Lesson Plan Form

Teacher Name: Vincent Pienaar Class/Subject: Math

Block/Period: 1, 2 & 3 Week of: 3/02/2009-3/06/2009
Objective: • Students find the volume and surface area of similar three-dimensional NC Standard: NCTM Standards:
figures • Analyze characteristics and properties of two- and three-dimensional
• Generate drawings of the front, top, and side views of three-dimensional geometric shapes and develop mathematical arguments about
block figures and investigate surface area and volume for these figures geometric relationships;
• Build three-dimensional block figures using front, top, and side views • Use visualization, spatial reasoning, and geometric modeling to solve
• Recognize the relationship between figures of the same volume and their problems
surface area. • Understand how mathematical ideas interconnect and build on one
• Use the following terms correctly: three-dimensional, two-dimensional, another to produce a coherent whole
volume, surface area, edges, vertices, faces, front view, top view, and side • Apply appropriate techniques, tools, and formulas to determine
view • ; Recognize and use connections among mathematical ideas
• Recognize the relationship between two and three-dimensional objects

Monday Tuesday Wednesday Thursday Friday

Getting Started – WARM UP WARM UP WARM UP Review chapter Test chapter

Warm-Up Activity __ Warm Up TE p. 491 and Daily __ Warm Up 9-6 CRB __ Warm Up 9-6 CRB 9 9
Transparency 9-5 CRB

Review __ Problem of the Day TE p. 491 and __ Problem of the Day __ Problem of the Day
(from previous day) Daily Transparency 9-5 CRB

Lesson Introduction TEACH Instructional Strategies Instructional Strategies

__ Lesson Presentation CD-ROM 9-5
__ Alternate Opener, Explorations
Transparency 9-5, TE p. 491, and
Exploration 9-5 CRB
__ Reaching All Learners TE p. 492
__ Additional Examples
Transparencies 9-5 CRB
__ Teaching Transparency 9-5 CRB
__ Hands-On Lab Activities 9-5
1. Anticipatory Set
Show beginnings of Cube-n-ometry
PowerPoint presentation over the use of
views in the fields of cartography,
architecture, science, and math. Question
students on the pictures by asking the
following questions:
• What can be seen in the pictures?
• How were the pictures taken?
• Where would you have to be to take
the pictures?
• Why are these pictures important in
this field of study?
1. Anticipatory Set
Show beginnings of Cube-n-ometry
PowerPoint presentation over the use of
views in the fields of cartography,
architecture, science, and math. Question
students on the pictures by asking the
following questions:
• What can be seen in the pictures?
• How were the pictures taken?
• Where would you have to be to
take the pictures?
• Why are these pictures important
in this field of study?

2. Explanation 2. Explanation
Use the Power Point and hands on models Use the Power Point and hands on models
to discuss:
• Makings of a cube.
• Three-dimensional versus two-
dimensional figures.
• Parts of a three-dimensional figure.
• How to find the front, top, and side
views.
3. Activity
Direct the students to build the three-
dimensional models (A, B, and C) that can
be found on the Cube-n-ometry Power Point
presentation one at a time. Once
construction is complete, students will draw
the top, front, and side views of the models
on their Cube-n-ometry View Grids
Worksheet. The answers to the views appear
on the next slide of the presentation. Check
for student understanding by asking the
following key questions:
• How many cubes did you use to
build the model?
• What happens to the blocks that
cannot be seen on the slide versus
the actual building?
• What was needed to draw the views
of the top, bottom, and side of your
model?
If more student practice is needed extra
models are available (D and E).
Demonstrate how to build a three-
dimensional shape from the views using the
example model view. Remind students that
there can be more than one right
construction of three-dimensional block
figures when given the views.
Direct students to construct three-
dimensional objects from the given views
using Models 1, 2, and 3 in the Cube-n-
ometry Power Point presentation.
to discuss:
• Makings of a cube.
• Three-dimensional versus two-
dimensional figures.
• Parts of a three-dimensional
figure.
• How to find the front, top, and
side views.
3. Activity
Direct the students to build the three-
dimensional models (A, B, and C) that can
be found on the Cube-n-ometry Power
Point presentation one at a time. Once
construction is complete, students will
draw the top, front, and side views of the
models on their Cube-n-ometry View
Grids Worksheet. The answers to the
views appear on the next slide of the
presentation. Check for student
understanding by asking the following key
questions:
• How many cubes did you use to
build the model?
• What happens to the blocks that
cannot be seen on the slide versus
the actual building?
• What was needed to draw the
views of the top, bottom, and side
of your model?
If more student practice is needed extra
models are available (D and E).
Demonstrate how to build a three-
dimensional shape from the views using
the example model view. Remind students
that there can be more than one right
construction of three-dimensional block
figures when given the views.
Direct students to construct three-
dimensional objects from the given views

