Pyramids and prisms Grade 5 UDL Math Lesson

Closed shapes have area and perimeter that can be described, measured, and compared.

Know: Classify rectangular and triangular prisms and pyramids

Understand: 2D and 3D shapes have some similar characteristics, 3D shapes can be classified based on aspects, 3D shapes can be found all around us

Be able to Do: 

• Develop, demonstrate and apply mathematical understanding through play, inquiry and problem solving
• Communicate mathematical thinking in many ways
• Use mathematical vocabulary and language to contribute to mathematical discussions
• Explain and justify mathematical ideas and decisions

• 4 2D shapes in individual paper bags/group of 4 students
• PPT of lesson (using CC)
• Lesson outline handout/student
• 2 3D shapes (1 prism, 1 pyramid)/ 4-5 students
• Loop of string/group of 4-5 students
• Creating shapes from string handout/student

Prior to the lesson students will have covered the following content points–

• Area and perimeter of squares and rectangles
• describing and sorting quadrilaterals
• Investigating 2D shapes based on multiple attributes

Formative assessment (conversation/product) – students are able to construct and identify various 2D quadrilaterals using tangram tiles and identify key aspects (sides, angles, vertices)

• Introduction 

Set up:

Desks should be arranged into pods of 4 or 5

Each pod should be given 4 bags (labelled with numbers 1,2, 3,4) which each have a single 2D shape tile inside – all bags with the same number have the same shape

• Present instructions for the activity on the PPT, explain and demonstrate
• Students feel inside each bag without looking
• Students decide individually which shape doesn’t belong and why
• Once students have decided for themselves, they can share their thoughts with their pod members
• Teacher circles the class and listens for relevant vocabulary from past lessons (side, vertex/vertices, angle) and records this vocabulary on the board
• Once students have had a chance to discuss, class discusses together and teacher records ideas on the board, drawing attention to relevant vocabulary

• Body

• Students are given an incomplete outline of the lesson
• Teacher shares PPT to review vocabulary from 2D shapes and introduces vocabulary related to 3D shapes (2D, 3D, sides, faces, angles, base, vertex and apex (point))
• Students fill in outline as the class works through this part of the PPT presentation
• Teacher gives each pod 2 3D shapes each labelled with their correct name, 1 prism and 1 pyramid
• Students are asked to explore the shapes and use guiding questions displayed on the PPT and included in their outline to find defining characteristics of the 3D shapes
  • What 2D shapes can you find on each of the shapes?
  • What do you notice about the vertices?
  • How many faces do each of the shapes have?
  • How many bases do each of the shapes have?
  • What is different between the pyramid and the prism?

Differentiation (if necessary) – 

• Give students two 2D shapes and ask them to find the differences and label using guiding questions and a vocab list
  • How many sides does the shape have? Is it a quadrilateral? How do you know?
  • How many angles does the shape have?
• Give students 1 2D and 1 3D shape and ask them to guiding questions
  • How many faces does each shape have?
  • How many sides does each shape have?
  • How many sides meet at the vertices?
• Teacher will facilitate a class wide share back/discussion
• Teacher will use discussion and PPT presentation to guide students in completing the outline with definitions of prisms and pyramids as well as the names of relevant 3D shapes
• Give each student the creating string shapes handout and each pod a loop of string
• Display instructions for creating 3D string shapes on PPT, give a verbal explanation and demonstrate how to attempt a shape with student volunteers
• Remind students of relevant vocabulary from the lesson and write words on the board with image representation for reference
• Allow students time to attempt 2 or 3 shapes while circulating and observing
  • This is an opportunity to make anecdotal notes about vocabulary use and participation in mathematical thinking

• Close

• Students will each be given a shape scavenger hunt handout to fill out (this handout will have table with all the names of the shapes covered in the lesson pre-recorded)
• Students can work alone, with a partner or in a group
• Teacher will explain the activity while displaying instructions on PPT and giving an example
• Students search in the class or outside for objects that are 3D shapes covered in the lesson
• Students can choose any 3 shapes covered in the lesson
• On their sheets, students record what the object is, draw the object (or use an ipad to take a picture)  and label key aspects (on paper or on the picture)

Differentiation – 

• The same scavenger hunt can be done with 2D shapes
• Students who are unable to write/draw could use an ipad to take pictures of the objects they find or bring the actual object in
  • These students may also present their findings orally to the teacher or to a student partner who could record their answers

Scavenger hunt handouts can be collected as an exit slip.