, Hexahedron (cube), Octahedron, and Dodecahedron. This activity follows a Team Jigsaw format, with members of each team filling different Roles.

After working as a team to complete the table in the hand-out summarizing the number of faces, edges, and vertices of each solid, students should record the same information in the table in Portfolio Problem 1. They will need this information to complete the problem.

I offer the model template of the Icosahedron as a challenge students can complete for extra credit at home. There are always takers.

****

##### Resources (11)

#### Resources

*expand content*

#### Summarizing Polyhedra

*15 min*

I ask students to take out their Guided Notes on Structure. We complete the sections on polyhedra: *polyhedron, face, edge, vertex, the interior of a polyhedron, adjacent faces, edges, and vertices of a polyhedron, and diagonal*. By now, students should be seeing how certain terms like *vertex* or *adjacent* can have *precise* meanings that differ in different contexts. More on how I use Guided Notes can be found in my strategies folder.

*expand content*

Displaying the lesson close prompt, I ask students to summarize what they learned from the lesson with their team-mates, then select the best answer to write on the board. This activity follows our Team Size-Up routine.

**Homework**

I assign problems #24-25 from Homework Set 1. These problems ask students to analyze the structure of polyhedra. Problem #25 will challenge some students, as they must visualize the planes in which the faces of the solid lie. In addition, I assign Portfolio Problem 1 for the unit.

*expand content*

##### Similar Lessons

###### Pondering Parabolas

*Favorites(1)*

*Resources(8)*

Environment: Suburban

###### Cutting Conics

*Favorites(7)*

*Resources(25)*

Environment: Urban

###### Introduction to the Third Dimension

*Favorites(3)*

*Resources(13)*

Environment: Urban

- UNIT 1: Models and Constructions
- UNIT 2: Dimension and Structure
- UNIT 3: Congruence and Rigid Motions
- UNIT 4: Triangles and Congruence
- UNIT 5: Area Relationships
- UNIT 6: Scaling Up- Dilations, Similarity and Proportional Relationships
- UNIT 7: Introduction to Trigonometry
- UNIT 8: Volume of Cones, Pyramids, and Spheres

- LESSON 1: Previewing Dimension and Structure
- LESSON 2: Unto the 4th Dimension
- LESSON 3: New Directions
- LESSON 4: Angle Management
- LESSON 5: Triangle Construction Site
- LESSON 6: Diagonal Daze
- LESSON 7: Platonic Relationships
- LESSON 8: Reviewing Structure
- LESSON 9: Flatland Encounters
- LESSON 10: Intersection Derby
- LESSON 11: Mission Impossible
- LESSON 12: Intersection Logic
- LESSON 13: Cutting Planes
- LESSON 14: Reviewing Intersections
- LESSON 15: Dimension & Structure Unit Quiz