Target Audience:

9th Grade
Class Size: 28 students
50% ELL
Intermediate Proficiency
Class Length: 50 minutes
Shape Your Knowledge
Common Core State Standards:

CCSS.MATH.CONTENT.HSG.GMD.B.4:
Identify the shapes of two-dimensional cross-sections of threedimensional objects, and identify three-dimensional objects
generated by rotations of two-dimensional objects.

Content Objectives:

Students will be able to construct three-dimensional shapes and

compare the difference and similarities between similar two-

dimensional shapes.
Students will be able to define area and volume.

Language Objectives:

Students will read the section about area and volume equations

in the textbook.
Students will write down the equations for area and volume.

Materials:

Three-Dimensional shape cutout worksheets.

Scissors
Glue
Geometry Textbook
Paper for Practice Problems

Previous Learning Experience:

My students have already learned about 2-Dimensional shapes, and

they have seen the area equation in use. In a previous class, I taught
them about the area of circles, triangles, squares, and rectangles.
Building Background (5 minutes):
I will ask the students what kind of shapes we have previously
discussed. The students will give examples of 2-D shapes they have
learned, like circles, triangles, squares, and rectangles. Then I will ask
the students if they have ever seen any 3-Dimensional shapes in the
real world. I will give them examples of spheres, cylinders, and cubes.
Then as a class, we will discuss the difference between a 2Dimensional shape and a 3-Dimensional shape.
3-Dimensional Shapes Activity (20 minutes):
I will pass out the 3-D cutout worksheets to all the students. I will
explain to them that we will be cutting out and creating different 3-D
shapes. The shapes that we will be creating as a class are: cube,
pyramid, and, cylinder. I will explain to the students that they must
follow the directions on the handouts on how to cut out, fold the
pieces, and glue the sides together properly. I will model how to create
the cube in front of the class first. Then I will let them all work
individually on creating the 3-D objects.
After they create their 3-D shapes, I will explain to them what a
cross-section of a 3-Dimensional shape is. I will draw a sphere on the
board, and show that the cross section is a circle. Next, I will ask the

students to talk in their desk clusters (4 desks per cluster) to figure out
what the cross-section shapes of our three objects are. I will call on
different groups to tell me their answer for one of the shapes.
*The cross-section of a cylinder is a sphere, the cross-section of a
pyramid is a triangle, and, the cross section of a cube is a
square.
Area vs. Volume Lesson (10 minutes)
Next I will explain the difference between area of a shape and
volume of a shape. I will have the students read in their desk cluster
groups the sections about area and volume. I will explain that I want
the students to write down the equations for area and volume in their
notes. I will then explain the equations for area and the equations for
volume more explicitly with the whole class. I will tell the class that we
use the area equation for 2-Dimensional shapes, and the volume
equation for 3-Dimensional shapes.
Practice Problems (25 minutes)
I will assign the students some practice problems from their textbook
related to area and volume of shapes. I will let them work together in
their cluster groups, and I will be walking around the classroom to
answer any questions that my students answer. This will also create an
opportunity for me to spend any extra time teaching those who need
more scaffolding and help with the area and volume equations. I will
collect their practice problems at the end of class. That will be their

ticket out the door. A couple minutes before class ends, I will ask my
students to do a self-evaluation check about what they learned today.
Thumbs up means they understand and can do the material by
themselves, thumbs to the side means they could do the material with
some help, and thumbs down means they dont understand the
material we learned.
Assessment:
I will be assessing students through their practice problems that they
turn into me at the end of class. I am also doing a self-evaluating check
with the students about how well they understood the material, using
the thumbs up/side/down method I described above.