Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Required Lesson Plan Format

Teacher Candidate: Eric Bran, Ismael Cerezo Content Area: Mathematics, Geometry Date: October 17, 2011 9-12

Grade Level:

Fundamental Skills/Important Concept(s)/Essential Question(s): Visualize the relation between two-dimensional and three-dimensional objects.

What does the inside look like? Lesson Title Lesson Focus Understand the concept of cross sections. Understand the connections between two-dimensional and threedimensional objects.

Core Curriculum G-MD Standards Geometric Measurement and Dimension and/or Visualize relationships between two-dimensional and threeNYS Standards and dimensional objects. Performance Indicators G-MD.4. ~~~~~~~~ Identify the shapes of two-dimensional cross-sections of (For Literacy-based three-dimensional objects, and identify three-dimensional lesson, can use objects generated by rotations of two-dimensional objects. NCTE/IRA Standards for the English Language Arts) NCTE / IRA Standards for the English Language Arts Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences for a variety of purposes. (Standard 4) Students conduct research on issues and interests by generating ideas and questions, and by posing problems. The gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. (Standard 7) Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. (Standard 11)

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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). (Standard 12)

Lesson Objectives
(Blooms Taxonomy; include behavior, conditions, and criteria)

Analysis: 1. By the end of the lesson, the student will be able to classify threedimensional and two-dimensional shapes by listing as many shapes as he/she can. 2. By the end of the lesson the student will be able to analyze threedimensional shapes and predict what the cross-section of the shape is when sliced in half. 3. By the end of the lesson the student will be able to illustrate their prediction on a piece of graph paper.

---------------------Acceptable Evidence (process and/or product)

----------------------------------------------------------------------------------Analysis: 1. On the opening activity the student will be given the chance to list geometric shapes. If a student is able to list the most common geometric shapes such as cube, square, rectangle, triangle, pyramid, sphere, circle, then they will have satisfied the expectations. 2. When presented with three-dimensional shapes the student will get the chance to discuss with a partner what they predict the cross-section of the object will be, if students are able to articulate their conjectures mathematically to the class and their partners they will have satisfied the expectations. 3. Given a piece of graph paper, the student will be able to illustrate their predictions of the two-dimensional cross-section of the three-dimensional object when the object is sliced in half. After the activity is finished and the papers are collected, the teacher will be able to assess if the students met the expectations. This will be decided if the students accurately depicted the crosssection of the foam objects.

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Required Lesson Plan Format: Snowden, P. L. Instructional Procedure(s)

Fall 2011

Prior Knowledge Students should be able to understand the difference between threedimensional and two-dimensional shapes. They should have prior knowledge about perimeter, area, volume, and surface area. __________________________________ Friendly Competition Students will be asked to list as many geometric shapes as they can. They will be instructed that two-dimensional shapes will count for 1 point and three-dimensional solids will count for 2 points. They will have 1 minute to complete this exercise. For each point the student will receive .5 points towards their project in their next lesson. Students will work individually during this activity. Scoring After the time is up, the students will hand the papers in to the teacher. The teacher will score them after class is done.

___________ A. Bell Ringer and Prior Knowledge Activation

This can be together or separately. Also called: set induction, anticipatory set, introduction/review

_______________

__________________________________________

B. Teacher input, explanation, & development

1. Specific instructional method(s); 2. Modeling; 3. Guided practice; 4. Check for understanding 5. Independent practice

1. Specific Instructional Methods: Cooperative Learning / Worksheet A. The teacher will instruct the students to find a partner and work on the geometric shapes handout* which will be handed out by the teacher. The student will name the three-dimensional shapes on the handout. B. The teacher will then pose the questions: If you were to slice these three-dimensional shapes in half, what would it look like? The teacher will have them discuss the answer with their partner. Mini-Lecture with Discussion C. After the students have had some time to discuss with their partner, the teacher will define cross-sections of objects as: A cross section is the face you get when you make one slice through an object1. The teacher will then facilitate a conversation to try and get the students to understand the concept a little bit more in depth. Small Group Discussion D. The teacher will instruct the students to find another group to form a larger group of four.

