School:Teacher:



*Independent Practice *Whole group Instruction*Cooperative Learning *Technology Integration*Guided Practice/Exploration *Formal Assessment *Checking for Understanding/Explanation *Centers *Modeling*Lecture *Reteach*A Project *Visuals *Informal AssessmentOBJECTIVES: (The learner will…)When given a 3-D figure, the learner will be able to sketch the top, side, and front views.TEKS/Standards:7.8 A Views of 3-D- sketch three dimensional figures when given the top, side, and front views.Homework:The homework is the worksheet attached below labeled Homework: 3-D Views.MATERIALS Students: A pencil or pen and their notebook.Teacher: Everything needed is already in the classroom minus more than enough homework for everyone, more than enough grid paper, class work, and homework, and a box of base ten cubes for everyone. Activity & TimeStudent Objectives & Procedures: What Students Do Teacher Procedures: What Teacher DoesI. WARM-UP/Anticipatory SetTitle: 3-D Figures Warm-Up*pedagogical purpose: Checking for understanding/ExplanationMaterials: A computer with the site below showing on the projector: minutesObjective(s): The students will be able to identify, define/describe and give an example of a 2-d and 3-D figure. (which will assess their understanding of what makes a figure 3-D)Student Procedures*The students will walk in and sit down quietly.*The students will look at a Google map projection of the school and identify it as an example of a 3-D figure.*Students will answer “key ?’s” when called on in order top share prior knowledge about 2-D and 3-D figures.Teacher Procedures:*The teachers will greet students as they enter class & direct them to sit down in their desks and wait quietly. *The teachers will project the Google map of the school and begin asking the “key ?’s”. *The teacher(s) will pick a name out of the popsicle stick jar with the correct period labeled on it and ask the student one of the “key ?’s”. Key ?’s:The teachers will ask the following questions after the students complete the warm-up:What makes a figure 2-D? What is an example of a 3-D figure? What makes a figure 3-D? What is an Example of a 3-D figure? What is the difference between a 2-D and 3-D figure? If this is the front, what is the top/bottom/side/other side/back of the school?TransitionThe students will pass their homework up.The teachers will ask the students to pass the homework up. They will count down from ten and once they get to zero the students are expected to have finished what the teacher has asked of them.Teacher: “You have learned how to find area within area and how to use proportions to solve conversions last week. Today we are going to move on to 3-D figures. When given a 3-D figure, you will be able to sketch the top, side, and front views.”1stActivitytitle: Instructing with Base Ten Cubes*pedagogical purpose: Whole Group InstructionMaterials: A box of base ten cubes and dry erase markers.______5 minObjective(s): The students will be able to identify the front, side, and top views of a 3-D figure.Student Procedures:*The students will listen closely and observe as the teacher demonstrates building a 3-D figure that demonstrates the front, side, and top views of a 3-D figure.*Students will answer “key ?’s” about the front, side, and top views of a 3-D figure when called on.Teacher Procedures*First the teacher will demonstrate a 3-D figure with the base ten cubes (The teacher will create a figure by putting 8 cubes together to make a 3-D figure.)*The teacher will tell the students that the side they are looking at is the front, and then ask the class to locate and count how many squares are in the front.*The teacher will inform the students that the strategy is to locate the size and then count the squares by marking each square counted with a dry erase marker. This strategy will help them keep track of how many cubes are in each view (top/side/front view) for when they will be drawing the views in the next activity.*The teacher will call on a student using the popsicle sticks with the correct period labeled on it to answer the question. *The same process will follow for finding the sides, top, and bottom of the 3-D figure (the teacher will ask “Key ?’s” during this time.The teacher will then draw the front, side, and top of the 3-D figure and explain why the figure looks the way it does (“Teacher: When drawing the front view of this figure, your strategy is flip the figure to the side you are looking at and then draw what you see.”)Key ?’s:If the side you are looking at is the front, how many squares make up the front/side/top? If this is the top, what is the bottom? How many squares are located on the bottom? If this is one side, what is the other side? How many squares are located on the other side? If the front is here, where is the back side? How many squares create the back side? TransitionThe students will take a copy of “Classifying the Front, Side and Top View of a 3-D Figure” as they are handed back through each row. The teacher will hand each student in the front about 10 of the worksheets labeled Classifying the Front, Side, and Top View of a 3-D Figure. Teacher: “Now that we know how to find the front, side, and top view of a 3-D figure, we are going to learn how to draw the front, side, and top view of a 3-D figure on a sheet of grid paper”. 2nd Activitytitle: Classwork *pedagogical purpose: 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.Objectives:The students will be able to identify and draw the front, side, 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. *First the teacher will hand the student at the front of each row about 10 of the 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 class 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.TransitionThe 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 Activitytitle: 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. 10 minObjective(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.