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Lesson Plan- 3D Prisms Teachers: Wanda Younge & Elizabeth Harrison

Grade: 4 Unit: Geometry Outcomes and Standards:
NCTM
Content Standards: Geometry Process Standards: Students will identify, compare, and analyze attributes of two- and threedimensional shapes and develop vocabulary to describe the attributes. They will classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids.

Subject: Mathematics Time Required: 50 Minutes

NB Mathematics Curriculum Grade Four

GCO: Shape & Space (SS): Describe and analyze position and motion of objects and shapes SCO: SS4: Describe and construct rectangular and triangular prisms. [C, CN, R, V]

Content to be taught:
This lesson is designed to get students actively involved in learning about geometric shapes. Students will learn to describe and construct 3D shapes including rectangular and triangular prisms. They will discuss the characteristics of the prisms including the number of faces, bases, edges and vertices; and the shape of the faces and bases.

Purpose/Objective:
The purpose of this lesson is for students to demonstrate their understanding of 3D prisms. From previous lessons and the activities in this lesson, students will show their ability to describe, compare and contrast rectangular and triangular prisms. Students will have an opportunity to create their own 3D prisms, describe their physical attributes using the appropriate mathematical vocabulary, as well as recognizing how these shapes exist in the real world.

Prior Knowledge:
Students are expected to have some prior knowledge on geometric thinking from earlier grades and lessons. Students have already learned about where 3D rectangular and triangular prisms exist in the real world, that these two prisms are constructed out of a net, and finally are able to describe the two prisms using appropriate mathematical vocabulary.

Materials & Preparation:

-geoboards -Interactive geoboard http://www.mathplayground.com/geoboard.html -3D objects (at least 5 different shapes for each group of 5 students) -Bags (to hide shapes) -Play-Doh for all students

-Paper and Pencil for all students -Access to computers -magazines, photos -construction paper, markers, scissors, glue -SmartBoard file Kooshball

Procedures Pre-Assessment (Phase 1):

Start the class with a brief discussion/review of previous lessons on the physical attributes of rectangular and triangular prisms and how to construct the prisms using nets. Warm-up Prism nets (10 minutes) -Pass out the geoboards and elastics to students and open the interactive geoboard on the SmartBoard. http://www.mathplayground.com/geoboard.html -Ask students to explain how nets help us understand and create 3D objects, such as prisms. -Give students think-pair-share time and then take their answers (Self-regulation assessment). -Give students 3-5 minutes to make the net of a rectangular prism on their geoboards using the elastics. -Once finished, allow one student to come up to the SmartBoard to present their net to the class. -Have a discussion about the net, and describe its physical attributes while looking at the SmartBoard net.

-While students are making their net, circulate around the room and make observations on the students ability to make the net. This will be done in the form of a checklist (see appendix A). Students who are not able to make the net or who struggle in the discussion part of this activity will meet with you before making their choice (phase 3).

Life-size Nets (10 minutes) (Phase 2)

-To get the class up and moving, explain that the class is going to be making a life-size net of a triangular prism. -Start by getting everyone up on their feet and in an open space in your classroom. You will put music on and ask students to form the outline of the net for a triangular prism. -To make this activity more challenging ask students to form the net without anyone talking. This will test their visual/spatial skills, interpersonal skills, as well as promoting cooperation in the classroom. -They must finish making their net before the music turns off (Give them about 1-2 minutes). -Once you turn off the music, take masking tape and place the tape on the floor along the students feet to make the net. Get the students to step back and see if they were able to form their net correctly.

-Once activity is over, teacher can ask students for a thumbs up/thumbs down assessment of how they felt during the activity and if they found it easy to do (Self-regulation assessment) Introduce choices for projects/give rubrics for each (15 minutes)
-Teacher now presents the 4 choices for their assessment and goes over the rubrics for each -Students can sign up for the choice they are comfortable with -Students who werent able to complete their nets in phase 1 are now able to meet with you in a group to go over what they didnt understand. Once you have made this concept clear to them, they will be able to make their choice. -Teacher then has the chance to meet with students who cant decide what to choose and offer guidance.

Assessment: (Phase 3)
*While students are in their choices, the teacher is circulating with rubrics for each student. See Appendix B for rubric.