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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

E. The teacher will then hand out the different foam objects to the groups. F. The teacher will instruct the students to draw what they think the cross-section of their foam three-dimensional objects is, if it was sliced in half. 2. Modeling G. At this time the teacher will explain how to physically find the cross section of the foam object by slicing the foam in half with the string. The teacher will demonstrate this procedure to the class so they know what is expected from them. Also so they feel more comfortable about the directions. 3. Guided Practice H. The teacher will then slice a different foam object, this time having one representative from each group doing the same to one of their foam objects. Step by step the students can follow the teacher. 4. Check for understanding I. The teacher will then ask a few questions to make sure the students understand the task. a. Can someone else explain what we are doing? b. Any questions? c. Does anyone want me to explain the process again? 6. Independent Practice J. The teacher will instruct the class to continue finding the crosssections of their three-dimensional objects by slicing the foam objects in half and drawing their findings in graph paper which will be collected at the end of the class. While they are doing this the teacher will float around the classroom looking to answer any questions the groups may have.

Specific students actions

Student Actions 1. The student will have a chance to review the different geometric shapes. 2. The student will get a change to critically think and make predictions about the cross-sections of three-dimensional shapes. 3. The students will work with a partner and also in small groups. 4. The students will work with physical objects to investigate the concept of cross-sections.
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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

5. The student will review get a chance to verbalize their conjectures about the cross-sections before actually slicing the foam objects.

Assessment (Type and purpose)

Immediate Assessment The students will be observed throughout the class when they are working with their groups. Their worksheets will be collected but it will be made clear at the end of the class that they will not be graded. The opening activity will also serve as an assessment of their prior knowledge on the geometric shapes. Long Term Assessment In the next lesson, students will be asked to follow a modeling activity that will relate directly to cross-sections. The activity will consist of drawing the cross section of real-life objects that the teacher will provide. This will be a graded in-class assignment and will help the teacher assess if the student accurately understood the concept of cross-section and the connection between two-dimensional and three-dimensional shapes.

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Evaluation, if used

Evaluation The students will be given an evaluation sheet* at the last 15 minutes of the class with the following questions: 1. What did you like from this activity? 2. What did you find hard about this activity and this topic? 3. What would you change about this activity? This will be a qualitative assessment which will be reviewed by the teacher after the class is done, in hopes to improve the lesson for the next class.

Closure

In conclusion, the connection between three-dimensional solids and twodimensional shapes is clear with a little critical thinking and the understanding of cross-sections. Cross-sections do not necessarily need to be the slice of an object in half; in fact it can be in any angle which can give you interesting cross-sections.

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles;

Multiple Intelligences 1. Those students who may grasp the idea very quickly will be given the opportunity to assist those students who may be struggling in their group. Those students who may be struggling will be given special attention by the teacher, for example, when floating around the classroom the teacher might gravitate and check in
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Required Lesson Plan Format: Snowden, P. L. 3. Multiple Intelligences with those students who are struggling.

Fall 2011

Materials

1. 2. 3. 4. 5.

* = Hand-outs: Geometric Shapes Worksheet, Evaluation Survey Foam three-dimensional objects. String to cut through the shapes. Graph paper Prize

Duration (time)

35-45 minutes

Curricular and/or Unit Connections

This will be the fourth lesson in our geometry unit. The purpose to have this lesson before the last one is so the students can understand the connections between two-dimensional shapes and three-dimensional solids. These connections are necessary for the next lesson which will talk about modeling with geometric shapes.

Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.

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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Geometric Shapes Hand-out

Three-Dimensional Solids Names: __________________________________ Date: _______________________ __________________________________ Directions: Name the following three-dimensional solids.

Source: http://www.bbc.co.uk/schools/ks3bitesize/maths/images/solids.gif
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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Evaluation
Answer the following questions:

4. What did you like from this activity?

5. What did you find hard about this activity and this topic?

6. What would you change about this activity?

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