Discuss and demonstrate with students the
applications of views in mathematics in
finding the volume and surface area for
block figures.
Direct Students to find the volume and
surface area of models (A, B, and C) and
place the answers on their view sheet under
the correct drawings.
4. Review of Building and View
Techniques
Direct students to complete the last slide of
the Power Point presentation. This will
allow them to build and exchange three-
dimensional block figures of their own
creation.
Points/ Lesson Plan 9-5 Lesson Plan 9-6
Objectives of Lesson Changing Dimensions pp. 491–495 Cube-n-ometry
Objective Students find the volume Objective Students use spatial
and surface area of similar three- visualization and geometric
dimensional figures modeling, three-dimensional block figures
can be broken into 3 views: front, top, and
side.
Materials Needed Computer/Laptop Computer/Laptop
Smart board Smart board
Elmo Elmo
Power Point Presentation Power Point Presentation
Small White Board Small White Board
Calculators Calculators
Guided Practice PRACTICE AND APPLY Guided Practice:
(teacher/student) __ Example 1: Core: 1, 2, 5, 6, 18–26 Groups of 4-5 students will be given
Enriched: 1, 2, 5, 6, 18–26 a bag contain 5 three-dimensional
__ Example 2: Core: 1–3, 5–7, 10, 11, block figures and a copy of the Cube-
18–26 Enriched: 1–3, 5–7, 10, 11, n-ometry Group Activity Worksheet.
18–26 Students will be asked to match the
__ Example 3: Core: 1–9, 11–15 odd, figures to their correct views.
using Models 1, 2, and 3 in the Cube-n-
ometry Power Point presentation.
Discuss and demonstrate with students
the applications of views in mathematics
in finding the volume and surface area for
block figures.
Direct Students to find the volume and
surface area of models (A, B, and C) and
place the answers on their view sheet
under the correct drawings.
4. Review of Building and View
Techniques
Direct students to complete the last slide
of the Power Point presentation. This will
allow them to build and exchange three-
dimensional block figures of their own
creation.
Lesson Plan 9-6
Cube-n-ometry
Objective Students use spatial
visualization and geometric
modeling, three-dimensional block figures
can be broken into 3 views: front, top, and
side.
Computer/Laptop
Smart board
Elmo
Power Point Presentation
Small White Board
Calculators
Guided Practice:
Groups of 4-5 students will be
given a bag contain 5 three-
dimensional block figures and a
copy of the Cube-n-ometry Group
Activity Worksheet.
Students will be asked to match
 18–26 Enriched: 1–9 odd, 10–26
__ Interactive Study Guide 9-5
Independent Practice Differentiated Instruction for
(student) students with
Developing Knowledge
__ Practice A 9-5 CRB
__ Reteach 9-5 CRB
__ Homework Help Online Keyword:
MS4 9-5
__ Math: Reading and Writing in the
Content Area 9-5
__ Interactive Problem Solving 9-5
On-level Knowledge
__ Practice B 9-5 CRB
__ Puzzles, Twisters & Teasers 9-5
CRB
__ Homework Help Online Keyword:
MS4 9-5
__ Problem Solving 9-5 CRB
Advanced Knowledge
__ Practice C 9-5 CRB
__ Challenge 9-5 CRB
__ Homework Help Online Keyword:
MS4 9-5
__ Problem Solving 9-5 CRB
Once they have been correctly
matched, groups will need to find the
correct volume and surface area for
each figure and explain how these
were found.
Independent Practice: Students will
complete Cube-n-ometry Worksheet
Extensions
1. Cubes Project - Students are to build an
object using 100-centimeter cubes. All cubes
must touch edge-to-edge or face to face (no
vertices). The object must have a definite
shape (examples: flowers, furniture, etc.)
and once the object is completed, students
must find the volume and surface area for
their object. To add some challenges have
students pretend the cube is a 5x5x5 cube or