Choices 1. Creating Nets (20 minutes) -Art integration

-Students should now have a good understanding of what nets look like for both rectangular and triangular prisms. Now they are to construct paper models of the prisms starting with nets. If students feel they need manipulatives to look at or use, they can look at 3D foam/wooden prisms, or use elastics and geoboards. -Ask students to take out paper, pencil and scissors. -Students will draw the net of the shape on the paper first. Then cut out the net. Next they fold the net along the edges to form the prism. They can put small pieces of tapes along the vertices to hold the prism together. Repeat process for second prism. -Students then decorate their prisms to look like a real-life example of prisms in the real world (tent, building, cereal box, etc). -Once finished, place their prisms on the display table (for a future class walk-through)

2. Mystery Shape Game (20 minutes)

*Groups of 4 or less* -Art integration -Students will each be given a piece of paper, pencil, container of Play-Doh, and a bag with a mystery shape inside. Students are NOT allowed to look inside the bag; the fun of this activity is that the shape

remains a mystery for everyone! Shapes include: rectangular and triangular prisms, cube, sphere, pyramids (shapes they have studied previously). -One student comes up to the front of their group with their mystery shape. They are to put one hand inside their bag and feel the shape. They need to describe this shape for their group members. They should pay close attention to the shape of the faces, the number of faces, the number of edges and vertices. If the student knows what shape it is, they cannot say its name because it has to remain a mystery. -While the verbal description of the mystery shape is being given, the rest of the group must decide what shape it is by drawing sketches of the shape on their paper and writing important information being given. -They can ask questions to the student with the shape, but cannot ask for its name or reveal its name to other students. -Once the students think they have drawn and written enough information, they are then to use the Play-Doh to construct their shape. -Once everyone is finished constructing their shape (Try to limit the activity to 5 minutes per mystery shape), the mystery shape is revealed and students confirm if their guess was correct. -The next student goes up front with their mystery shape.

3. Create a Poster (20 minutes) -LA integration

-Students in this project are able to make a poster with either written material, research, photos, drawings, or manipulatives. -Students can do research and write up material/ cut up magazine pictures/ print out photos from the internet/draw examples of prisms/ make nets on geoboards to put on their poster. -They are to show some understanding of prisms in the real-world. -Describe the two prisms using mathematical vocabulary learned in the previous lessons.

4. Smartboard (Geometric Kooshball)(20 minutes)

- Taking turns, the students toss a beanbag lightly at the Kooshballs on the Smartboard. - Behind each ball, is a question pertaining to this geometry unit. - The student answers the question and then checks their answer by clicking on the star. - After all of the students take their turn, each student writes a reflection on a question that they had difficulty with during the activity (See Appendix C).

Differentiation by learning preference:

Intrapersonal: prism net geoboard, Act.#1- creating nets, Act. #2- Mystery Shape Game, Act. #3Poster, Act #4- Geometric Kooshball. Interpersonal: life-size nets, Act. #2- Mystery Shape Game, Act #4- Geometric Kooshball. Bodily-Kinesthetic: prism net geoboard, life-size nets,Act.#1- creating nets, Act #2- Mystery Shape Game, Act #3, Poster, Act #4- Geometric Kooshball. Naturalist: Act. #1- creating nets, Act #3- Poster Verbal-linguistic: life-size nets, Act. #2- Mystery Shape Game, Act #4- Geometric Kooshball. Musical: life-size nets, Spatial: prism net geoboard, Act. #1- creating nets, Act #3- Poster, Act #4- Geometric Kooshball. Logical-Mathematical: Act. #1- creating nets, Act #4- Geometric Kooshball. Additional Differentiation: Those with attention difficulties, all instructions are written on the board, in addition to being announced verbally. Those struggling with the geoboard activity: Teacher provides additional one-on-one instruction (after

seeing who was successful or not) for those struggling with the concept of nets. Once the students become more comfortable with the concept, they join the other students in their activities. Subject Integration: English LA is incorporated during the Poster making activity. Art is integrated in the creation of the prisms and play-doh prisms.

Resources -Interactive Geoboard:

http://www.mathplayground.com/geoboard.html

-SmartBoard Kooshball actvitity:

http://exchange.smarttech.com/details.html?id=22d53ec5-4c9b-4788-b379f7bf8e41899b

Appendix A (Student Checklist for pre-assessment geoboard activity)

Student Name:
Student A Student B Student C Student D

Demonstrates strong understanding

Needs assistance

*Teacher checks off if the student shows understanding during the geoboard activity. If students require assistance, they will meet with the teacher in a conference before making their assessment choice.

Appendix B (Assessment Rubric)

KICA Categories
Knowledge and understanding of math concept: describing and creating 3D prisms Inquiry and Thinking skills/ Use of creative and critical thinking skills

1
Student does not have a clear understanding of the math concept. Limited use of creative and critical thinking skills and struggled with the information presented. Limited ability to express and organize ideas or communicate effectively with purpose.

2
Student has grasped the math concept but required assistance from the teacher. Some degree of creative and critical thinking skills, but shows some struggle with the information presented. Expresses and organizes ideas with some degree of effectiveness and communicates with some clarity.

3
Demonstrated strong understanding of the math concept without assistance/guidance from teacher. Excellent use of creative and critical thinking skills, revealing high degree of understanding.

Communication: Use of various forms of representation and use of conventions to make meaning and reveal significance through the form of communication Application: Use of knowledge and skills to make connections between various contexts

Expresses and organizes ideas effectively and purposefully communicates.

Limited application.

Somewhat effective application.

A high degree of effectiveness in making connections.