Dakota State University

College of Education
13-3 Views of Solids

Name: Andrea Tomschin

Grade Level: 5th Grade
School: United South Central Elementary School
Date: March 7, 2017
Time: 8:20-9:33 am & 9:33-10:46 am

Reflection from prior lesson:

Students have demonstrated the ability to describe solids by their faces, edges and vertices. Students are
able to relate shapes and solids using nets of solids. Students can also determine the surface area of a
rectangular prism.

Lesson Goal(s) / Standards:

MAS.Math-Geometry and Measurement.5.3.2.2 Use various tools and strategies to measure the volume
and surface area of objects that are shaped like rectangular prisms.

Lesson Objectives:
Following the lesson, students will be able to identify different views of a solid with 80% accuracy.

I can draw the top, side and front views of a solid.

Materials Needed:
DSR 13.4
KWL Charts
Lego Structures
Math Book
Math Notebook
iPad
Promethean Board

Contextual Factors/ Learner Characteristics:

The room is arranged into 3 rows. The tables have 4 students at each table.
Students are expected to be quiet and in their seat by the time the bell rings.
Groups can be formed by their table (either 3 or 4 in a group).
Students can receive steps for behavior such as forgetting assignments or class supplies, acting
out or talking out of turn, etc.
There is a sink near the East side of the room
The classroom is right next to the recess door, with a cement pad directly outside of the door.
I need to consider the technology within the classroom. Each student has access to an iPad
during the class time.
On Monday, Wednesday and Friday, students switch into their small groups with 30 minutes left
of class.
The Lesson
1. Introduction
a. Getting Attention
i. When you have out your pencil, iPad, math notebook and textbook open to page
330, please look at me.
b. Relating to Past Experience and/or Knowledge
i. Sometimes a figure can look different based on where it is viewed. Today we
will learn how to describe the views of stacked cubes.
c. Creating a Need to Know
i. When you look at an arrangement of cubes from different positions, do you
always see all of the cubes?
d. Sharing Objective written on whiteboard
i. After today, we will be able to identify different views of solids with 80%
accuracy.

2. Content Delivery
a. Visual Learning: Set the Purpose
i. Question of the Day: How can you find the surface area of a rectangular prism?
1. How can we get information about a solid by viewing it from different
perspectives?
ii. When you look at an object from different views, does the object look the same
from all sides?
1. Lets look at objects made out of legos, do the top, side and front views
all look the same?
2. Discuss with your table how they are the same or different.
iii. Lego Object 1
1. Take a look at the object I have on the board, do you think that it will
have the same views?
2. If I took a picture of the very top, and the face of the object, how will they
be different?
iv. What do different views of this arrangement of cubes look like?
1. How many cubes are in this arrangement? 8 cubes
2. How many cubes can we see? 7 cubes
3. If we can only see 7, how can there be 8 cubes? The 8th cube is hidden
from this point of view.
4. Lets label the sides of this arrangement to see what the different views
look like.
v. How would this arrangement look from the front view?
1. When you look at the front view, some are not visible.
2. How many are not visible? 2 cubes
vi. How would this arrangement look from the side view
1. Once again, not all of the cubes are visible, how many are missing? 3
cubes
vii. How would this arrangement look from the top view?
1. Are all of the cubes visible here? No, 2 are missing.
2. Would the bottom view be different from the top view? It would be
inverted.
 viii. Depending on the way you are viewing an object, we know that the information
can be seen differently.

b. Guided Practice
i. Sketch the front, top and side views of the solid figure.

ii. How many blocks are not visible in the diagram from the previous problem? 1
cube
iii. Which two views would be the same for the solid shown below? Front view and
top view
3. Closure
a. Students will look at their original Lego structures and change their drawings as needed.
b. KWL chart

4. Independent Practice
a. Students will work on IXL DD.4
i. Students must reach at least 70% for completion of this assignment
b. After a student reaches 70%, they may complete problems 4-13 on page 330 (3 points
each) for additional credit to reach 100% on their assignment
i. In problems 4-9, draw the front, side and top views of each stack of unit blocks
ii. In 10-13 use problem solving strategies
Assessments Used
Formative Assessment: While completing the independent practice, student I will take
observations of students knowledge through walking around, watching and holding individual
conversations with students.
Formative Assessment: I will collect students KWL charts to see the progress they have made
throughout the lesson and if they feel they have achieved a heart score of 3 or higher.
Summative Assessment: Students will complete IXL DD.4 and must reach at least 70%
additional work can be done on page 330 (#4-13). This will provide me with information on the
student's knowledge of the use of identifying two -dimensional representation (net of a solid).
Differentiated Instruction
Using different strategies such as bookwork the use of technology on IXL will allow for students
to be in charge of their own learning.
Learning Strategy: Tactile and Kinesthetic Learners are able to feel and manipulate legos
throughout the lesson to see how the top, side and front views are different. Visual and Auditory
Learners can watch and listen as we go through the content delivery/setting the purpose.
Additionally, they can sketch pictures of the legos and cubes to help visualize the top, side and
front views.
Resources
enVision Math Topic 13: Solids