Grade & Unit

Grade 4 Geometry

Lesson Title &

Duration

Constructing 3D Shapes; 2 days

Aim to complete engagement and exploration during day 1, then explanation
and elaboration during day 2. This will be flexible based on the lesson
progression each day.

NCTM
Standards

Analyze characteristics and properties of two- and three-dimensional

geometric shapes and develop mathematical arguments about geometric
relationships.
Grades 35 Expectations: In grades 35 all students should
identify, compare, and analyze attributes of two- and three-dimensional
shapes and develop vocabulary to describe the attributes;
classify two- and three-dimensional shapes according to their
properties and develop definitions of classes of shapes such as
triangles and pyramids;
explore congruence and similarity;
Use visualization, spatial reasoning, and geometric modeling to solve
problems.
Grades 35 Expectations: In grades 35 all students should
build and draw geometric objects;
create and describe mental images of objects, patterns, and paths;
identify and build a three-dimensional object from two-dimensional
representations of that object;
identify and draw a two-dimensional representation of a threedimensional object;
recognize geometric ideas and relationships and apply them to other
disciplines and to problems that arise in the classroom or in everyday life.

NB Curriculum
Outcomes

GCO
Shape & Space (SS): Describe 3-D objects and 2-D shapes, and analyze the
relationships.
SCO
SS4: Describe and construct rectangular and triangular prisms. [C, CN, R, V]

Lesson
Objective

Students will be able to describeusing proper mathematical vocabulary

and construct rectangular and triangular prisms.
(Students will have previous knowledge of the properties of 3-D shapes:
faces, bases, vertices, edges, & the two-step naming process of prisms)

Materials

Engagement

Nets handouts (appendices _)

Scissors
Tape or Glue
Pattern blocks
Geometry Solids
Pre-constructed (by teacher) triangular and rectangular prisms
Markers or pencil crayons
Yarn or String
Coat-hangers or similar object (something with a bottom that yarn or
string can be attached to and hang from)
Geoboards & elastics
Square dot paper
Construction hat & orange reflective vest for teacher
Posters about a construction zone displayed on classroom door and at
the front of the class
Teacher: (wearing construction hat), introduce students to construction lesson.
Have multiple triangular and rectangular prisms sitting at each group of desks
for students to observe when they enter the classroom. This will include
geometry solids (class manipulatives and pre-constructed teacher made
prisms). Teacher asks students (in their groups) to separate the rectangular
prisms, triangular prisms, and other 3-D shapes at their table and provide
reasoning for why they are classifying a given shape as either a rectangular or
triangular prism, or neither. After, ask students to share with the class what
their reasoning was. Then, ask students to determine how many faces each
rectangular prism and each triangular prism has. Is there a pattern? Do they
have the same? Can they be different? Repeat with edges, bases, and vertices.
Students: participate in opening activity (described above).

Exploration

Teacher: show example of a net for a rectangular prism on the smartboard.

Explain next activity (described below)include telling students all of the
materials they will be usinglist this on the board for students who may have
trouble remember directions.
Students: after being given copies of nets on coloured paper, they will cut and
fold the nets of a rectangular prism. Students will fold the prism to make its
shape, but not yet glue or tape it together. First, they will label (with marker
or pencil crayon) the faces and bases of the prism. Then, they will unfold and
examine the 2-D shapes that make up the net. Have students trace their nets
onto a new piece of construction paper. After they have done this, they can
begin assembling their prism using glue or tape.
Teacher & Students: Brain break.
Students: Repeat the above net activity for triangular prisms.

Explanation

Teacher: have net of rectangular prism displayed on smartboard. Ask students

if they think the net could be made in a different way. Could it be a different
size? Could the bases change sizes? Would it still make a rectangular prism if
we added another face? Repeat this for the triangular prism.
Students: answer questions teacher poses and ask questions.
Teacher: review why prisms are they way they are. Ask students to take the
nets that they traced during the last activity and see if they can create a new
one that has the same amount of faces, bases, and edges. Cut and fold the new
nets so each student has constructed at least two rectangular prisms and two
triangular prisms.
Students: Cut and fold the new nets they have created. They should each
have now at least two rectangular prisms and two triangular prisms. Glue yarn
or string onto each of the prisms they constructed.
Teacher: take each prism (with yarn attached) and tie it to coat hangers. Hang
the student-created 3-D objects around the classroom to showcase student
achievement and creativity.