*If there is a disagreement, the students will explain in depth their reasoning for why they believe their answer and process is correct.*The students will continue to repeat this until the timer goes off.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 figures and hand their partner their drawings in order for them to check each other’s work.*The teacher will tell the students that, if there is a disagreement, the students are to explain in depth their reasoning for why they believe their answer and process is correct.*The teacher will instruct that the students will continue to repeat this until the timer goes off.* The teacher will then set a timer for 10 minutes.Key ?’s:Why did you get this answer? Did your partner get the same answer? What was your partner’s reasoning? What is your reasoning?Transition When the timer goes off the students will focus their attention back to the front of the room for another whole group instruction.The teacher will now pass out the worksheet labeled Activity 4: Classifying the Front, Side, and Top View of a 3-D Figure. The teacher will then tell the students to focus their attention back to the front of the room on the teacher explaining problems one and two of the Activity 4 worksheet. The teacher will explain that it is important to listen up because drawing the front, side, and top views of a figure when it is given on a sheet of paper can seem a little trickier.4th Activitytitle: Working on Problems for the worksheet labeled Class work *pedagogical purpose: Materials:Copies of the worksheet labeled Class Work20 min.Objectives: The students will be able to draw the front, side, and top view of a figure 3-D figure that has been drawn on paper with one of the views listed.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 “Class Work” worksheet, students will write down on their worksheet what the teachers write on the board. Students will be expected to answer the “key ?’s” (to the right) 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 “Class Work” 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.Teacher Procedures*The teacher will pass out the worksheets labeled Class Work to the students.*The teacher will model/work through the first two problems with the class.*The teacher(s) will ask questions of individuals to check for understanding, using the popsicle sticks to insure equitable participation by students, and to motivate students to pay attention. The questions the teacher should be asking are below under “Key ?’s”.*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 class 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.Key ?’s:If the side you are looking at is the front, how many squares make up the front/side/top? If this is the top, what is the bottom? How many squares are located on the bottom? If this is one side, what is the other side? How many squares are located on the other side? If the front is here, where is the back side? How many squares create the back side? After going over each problem the teacher will ask the following question: Does anyone have any questions, comments, or concerns so far?TransitionStudents will focus their attention back to the front of the room for reflection.The teacher will pass out homework. The teacher will begin asking the students Key questions about what they know about 3-D figures and how to find the front, top, and side views.III. CLOSURE title: Reflection*pedagogical purpose: Informal AssessmentMaterials:Copies of the worksheet labeled 3-D Figures Homework for everyone.5minObjective(s):The students will review area and demonstrate their understanding of 3-D views by answering the “Key ?’s” to the right.Student ProceduresThe students will answer the “Key ?’s” when called upon by the Teacher to review area and demonstrate their understanding of 3-D view.Teacher ProceduresThe teachers will ask questions (see below) in order to informally assess the students’ understanding of 3-D views. Key ?’s:What makes a figure 2-D? What is an example of a 3-D figure? What makes a figure 3-D? What is an Example of a 3-D figure? What is the strategy for finding and drawing a front/side/top view of a 3-D figure?Planned Modifications and Differentiation: (ILL/504/SpEd accommodations)These (about half of the students in class) students have SPED certified instructors helping them one on one and are placed in a seating arrangement most comfortable to them (They are usually located in the front and the side closest to the door, the left side when you in the front teaching). The lesson is structured with the intent to help these students feel more at ease. For instance, we count down a lot and constantly remind the students what they are expected to do, one thing at a time. We constantly remind the students verbally what we expect from them and when we expect it done by.Assessment(s): (attach copies of assessment documents, criteria and rubrics)Below is the class work and homework. It will be a percentage grade where each problem is worth __ points out of 100 depending on how many problems there are total. The class work will not be graded. Other forms of assessment are informal and occur during class time when we walk around observing and helping students and when we call on students during class.Data collection and analysis:I came up with the data based off of the TEKS and what I found in IXL and the books Motivation Math: Level Seven and Accelerated Curriculum Mathematics Grade 7 TAKS Student Edition. I believe this book had the most useful information to best benefit all of our students and I adjusted the problems to even better suit our student’s needs. I put problems I believe will best help them prepare for testing.Resources: (Include coursework, internships, Internet resources, colleagues, textbooks, etc.)Below is all the coursework. I made up my own problems and obtained the rest from the book Motivation Math: Level Seven and Accelerated Curriculum. I also used Google maps for the warm-up: Reflection: ................
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