Station 12: Teacher Station
Objective:
Compare and contrast characteristics of plane and solid geometric figures (e.g., circle/sphere, square/cube, triangle/square pyramid, and rectangle/rectangular prism), by counting the number of sides, angles, vertices, edges, and the number and shape of faces.
Materials:
Plane and solid geometric figures for student investigation and classroom display.
Description:
Have small group of students (3-6) come to teaching station table.
Allow students to handle, examine, and discuss models of plane & solid geometric figures (square, rectangle, circle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder).
As students examine the geometric planes & solids, have them name the objects.
Lead the students in the discussion of the characteristics of the plane figures to include number of sides and angles. Discuss how all plane figures are flat, or two dimensional, and have students compare and contrast.
Then, lead students in generating a list of characteristics of the geometric solids, reminding them to use appropriate mathematical vocabulary, such as edges, faces, and vertices. Ask students which of the solid figures would roll. (sphere, cylinder, cone) Ask why they roll.
Lead a discussion of the square pyramid, in which students describe the shapes of the faces (triangle and square), the number of faces (5), the number of edges (8), and the number of vertices (5).
Discuss how the cube and the rectangular prism are alike and how they are different. Ask how a square and a rectangle are similar and different. Have students describe the difference between a square and a cube and between a rectangle and a rectangular prism.
Model for the students the edges, faces, vertices of a cube. Then, ask students to identify these features on a rectangular prism as you point to each of them.
References:
http://www.doe.virginia.gov/testing/solsearch/sol/math/3/mess_3-14_2.doc
Compare and contrast characteristics of plane and solid geometric figures (e.g., circle/sphere, square/cube, triangle/square pyramid, and rectangle/rectangular prism), by counting the number of sides, angles, vertices, edges, and the number and shape of faces.
Materials:
Plane and solid geometric figures for student investigation and classroom display.
Description:
Have small group of students (3-6) come to teaching station table.
Allow students to handle, examine, and discuss models of plane & solid geometric figures (square, rectangle, circle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder).
As students examine the geometric planes & solids, have them name the objects.
Lead the students in the discussion of the characteristics of the plane figures to include number of sides and angles. Discuss how all plane figures are flat, or two dimensional, and have students compare and contrast.
Then, lead students in generating a list of characteristics of the geometric solids, reminding them to use appropriate mathematical vocabulary, such as edges, faces, and vertices. Ask students which of the solid figures would roll. (sphere, cylinder, cone) Ask why they roll.
Lead a discussion of the square pyramid, in which students describe the shapes of the faces (triangle and square), the number of faces (5), the number of edges (8), and the number of vertices (5).
Discuss how the cube and the rectangular prism are alike and how they are different. Ask how a square and a rectangle are similar and different. Have students describe the difference between a square and a cube and between a rectangle and a rectangular prism.
Model for the students the edges, faces, vertices of a cube. Then, ask students to identify these features on a rectangular prism as you point to each of them.
References:
http://www.doe.virginia.gov/testing/solsearch/sol/math/3/mess_3-14_2.doc