**Standard**

**3.G.A.1**Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

**Objective/Benchmark**

The students will identify five basic 3-dimensional shapes.

- I can identify a cone.
- I can identify a cylinder.
- I can identify a sphere.
- I can identify a pyramid.
- I can identify a prism.

- I can describe a cone.
- I can describe a cylinder.
- I can describe a sphere.
- I can describe a pyramid.
- I can describe a prism.

The student will construct a pyramid.

- I can construct a pyramid.

**Anticipatory Set**

I will give each student an entrance card as they enter the room. I will hold up each of the five 3-dimensional shapes and have the students list them if they know what they are. This will allow me to introduce the topic as well as get a pre-assessment of what the students knew before the lesson.

**Task Analysis**

The teacher will distribute the entrance cards to introduce the topic and access the students’ prior knowledge.

- Display each of the five 3-dimensional shapes one by one and ask students write down what they think the name of it is on the entrance card.
- Once they have finished, collect the entrance cards.

- Explain that these shapes are 3-dimensional or 3-D “solids”, which means that they have a thickness, as well as a width and a height.
- Discuss how geometric objects, such as triangles and rectangles are 2-dimensional or 2-D, which means they are flat with only a width and height.

- Which shapes can roll? Cone, cylinder, and sphere
- Which shapes have a “tip”? Cone and pyramid
- Which shape has no flat faces? Sphere
- Which shapes have all flat faces? Pyramid and prism
- Which shapes have both curved and flat faces? Cylinder and cone

- Have students take out their scissors and glue.
- The teacher will read the directions aloud with the whole class.
- Show students your model of the square pyramid
- Students will get together in pairs to explore and construct a square pyramid.
- Circulate around the room and assist students as needed.

- Explain how 3-D shapes, such as prisms and pyramids have flat faces shaped like polygons, but because they are 3-D we call them polyhedrons, meaning many faces.

- Identify the faces, edges and vertices of the pyramid.
- Identify its base and point out that all the other faces come together at the vertex opposite the base.

- How is a cone similar to a pyramid? Both have one base with the vertex opposite \the base.
- How are they different? They have different shaped bases: a square and a circle. They have different edges: curved and straight.

- Students will name the five polyhedrons
- Students will write one thing that is still unclear to them.

**Thinking Levels**

Knowledge

- Can you
*identify*different polyhedrons?

- Can you
*describe*different polyhedrons?

- Can you
*compare*and*contrast*different polyhedrons?

- Can
*construct*a square pyramid?

**Learning Styles and Accommodations**

Learning Styles

- Spatial: Students will
*see*five different polyhedrons, along with seeing a chart. - Aural: Students will
*listen*to the teacher identify and describe the different polyhedrons. - Linguistic: Students will
*answer*questions about polyhedrons. - Interpersonal: Students will construct a polyhedron with a
*partner*.

- Students who struggle with constructing a square pyramid will receive additional help from my teacher and I while others are working on their pyramids.

- Students who are highly motivated may construct a triangular prism.

**Methods and Materials**

Materials

- Five 3-D Shapes
- Entrance Card
- Exit Card
- Scissors
- Glue
- Pencils
- White Board
- Dry Erase Markers
- Polyhedrons Chart
- Elmo Doc Cam (if available)

- Students will work independently and in pairs.
- Students will listen to direct instruction.
- Students will also do some inquiry based learning.

**Differentiated Instruction**

Content

- Students will view a chart on polyhedrons
- Students will work in pairs to construct a square pyramid
- Students will work independently on entrance and exit cards.
- Students will listen to whole group instruction.

- Students who would rather draw a square pyramid rather than construct one may do so instead.

**Closure**

- The students will help me describe the characteristics of different polyhedrons before attempting to do it on their own.
- Students who construct a square pyramid correctly and identify all five of the 3-D shapes on the exit card will have met the lesson objective.
- The students will complete an exit card as a check out to the lesson.

**References**

· Everyday Mathematics