Grade 2
Lesson: 12.1
Reference to English
Flat Surfaces, Vertices, and Edges
Math Standard(s): 2.G.1
Domain: Geometry
Content objective(s):
Language Objective(s):
Students will identify solid figures by their faces or flat surfaces, Students will describe 2 solid figures to their partner using edges,
edges, and vertices.
vertex, and face.
I can identify solid figures by their faces or flat surfaces, edges,
I can describe 2 solid figures to my partner using edges, vertex
and vertices.
and face.
Essential Understanding:
Required Academic Vocabulary for Word Wall:
Three-dimensional or solid figures have length, width, and
Listen: sphere, pyramid, cylinder, cone, cube, rectangular prism,
height. Many can be described, classified , and analyzed by
solid figure, flat surface, face, edge, vertex (vertices)
their faces or flat surfaces, edges, and vertices. Many everyday
Read:
objects closely approximate standard geometric solids.
Write:
Speak: sphere, pyramid, cylinder, cone, cube, rectangular prism,
face, edge, vertex
Sentence Frame:
Materials:
Additional Lesson Vocabulary:
 Whiteboards, erasers, markers
 Geometric solids
 Guided and Independent practice page 382-383
Lesson:
Instructional Time: 25 – 30 minutes
Opening: (4 minutes)
 Pass out whiteboards, erasers and markers.
T: “You have learned how to identify different flat shapes, such as squares, triangles, and circles. We are going to play a quick
game.”
T: “I am going to say 1 of 4 flat shapes – square, triangle, circle, rectangle. When I say the shape I need you to draw it on your
board. You will draw it, hide it and then show it when I say show it!”
 Teacher will say the flat shape and the students will draw them on their boards, then the teacher will check their work.
T: “Now, let’s switch it up, I am going to draw a flat shape on the board and you need to say it to your neighbor.”
 Draw the flat shapes on the board and let the students name them to their neighbor.
T: “In this lesson, you will learn how to identify different solid figures. Remember that I said solid figures not flat shapes.”
T: “I would like you to think about your drive to school today. What shapes did you see? How would you describe them? For
example did you see a yellow sign shaped like a triangle? You could say I saw a triangle sign.”
T: “Turn to your neighbor and tell them what you saw. Each person will have 15 seconds to tell what they say and then they
need to switch to the other person.”
S: “I saw wheels on a car. They were circles.” “I saw buildings, they were squares.”
Introduction to New Material (Direct Instruction): (8 minutes)
 Display the Geometric Solids in the front of the room.
T: “We are going to look at each solid figure individually and describe it. Let’s start with the sphere. Say sphere to your
neighbor.”
S: “Sphere.”
T: “What does a sphere look like?”
S: “the sphere looks like a ball.” “The sphere is round like a circle.” “The sphere is red.”
 Describe each of the solid figures as a class. You can have the students turn and tell their partner before they share it with the
teacher.
T: “So, I am going to hold up a solid figure and I want you to tell me what it is.”
 Hold up a solid figure one at a time.”
S: “that is a cone.” “that is a rectangular prism.”….
T: “Now we know flat shapes and solid figures. Now I am going to teach you what the solid figures are made up of. You have
already described them, but I am going to tell you the names of different parts.”
T: “I am holding a cube. This part that I am pointing at is a flat surface or face. Say it to your neighbor.”
S: “flat surface or face.”
T: “On this cube there is also an edge. I am pointing at the edge. Are there any other shapes with an edge?”
S: “the rectangular prism.”
T: “An edge is where two flat surfaces meet.”
T: “This cube also has a vertex. This vertex also looks like a corner. A vertex is where 3 or more flat surfaces meet. See how they
come together to a point. That is a vertex.”
T: “Tell your neighbor what other solid figures have a vertex.”
S: “The pyramid has a vertex.” “The rectangular prism has a vertex.”
T: “I am going to be point at a solid figure and I want you to say if it has a vertex with thumbs up and if it does not have a vertex
with thumbs down.”
 Proceed with the activity.
T: “Before we move on to your partner activity, let’s describe each of the solid figures. Let’s start with this, what is it?”
S: “the sphere.”
T: “It is a sphere. How many faces does it have?”
S: “none.” “no faces.”
T: “You are right, how many edges does it have?”
S: “none.” “no edges.”
T: “You are right again, how many vertices does it have?”
S: “none” “no vertices.”
T: “Perfect, the sphere has no faces, edges or vertices. Let’s move on to the next solid figure.”
 Go through all 6 solid figures.
Guided Practice: (8 minutes)
Use the modeling cycle:
Teacher Does:
T: “Now I am going to separate you into 2’s. And each of you will be given a set of solid figures. (if you don’t have solid figures,
use the pictures on page 381). Your job is to name the solid figure and describe it using the words face, vertex and edge.”
 Write the names of the solid figures on the board with pictures.
 Write face, vertex and edge on the board with descriptive pictures on the board.
T: “I am holding up a sphere. A sphere has no faces, no edges and no vertices.”
1 Students Does with Teacher:
T: “Now I want one of you to come up and help me describe another solid figure.”
T: “Pick a solid figure.”
T: “What is it?”
S: “It is a cube.”
T: “Please describe it.”
S: “It has 6 faces. It has 8 edges. It has 8 vertices.”
T: “Well done! That was perfect.”
2 Students Do:
T: “Now I need 2 students to come up and help me.”
T: “Each of you needs to pick a solid figure.”
T: “Please take turns asking each other to describe their solid figure.”
S: will take turns describing their shape.
T: “That was great. You told us the name, the number of faces, the number of vertices and the number of edges!”
All Students Do:
T: “Now it is your turn to do the same activity with your partner. There are 6 solid figures so you each need to describe 3 of
them. I will walk around the room listening to your conversations! You have 5 minutes.”
S: will describe their solid figures to their neighbor by saying the name, number of faces, edges and vertices.”
Independent Practice: (5 minutes)
T: “Now it is time to do some problems on your own. I want you to complete problems 1-5. When you are done we will review
them. Use the information on the board to remind you how the solid figures are written. It will always ask you face first, then
edges, then vertex.”
 Pass out Guided practice pages 382-383.
 Teacher will walk around the classroom helping students.
T: “You have 30 seconds left.”
T: “Please turn in your paper and come sit on the carpet.”
Closing: (4 minutes)
T: “Today we learned about solid figures. We also learned how to describe them by their number of faces, edges and vertices.”
T: “We are quickly going to review the questions on your papers.”
 Go over each problem answering the questions and describing the shapes with the students’ help.
Assessment:
Guided and Independent Practice Pg. 382-383.