Whole group Instruction/ Guided Practice Materials: More than enough copies of worksheets labeled “Classifying the Front, Side, and Top Views of a 3-D Figure” and a projector. and top view of a 3-D figure on grid paper. Student Procedures: *The students will sit quietly, pay attention, and ask and answer questions when appropriate. *As the Teachers model the first two problems on the “Classifying the Front, Side, and Top View of a 3-D Figure” worksheet, students will write down on their worksheet what the teachers write on the board. Students will be expected to answer questions about how many cubes are in each view (side/top/front view) and how to arrange the cubes as the teachers go through the first two demonstration problems. *The students will then, once the teacher says so, work quietly solving the rest of the “Classifying the Front, Side, and Top View of a 3-D Figure” problems individually, asking questions when needed. *Students will check their problem answers as the Teacher goes through each problem, stating the correct answers and explaining step by step the reasoning and process for the correct answer. *As the teacher goes over the correct problem answers & procedures, students are expected to pay attention and write notes and correct answers for the problems they missed. worksheets labeled Classifying the Front, Side, and Top View of a 3-D Figure. The teacher will model/work through the first two problems with the class. *Then the teacher will set a 5 minute timer and instruct the students to finish the rest of the problems on the worksheet independently. *The teacher will walk around the monitoring progress, answering questions when needed, and redirecting any off task behaviors. *When students have completed working the rest of the problems on the worksheet, the teacher will then briefly go over the correct problem answers, solving the problems his/herself on the overhead projector, explaining step by step the reasoning and process for the correct answer. Transition The students will then flip their papers over and direct their attention to the teacher. The teacher will instruct the student to flip their “Classifying…3-D
Figure” worksheet over and will pass out base ten cubes. Teacher: “Now that we have practiced identifying and drawing the sides of 3-D figures, you are going to work with your partners and create our own 3-D figure. Then you are going to find/identify the front, top, and side views of your figure.” 3rd Activity title: Partner Work With Base Cubes *pedagogical purpose: Independent Practice/Cooperative Learning Materials: Enough Base Ten Cubes for everyone, pencils/pens for everyone, and more than enough grid paper. Objective(s): The students will be able to construct their own 3-D figure using Base Ten blocks and identify and draw the front, side, and top view of the figure they constructed. Student Procedures: *The Students will split up into their previously assigned groups of two (the student that they are sitting next to). *Once the teacher gives each group 16 Base Ten Blocks, the students will begin working on their group assignment. Each student will first work with the blocks to create a 3-D figure using at least 8 of the blocks. *Once the each student has created their figure, they will switch figures and their partner will draw the top, side, and front view of the figure on their grid paper. *The students will then switch back the figures and hand their partner their drawings in order for them to check each other’s work. Teacher Procedures *The teachers will tell the class to split up into their groups of two, partnering with the student they are sitting next to. *Teacher will distribute 16 Base Ten Cubes and two sheets of grid paper per team. *The teacher will now describe the two roles that the students will take on. *The teacher will tell the students that they will first work with the blocks to create a 3-D figure with at least 8 of the blocks. Once the students have created their figure, they will switch figures and their partner will draw the top, side, and front view of the figure on their grid paper. The students will then switch back the