Elaboration

Teacher: have rectangular and triangular prisms and a copy of their nets
displayed at each group. Give each student a geoboard and elastics. Ask
students to use elastics to construct a net for a rectangular prism. Discuss how
they might move one of the faces to make a new net for the same prism
(relating to the last activity and if changing faces or bases would affect the
construction of the prism). Have them check by recording the new net on
square dot paper, cutting it out and trying to construct it. Repeat this for
triangular prisms.

Students: participate in activity described above.

Evaluation

Checklist (appendix __)

Conference with students while they are working in their groups; record
comments in comments on assessment sheet (appendix __)

Differentiation

PLPs: adjust lesson according to PLP (would be done in detail according to

the required PLPs in the class)
LDs:
Literacy: pair students so that one partner is able to help the student who
struggles with reading instructions.
Math: not many numbers will be used here. If a student has trouble
visualizing the concept of the properties of the 3-D object or trouble with
creating nets (ie. Geoboard activity) then student will have help from their
peers and the EA. If additional adaptations are required, consider how to
adapt this lesson for the specific learning disability.
Enrichment: expand 3-D objects to hexagonal and octagonal prisms,
cylinders, cones, spheres, and hemispheres. Have students consider these
objects for all activities (including the geoboard activity).

Reflection

Reflect on the gross and fine motor skills of the students during this
activity.
Reflect on the knowledge of the students according to the 3-D shapes,
might it be possible to introduce new shapes next time? Or tomorrow?
Is there a way that would be more enjoyable for students for engagement
at the beginning of the lesson?
Was putting students into pairs a good idea? Might it be better to have
students work individually so that all students are required to use their fine
motor skills, rather than giving them choices amongst their partners?
Reflect on the closing of the lesson. Did students learn what I wanted
them to? Did I achieve my objective? Were students assessed
appropriately? Would I use the same style of assessment for the next time
this lesson is done, or should I try something new?

References

Teachers Pay Teachers

NB Curriculum Document-Grade 4 Math
NCTM Standards
Google search images

NameG

Rectangular Prism Model

2000 2007 Pearson Education, Inc. All Rights Reserved.

Triangular Prism

Appendix
Geometry Unit: Lesson 2: Constructing 3-D Shapes
Assessment Checklist
Student Name: ______________________________________
________________________________
Look for

Got
it!

Almost
there

Progressin
g

Date:

Not
yet

Comments

Identifies and names common

attributes of rectangular prisms
given sets of rectangular prisms
(face, base, vertices, edge)
Identifies and names common
attributes of triangular prisms
given sets of triangular prisms
(face, base, vertices, edge)
Distinguish by sorting
rectangular and triangular prisms
from one another based on the
shape of the base
Construct and describe a model
of rectangular prisms using
provided nets
Construct and describe a model
of triangular prisms using
provided nets

Student Name: ______________________________________

________________________________
Look for
Identifies and names common
attributes of rectangular prisms
given sets of rectangular prisms
(face, base, vertices, edge)
Identifies and names common
attributes of triangular prisms
given sets of triangular prisms
(face, base, vertices, edge)
Distinguish by sorting
rectangular and triangular prisms
from one another based on the
shape of the base

Got
it!

Almost
there

Progressin
g

Not
yet

Date:

Comments

Construct and describe a model

of rectangular prisms using
provided nets
Construct and describe a model
of triangular prisms using
provided nets

Appendix
Geometry Unit: Lesson 2: Constructing 3-D Shapes
Conference Comments
Student
Name
Alfie
Bruno
Cassy
Derek
Elouise
Frank
George
Harold
Igna
Jordan
Kristine
Lanora
Monty
Nathan
Orla
Patricia
Quincy

Comment on creation and discussing of nets created on Geoboards

Randy
Sally
Thomas
Ursula
Vivian