Beacon Lesson Plan Library
DescriptionStudents construct and use vocabulary flipbooks to draw and describe three-dimensional figures.
ObjectivesThe student uses appropriate geometric vocabulary to describe two- and three-dimensional figures (for example, parallel and perpendicular lines, quadrilateral, right angle).
Materials-Paper -White (2sheets for each student) and colored (1 each) copy paper
-Stapler with staples
-Individual white boards
-Dry erase markers
-Geometry word lists (cylinder cube cone square pyramid triangular prism rectangular prism)
-Silver Burdett Ginn. MATHEMATICES. level 5 1998 Parsippany, NJ
-Three-dimensional geometric manipulatives-power shapes from the math series kit including a cylinder, cube, square, pyramid, triangular prism, and rectangular prism
-Poster of any famous architectural structure with recognizable shapes (ex. pyramids)
Preparations1.Obtain a poster of a classic architectural structure such as the pyramids, the Epcot sphere, etc. Display the poster in the room.
2.Gather materials for activity.
3.Make a copy of the word list to distribute to each student.
4. Know how to construct a flip book and how to play Find, Hide, Show (See Associated File)
Flipbook construction and Find Hide Show Game techniques- see associated files.
1. Have the poster depicting a famous architectural structure displayed in front of the class. Leave it there for the first five minutes of class.
2. Distribute paper and stapler and make flipbooks.
3. Call attention to the poster and then remove it from view.
4. Ask students to describe what they saw in the poster. As they give a description, try to draw what they describe on the board.
5. Place the poster on the board next to the drawing and compare the two.
6. Ask students to write a description of the poster while looking at it this time.
7. Allow time for the students to read a few of their descriptions and call attention to the details that help to describe the shapes in the poster.
8. Pass out word lists ( cylinder, cone, cube, sphere, square, pyramid, triangular prism, rectangular prism) and have students find a description/definition of the shapes in the glossary of their math books. They will write these descriptions and draw an example of each on the pages of the flipbook.
9. Remind the class to be as thorough as possible in their descriptions.
10. As you pass out manipulatives give students a detailed description of each.
11. Have them place the figures on their desks after they examine each and check to see that their descriptions are accurate.
12. Have students turn their flipbooks over on their desk and call on one student at a time to read the description of a figure without saying the name.
13. After the description is read, have the students pick out the figure they think has been described and hold it up. When a student does not choose the correct figure, have that student explain why they thought that it was the figure that was being described. Continue this activity until all the figures have been described.
14. Allow students a few minutes to study the shapes with the descriptions and then do the assessment.
15. Read aloud the description of each spatial figure and have the students draw and label the figure from the description. They will do this on the white boards using the find, hide, show technique. As the students show their responses, check around the room for accuracy. Make a note of the students that may need extra practice.
16. Allow students who demonstrate mastery of the standard to access related math games (see web links) while you work with the other students.
17. Extra Practice worksheets from the Math series, P 7-14 Solid Figures, for remediation are available.
18. Re-assess remediated students using the white boards and the Find, Hide, Show technique.
AssessmentsFormatively assess students by having them draw and name space figures ( cylinder, cone, sphere, square pyramid , triangular prism, and rectangular prism) when the description is read aloud using the Find, Hide, Show technique.
ExtensionsReturn flipbooks to students so they can correct them and use them as a resource for other geometry lessons.
Students could work in groups and make posters of the spatial figures for the classroom.
Web LinksWeb supplement for Figuratively Speaking
Web supplement for Figuratively Speaking
Attached FilesInstructions for making a Flipbook and Techniques for using the Find, Hide, Show method of group assessment File Extension: pdf
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