**vertices**or

**edges**. It is designed for students in qualities K–1 however can be expanded or streamlined to adjust for her students’ readiness.

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**Objective:**In this lesson, students will explore the parts that make up solid figures.

## Lesson: Identify and Analyze hard Figures

**Materials:** One rectangular prism, cube, sphere, cone, cylinder, and also pyramid because that each team of students.

**Preparation:** distribute solid numbers to teams of students.

**Prerequisite skills and Background:** students should be able to recognize and name solid figures.

**Say:**

*A*Show college student the idea through holding up a solid object such together a rectangular prism and asking if anyone have the right to identify a confront of the object.

**face**is a flat surface of a heavy object.**Say:**

*Put the other solid numbers aside for now.*

**Ask:**

*Which solid number has faces that are rectangles?*(rectangular prism)

**Say:**

*Count the number of faces a rectangular prism has. Note each challenge as you count.*To note the encounters temporarily, use stickers or sticky notes.

*Copy the table below as students room working so the all students have the right to see it.*

**Teacher Tips:**

**Ask:**

*How plenty of faces go a rectangle-shaped prism have?*(6) record 6 ~ above the table.

**Say:**

*The heat segment whereby two faces meet is an*Hold up a hard figure and show students an example of an edge.

**edge**.*count the number of edges a rectangle-shaped prism has.*Mark each edge as you count. Similar to faces, usage a marker, stickers, or difficult notes.

**Ask:**

*How countless edges go a rectangular prism have?*(12) document 12 ~ above the table.

**Say:**

*The point where edges satisfy is a*Mark every vertex together you count.

**vertex**. Count the variety of vertices a rectangle-shaped prism has.**Ask:**

*How many vertices go a rectangular prism have?*(8) record 8 top top the table.Have students discover the variety of faces, edges, and vertices the a cube and a pyramid. Record the answers in the table.

**Teacher Tip:** because that students not yet ready for the math vocabulary offered here, you have the right to use *side* instead of *edge *and *corn**er* instead of *vertex*.

**Ask:**

*Why execute you think that a rectangle-shaped prism and a cube have actually the same variety of faces, edges, and vertices?*Lead students come realize the the faces of a rectangle-shaped prism and a cube space all rectangles, however in the situation of the cube, the rectangles room squares. A cube is a special kind of rectangle-shaped prism.

## Faces, Edges, and also Vertices for bent Surfaces

**Say:**

*Take out your solid figures that have actually curved surfaces. Look in ~ the sphere.*

**Ask:**

*Does a round have any edges or vertices?*(no)

*Why not?*This is no a an easy question and also requires thinking critically around what an sheet or peak is. For example, numerous real-world objects the we speak to spheres, such as soccer balls, are in fact complicated solid forms with many edges and also vertices. Consider using think-pair-share, wherein students individually think v their reasoning, re-superstructure it through a partner, and then friend facilitate a discussion approximately how a sphere has actually no faces, so it can not have any edges, and also because it has no edges, it can’t have any vertices.

**Say:**

*Look in ~ the cone.*

**Ask:**

*Does a cone have any kind of edges?*(no)

*Why not?*Again, think about using think-pair-share. Prevent telling students that they are ideal or wrong. Instead, command them to watch that a cone only has actually one face, and also you need more than one challenge to form an edge.

**Ask:**

*Does a cone have any type of vertices?*Lead students to check out that a cone has no edge (at the very least no

*straight*ones!), however the allude where the surface ar of the cone ends is called the peak of the cone.

**Say:**

*Look at the cylinder.*

**Ask:**

*Does a cylinder have any kind of edges or vertices?*(no)

*Why not?*Although a cylinder has two faces, the encounters don’t meet, so there space no edges or vertices.

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## Wrap-Up and also Assessment Hints

To assess students’ understanding, you can introduce a brand-new solid shape, such together a triangular prism, and also have students fill out one more row that the chart.

To explore more attributes of regular solid figures, ask concerns such together the following:

*Which solid figures have opposite deals with that space parallel?*(rectangular prism, cube, cylinder)

*Which solid figures have opposite faces that space congruent?*(rectangular prism, cube, cylinder, pyramid)

*Which solid number has every congruent faces?*(cube)

Through questioning methods such together these, friend will have the ability to judge her students’ expertise of heavy figures. Because that students who are ready, you deserve to ask inquiries that stretch into higher grade standards and also promote a deeper expertise of solid figures:

*What would certainly the cross-section of a solid look at like? just how would it change depending on what angle you use?*

*How could you number out just how much liquid it would require to fill up the shape?*

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