Katie Ferruzzi

Wattles Elementary

Observation Lesson Math February 23, 2012

Objective: Students will be able to identify bases, faces, and vertices of various prisms. They will be able to classify prisms according to the shapes of their bases. GLCE: G.GS.03.06 (Core): Identify, describe, build and classify familiar threedimensional, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, and vertices). 3.G.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Anticipatory Set: (Whole Group) I will put examples of different prisms on the SmartBoard and ask students a question. -What do we call these figures? If students identify the shapes as prisms, I will ask them a following question. -How do you know that these figures on the SmartBoard are prisms? I will call on a few students for their responses and have them explain their thinking or What makes you think that?.

Instructional Input: (Whole Group) After my anticipatory set, I will explain that a prism is a polyhedron that must have three specific properties in order to be considered a prism. The three specific

Katie Ferruzzi

Wattles Elementary

properties are: bases must be the same size and shape, both bases must be parallel, and the faces that connect the bases must be rectangles or parallelograms. I will further explain that prisms are named after the shape of its base. I will explain to students that we will be learning how to identify types of prisms and also identify the bases, faces, and vertices of a prism.

Modeling: (Station 1) I will first model how to identify bases, faces, and vertices on a prism to students. After I do this, I can then identify the type of prism. I will explain to students how I identified the bases, faces, and vertices, which led me to identifying the type of prism. I will also verbally state that this prism contains the three specific properties of a prism: both bases are the same shape and size, both bases are parallel, and the faces that connect the bases are rectangles or parallelograms.

Checking for Understanding: How do we know if a three-dimensional figure is a prism? What properties does the figure need to have to be considered a prism?

Activities: (Station 1) I will have students sort figures into prism and non-prism categories. Each student will get a turn to come up and sort a figure on the SmartBoard. As each student sorts the figure into the appropriate category they must state why it belongs in that category.

Guided Monitored Practice: (Station 1) I will have each student pick a prism from the prism sort game and then explain what kind of prism it is and where the faces, bases, and vertices are.

Independent Practice: (Station 2, 3, 4) At station 2, students will work on their Math Journal page 153 where they will work in a group and each create shapes by stacking attribute blocks together to make a prism.

Katie Ferruzzi

Wattles Elementary

They will then trace around each face of the prism. They will share and talk about the prisms that they made. If time allows, students will be given to opportunity to work on their Excel after their Math Journal page is complete.

At station 3 students will work on their Math Box on page 154. This is a cumulative review of many concepts we have covered. If time allows, students will be given to opportunity to work on Enrichment Worksheets from our Enrichment folders.

At Station 4 students will work on an activity where they have to identify vertices, bases, and faces of different prisms. Students will also identify the name of each prism. If time allows, students will be given the opportunity to work on Enrichment worksheets from our Enrichment folders.

Ending Closing Activity: (Whole Group) I will close this activity by asking students to tell me what they discovered today during math. I will review the three specific properties of prisms with the students as well. I will also hold up examples of 3-D shapes. Students will be asked to tell me if the shape is a prism or not a prism but also explain their thinking.