Subject: Mathematics
Unit: Geometry
Grade Level: 3
Time Estimate: 50 minutes
Topic: Geometric Language
Goal(s):
SWBAT understand the vocabulary used to describe 3D shapes.
TEKS: 111.5B.6A
Geometry and measurement. The student applies mathematical process standards to
analyze attributes of two-dimensional geometric figures to develop generalizations about
their properties. The student is expected to:
(A) classify and sort two- and three-dimensional solids, including cones, cylinders,
spheres, triangular and rectangular prisms, and cubes, based on attributes using formal
geometric language [such as vertex, edge, and face]
Content Objective(s):
SWBAT define a given shape using proper geometric language.
SWBAT classify shapes when provided a description
SWBAT illustrate the shape described
SWBAT analyze shapes and classify them as a group.
SWBAT create shapes and provide the description.
Language Objective(s):
ELPS:
1(C): Use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire, basic and grade-level vocabulary.
2(C) Learn new language structures, expressions, and basic and academic vocabulary heard
during classroom instruction and interactions.
3(F): Ask and give information ranging from using a very limited bank of high frequency,
high-need, concrete vocabulary, including key words and expressions needed for basic
communication in academic and social contexts, to using abstract and content-based
vocabulary during extended speaking assignments
SWBAT speak using the words vertex, edge and face to inform their partner what shape to
draw.
Illustrate the geometric terms vertex, edge, and face while listening to a partner describe a
shape.
SWBAT will create a flipbook using the vocabulary words to write definitions and
illustrations.
Learning Strategies: Partner Work, visuals, One Looks One Doesn’t
Materials/Resources/Technology:
Flipbooks preassembled, packet of pictures of shapes, 3D shapes with NETS , Math journals
Key Vocabulary:
Vertex, Edge, Face
Instructional Procedures
Focusing Event:(Building Background Knowledge):
--Hold up different shapes and ask students where they have seen them before in
the real world. Ex. Square could be ice cube, Cylinder is a coke can.
Teaching/Learning Procedures:
1. Bring out 3D shapes and NETS for students too look at. Ask students to describe
the shapes in their own terms. They may use words such as sides, corners, and
edges. If students have a hard time figuring out how to describe, point out
characteristics and have them describe them.
2. Go over key vocabulary definitions. These are the words a student will have to
use to describe to their partner what 3D shape to draw/pick out.
3. After discussing the definitions, students will create a graphic organizer by
writing the definitions and drawing pictures in their flipbooks. Students will use
this flipbook as a visual guide when describing shapes.
4. Divide the students into partners, by partnering strong native English speakers
with struggle ELLs.
5. Hand out a packet full of pictures of shapes, and the 3D shapes with NETS.
Students are able to pick out the 3D shape when their partner describes it to
them, or draw the shape into their math journals.
6. Have students take turns explaining shapes using terms such as vertex, edge and
face and picking out the shape the partner describes. Each student should
complete each role three times.
7. Come back together as a class and as the teacher describe shapes and have
partners work together to figure out what shape is being described. When they
decide on a shape, the pair should hold it up in the air for the teacher to see.
8. For homework, have students draw a shape, describe it using vocabulary and
where it is found in the real world. Beginning ELLs should list this information,
Intermediate ELLs will write this in paragraph form.
Formative Check (ongoing or specific):
Check for understanding and participation within partner groups.
Reteach (alternative used as needed):
Have students watch a Brainpop Video that discusses features of 3D shapes. Then
pull students into a center and have them work with manipulative such as Plato to
create indentions to learn the terms face, vertex and edge.
Closure:
Discuss how we might develop this definition as the unit continues. Have students
each student write one thing they learned today on a post-it to stick on the door as
their exit ticket.
Assessment:
The teacher will be able to see if the students grasped the vocabulary words at the
end of the lesson by seeing what shape the pair holds up based on the description
provided.
Beginning ELLs: Have students draw a picture of a shape, and then list its
characteristic and where you se it in the real-word.
Intermediate ELLs: Have students draw a picture of a shape. The write a paragraph
describing the shape using proper vocabulary, and where you find n his shape in the
real-world.