a 13x13x13 cube.
2. View Discovery - Have students
explore views of other three-dimensional
shapes such as the cone, cylinder, and
triangular prisms. This activity will allow
students to visualize what two-dimensional
shapes must come together to make a three-
dimensional model.
3. Buildings Project - Have students pick
a well known building. Some examples could
be a house by Frank Lloyd Wright, The
White House, or even their school. Students
will then identify what shapes were used to
make the building. Have students build a
simplified three-dimensional model of their
building using different 3-D shapes (cones,
cylinders, cubes, rectangular prisms).
Students would then build views of the
front, top, and side of their buildings. To
add some challenge, have students find the
volume and surface area for their building.
4. Web Activity – Students visit
the figures to their correct views.
Once they have been correctly
matched, groups will need to find
the correct volume and surface
area for each figure and explain
how these were found.
Independent Practice: Students will
complete Cube-n-ometry Worksheet
Extensions
1. Cubes Project - Students are to build
an object using 100-centimeter cubes. All
cubes must touch edge-to-edge or face to
face (no vertices). The object must have a
definite shape (examples: flowers,
furniture, etc.) and once the object is
completed, students must find the volume
and surface area for their object. To add
some challenges have students pretend
the cube is a 5x5x5 cube or a 13x13x13
cube.
2. View Discovery - Have students
explore views of other three-dimensional
shapes such as the cone, cylinder, and
triangular prisms. This activity will allow
students to visualize what two-
dimensional shapes must come together
to make a three-dimensional model.
3. Buildings Project - Have students
pick a well known building. Some
examples could be a house by Frank Lloyd
Wright, The White House, or even their
school. Students will then identify what
shapes were used to make the building.
Have students build a simplified three-
dimensional model of their building using
different 3-D shapes (cones, cylinders,
cubes, rectangular prisms). Students
would then build views of the front, top,
and side of their buildings. To add some
challenge, have students find the volume
 http://www.illuminations.nctm.org/index_
o.aspx?id=126. This site allows students to
manipulate three-dimensional block figures
throughout a series of activities to discover
construction, views, volume, and
transformations
http://www.mathsnet.net/geometry/solid/g
uessview.html
and surface area for their building.
4. Web Activity – Students visit
http://www.illuminations.nctm.org/index
_o.aspx?id=126. This site allows students
to manipulate three-dimensional block
figures throughout a series of activities to
discover construction, views, volume, and
transformations

http://www.mathsnet.net/geometry/solid/b http://www.mathsnet.net/geometry/solid
uildnight.html /guessview.html

http://www.mathsnet.net/geometry/solid/c http://www.mathsnet.net/geometry/solid
ubehouses.html /buildnight.html

http://www.mathsnet.net/geometry/solid
/cubehouses.html

Closure/Expectations ASSESSMENT ASSESSMENT ASSESSMENT

(for tomorrow’s lesson) __ Lesson Quiz, TE p. 495 and DT 9-5
__ State-Specific Test
Prep Online Keyword: MS4
TestPrep
HOMEWORK
H/W & Practice Hand out
The following items are provided for use The following items are provided for
in accessing students’ understanding: use in accessing students’
understanding:
• Cube-n-ometry Assessment
• Cube-n-ometry Assessment • Cube-n-ometry Assessment
Rubric • Cube-n-ometry Assessment
• Cube-n-ometry Assessment Rubric
Answer Key • Cube-n-ometry Assessment
Answer Key