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    Nets Lesson Plan

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    LizFiedler
    This lesson teaches students about nets by having them build 3D shapes from 2D cross-sections and break down 3D shapes into their nets. Students will individually construct and deconstruct different shapes, noting the steps. The teacher will check for understanding. Students will complete a worksheet and exit slip to assess learning. Being able to visualize 3D shapes as nets made of 2D shapes helps students understand real-world objects.

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    Nets Lesson Plan

    Uploaded by

    LizFiedler
    1K views3 pages
    This lesson teaches students about nets by having them build 3D shapes from 2D cross-sections and break down 3D shapes into their nets. Students will individually construct and deconstruct different shapes, noting the steps. The teacher will check for understanding. Students will complete a worksheet and exit slip to assess learning. Being able to visualize 3D shapes as nets made of 2D shapes helps students understand real-world objects.

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    This lesson teaches students about nets by having them build 3D shapes from 2D cross-sections and break down 3D shapes into their nets. Students will individually construct and deconstruct different shapes, noting the steps. The teacher will check for understanding. Students will complete a worksheet and exit slip to assess learning. Being able to visualize 3D shapes as nets made of 2D shapes helps students understand real-world objects.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views3 pages

    Nets Lesson Plan

    Uploaded by

    LizFiedler
    This lesson teaches students about nets by having them build 3D shapes from 2D cross-sections and break down 3D shapes into their nets. Students will individually construct and deconstruct different shapes, noting the steps. The teacher will check for understanding. Students will complete a worksheet and exit slip to assess learning. Being able to visualize 3D shapes as nets made of 2D shapes helps students understand real-world objects.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    The key takeaways are that students will learn to visualize 3D shapes by flattening them into nets and reconstructing the 3D shapes from nets. They will practice this through hands-on activities and demonstrate their understanding through a worksheet.

    The purpose of the lesson is for students to recognize 3D objects from their nets and recognize nets from 3D objects with 90% accuracy in order to help them structure their thinking about real-world objects.

    The materials needed for the lesson are 3D shapes to break down into cross-sections, cross-sections to build into 3D shapes, tape, scissors, and worksheets.

    DRAKE UNIVERSITY LESSON PLANNING TEMPLATE

    GENERAL INFORMATION Name: Elizabeth Fiedler Lesson Title: Nets Grade level(s)/Course: Sophomore Geometry Date taught: March 26 INFORMATION ABOUT THE LESSON Content Standards: G.MG.1: Use geometric shapes, their measures, and their properties to describe objects. Enduring Understanding and/or Essential Question: Visualizing and thinking about shapes in three-dimensional space help students structure their thinking about real-world objects. How can two-dimensional shapes be combined or changed to create three-dimensional shapes? Instructional Objectives: After practicing building and breaking down 3-D objects from and into nets, students will be able to recognize 3-D objects from their nets and recognize a net from a 3-D object with 90% accuracy on a worksheet. Prior Learning/Prior Thinking The students may have had prior experience with nets if they have ever put together a box. A more common example for students would be the world maps that hang on walls or are in textbooks or atlases. They are nets of the globe laid out on a flat surface. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge Show a flat world map to the students and ask them what it is. The obvious answer should be that it is a map of the world. But I thought the world was a sphere? Let the students think and wait for a response. You will probably get answers about flattening the Earth so that we can put it in books, atlases, car maps, etc. So, if we can flatten a 3-D sphere, can we flatten other 3-D shapes?

    DRAKE UNIVERSITY LESSON PLANNING TEMPLATE


    Focus/Purpose Statement We can think about 3-D shapes as objects made up of 2-D shapes. The 2-D shapes often fit together on their edges to make the sides of a hollow 3-D shape. Procedures 1. Tell students that they will be seeing how they can flatten 3-D shapes into their nets. (Introduce new vocabulary.) They will also be exploring how to take a flattened net and building a 3-D shape from that. 2. Students will need to complete 2 of each kind of project, but can complete more if they want extra practice. They should work individually to make their constructions and deconstructions. For students who want to write well or may need the reminder of their process later, have them write down the steps they are taking to construct the shape or net. The steps can be in either list or narrative form. 3. As students work during the class, walk around the room to have students explain what they are doing. Check to see if they developed any methods/formulas for constructing/deconstructing the shapes they chose. For deconstructing certain shapes (cubes, prisms, pyramids), prompt the students to see if they notice that there are multiple nets you can get from the same shape. 4. After students have completed the constructions/deconstructions, there is a worksheet to see if the students can think about nets more abstractly. They wont get a concrete object to hold in their hands, but will look at the net and shape on the paper. Differentiation This lesson is a very hands-on lesson so it works well for all students. The differentiation involved is just that students get to choose what shapes they want to break down and which cross-sections to build. They will be required to do at least two of each but can do more of either if they need extra practice before demonstrating their knowledge on the homework worksheet. Closure About 10 minutes before the end of the class, have students complete an exit slip. They should write about patterns they saw in constructing/deconstructing 3-D shapes and theorize why it might be important to be able to flatten objects. Materials and Resources 3-D shapes to break down into cross-sections Cross-sections to build into 3-D shapes Tape & Scissors Worksheets

    DRAKE UNIVERSITY LESSON PLANNING TEMPLATE


    Classroom Management/Democratic Practices Because this is an independent study lesson, the work should be mostly quiet. However, some conversation among students will be acceptable as long as the students are working on the constructions/deconstructions. To make sure that work is happening, the teacher will need to be very aware of what is happening among all of the students and what conversations are beneficial to student learning. They will also be checking in with students as they work, which will be another way of seeing if students are on-task or not. ASSESSMENT Before the lesson Gathering information about student knowledge Pulling from student knowledge of a flattened sphere as the basis for flattened 3-D objects. If students do not even understand this concept, they may have trouble grasping the idea of flattening other 3-D objects into nets. During the lesson Informal Formative Assessment Teacher-student discussion will be the formative assessment for this lesson. The teacher will check in with students as they are working to make sure that students are noticing patterns and the possibility of multiple nets for the same shapes. This can be encouraged by asking the student to complete the construction of two nets that are different but create the same shape. At the end of the lesson Formative The students will complete a homework worksheet that will be turned in either the day of the lesson if the student finishes early, or the next day. The students will also write an exit slip before leaving class. This will act as formative assessment of what patterns students saw as they made their constructions/deconstructions. It will also act as a pre-assessment for the next day. The students are asked to think about why nets might be helpful. The next lesson will use the idea of nets to have students find the surface areas of 3-D shapes. Summative The summative assessment will not happen until the end of the unit.

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