Sophie Bowie

Lesson Plan Information

Subject/Course: Geometry, Mathematics

Grade Level: Grade 3

Date: Wednesday, March 29, 2017

Topic: Prisms and Pyramids

Length of Period: 1 hour

Expectation(s)

Students will participate in the class discussion.

Students will raise their hands if they have questions.

Students will complete the worksheets with their small groups.

Students will complete the cutouts at their desks.

Students will respect their peers.

Objectives

Today learners will:

Be able to identify the characteristics of different prisms and pyramids (edges, faces, and

vertices).

Be able to differentiate between prisms and pyramids.

Be able to think of real-life examples of geometric solids.

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QEP Competencies

Subject-Specific Competencies:

Mathematics:

Competency 2: To reason using mathematical concepts and processes. On the prisms and

pyramids worksheets, as well as in their workbooks, students will have to recall the

mathematical concepts that they have learned about and apply them in order to identify

different solids.

Competency 3: To communicate by using mathematical language. Students will use

mathematical language relating to prisms and pyramids, such as vertices, faces, and edges

during this lesson.

Cross-Curricular Competencies:

Competency 1: Exercises critical judgment. Students will have to exercise critical

judgment as they determine the number of faces, edges, and vertices for each solid, as

well as when they have to come up with examples of each.

Competency 2: Organized his/her work. Students are expected to organize their work at

all times.

Competency 3: Communicates effectively. Students are required to communicate

effectively throughout the lesson - whether it be during the class discussion, when they

have questions, or in their written work.

Competency 4: Works in a team. Students will work in pairs to complete the prisms and

pyramids worksheets, and will work with their groups of 4-5 to put together the solids

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cutouts. When students complete the work in their workbooks, they are also permitted to

work in pairs.

Professional Competencies:

Competency 3: To develop teaching/learning situations that are appropriate to the

students concerned and the subject content with a view to developing the competencies

targeted in the programs of study. The QEP competencies for mathematics are directly

integrated into the math workbook, and thus the rest of the lesson also incorporates those

competencies, as well as some cross-curricular ones.

Competency 4: To pilot teaching/learning situations that are appropriate to the students

concerned and to the subject content with a view to developing the competencies targeted

in the programs of study. The QEP competencies for mathematics are directly integrated

into the math workbook, and thus the rest of the lesson also incorporates those

competencies, as well as some cross-curricular ones.

Competency 6: To plan, organize and supervise a class in such a way as to promote

students learning and social development. The organization of the classroom, seating

arrangements, and pairings of students during group work are all strategically designed to

promote students learning and social development.

Teaching Skills:

Transitions

Multi-tasking

Time management

Positive feedback

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Creativity

Clear instructions

Materials

Geometric solids cutouts (1 of each per group)

Prisms and pyramids worksheets (1 per student)

Pencils (1 per student)

Erasers (1 per student)

Scissors (1 per student)

Glue (1 per student)

Math workbooks (1 per student)

Lesson

Introduction:

1. Hook: Explain to the students that we are going to be learning about prisms and

pyramids. Hold up the models of the cutouts and ask them if they know the difference

between a prism and a pyramid, and if they know what the different parts of it are (edges,

faces, and vertices). Have a small class discussion about this topic.

Middle:

For steps 2-6, circulate around the classroom and scaffold as needed

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2. Ask students to open up their workbooks to the chapter on prisms and pyramids, and ask

students to take turns reading the information provided. Ask students if they have any

questions.

3. Have a discussion with students about how different prisms and pyramids are named, and

how the names can tell us about the shape of the bases.

4. Give students the prisms and pyramids worksheet, as explain to them that they are going

to look around the classroom and the corridor to find real-life examples of each solid.

Split them up into pairs, and ask them to come see you when they are finished. Some

students might not be able to find examples for all of the solids, so if this is the case, they

can think of a real-life example that is not present in the classroom.

5. Once students are finished their worksheets, have them go sit at their desks and give them

the cutouts for each of the solids. Explain that they are going to be cutting and glueing

their own solids, just like the models up front.

6. Once students have completed their cutouts, they can begin working on the

corresponding pages in their workbooks. Encourage students to use their cutouts to

identify the number of edges, faces, and vertices for each solid, as well as to help them

answer the questions on the net of a solid.

Conclusion:

7. Bring the class back together and have a small discussion about what the definitions for

solids, prisms, pyramids, faces, edges, and vertices are. Ask students to share which

real-life examples they saw for each of the solids.

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Assessment / Evaluation

Formative evaluation

Formative evaluation will be based on students prisms and pyramids worksheets, as well

as their cutouts, in order to see if they understand the basic concepts underlying prisms

and pyramids.

Summative Evaluation

Summative evaluation will be based on the correct completion of the pages in the math

workbook.

Differentiation and Inclusion

Students who end up finishing early can work on any incomplete class work that they

have yet to finish.

Students whose IEPs call for more time shall receive it.

Students who are following a different math program, according to their IEPs, will still be

involved in the cutouts part of the lesson.

Any and all other accommodations and/or modifications will be made according to

students IEPs.

Students who are really having trouble with the questions will be walked through them

and helped more closely.

My Reflections on the Lesson

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References

Quebec Education Program. (2001). Gouvernement du Qubec Ministre de lducation.