prior knowledge about 2-D and The teachers will ask the figures. following questions after the students complete the warm-up: What makes a figure What is an example of a 3-D figure? What makes a figure 3-D? What is an Example of a 3-D figure? What is the difference between a and 3-D figure? If this is the front, what is the top/bottom/side/other side/back of the school? 5 minutes Transition The students will pass their The teachers will ask the homework up. students to pass the homework up. They will count down from ten and once they get to zero the students are expected to have finished what the teacher has asked of them. Teacher: have “You learned how to find area within area and how to use proportions to solve conversions last week. Today we are going to move on to 3-D figures. When given a 3-D figure, you will be able to sketch the top, side, and front views.” 1st Objective(s): The students will Teacher Procedures Activity be able to identify the side, *First the teacher will and top views of a 3-D figure. demonstrate a 3-D title: Instructing with Base figure with the base Ten Cubes Student Procedures: ten cubes (The *The students will listen closely teacher will create a *pedagogical purpose: and observe as the teacher figure by putting 8
5 minutes prior knowledge about 2-D and figures. The teachers will ask the following questions after the students complete the warm-up: What makes a figure What is an example of a 3-D figure? What makes a figure 3-D? What is an Example of a 3-D figure? What is the difference between a and 3-D figure? If this is the front, what is the top/bottom/side/other side/back of the school? Transition The students will pass their homework up. The teachers will ask the students to pass the homework up. They will count down from ten and once they get to zero the students are expected to have finished what the teacher has asked of them. Teacher: “You have learned how to find area within area and how to use proportions to solve conversions last week. Today we are going to move on to 3-D figures. When given a 3-D figure, you will be able to sketch the top, side, and front views.” 1st Activity title: Instructing with Base Ten Cubes *pedagogical purpose: Objective(s): The students will be able to identify the side, and top views of a 3-D figure. Student Procedures: *The students will listen closely and observe as the teacher Teacher Procedures *First the teacher will demonstrate a 3-D figure with the base ten cubes (The teacher will create a figure by putting 8