Beacon Lesson Plan Library
ThreeDimensional Play Dough
Judy Fox Citrus County Schools
Description
This handson lesson is an excellent review for threedimensional figures. The students make models of threedimensional figures and then use these play dough figures to observe and count the vertices, edges, and faces.
Objectives
The student uses appropriate geometric vocabulary to describe properties and attributes of two and threedimensional figures (for example, faces, edges, vertices, diameter).
Materials
Play dough (See Associated File for recipe)
Toothpicks (1/2 box per 46 students)
ThreeDimensional Figures chart, one per student (See Associated File)
Pencils
Gallonsize Ziploc bags
Threedimensional wooden or plastic solids
Math Journals
Preparations
1. Make play dough at least a day ahead. (See Associated File for recipe)
2. Divide play dough so each group has enough to work with. Put in gallonsize baggies for easy distribution.
3. Copy the ThreeDimensional Figures chart, one per student. (See Associated File)
4. Purchase ½ box of toothpicks per small group of 46 students.
5. Gather threedimensional wooden or plastic models.
Procedures
1. Put class in small groups of four to six students.
2. Tell the students that they will get to play with play dough today. Distribute the play dough to the class. Let them play with this for about five minutes. (This is so they will listen to you when you give directions for the lesson.)
3. While the students are playing with the play dough, distribute the ThreeDimensional Figures chart (See Associated File), threedimensional wooden or plastic solids, and a box of toothpicks to each small group.
4. At the end of five minutes, ask the class to put their play dough in a pile on their desk and listen to you for a few minutes while you give directions. Ask the students what they think play dough and threedimensional objects have in common. Give time for feedback, then continue.
5. Review the threedimensional shapessquare pyramid, cube, rectangular prism, triangular prism, triangular pyramidas well as the terms edges, faces, and vertices.
6. Model for the students how to make a cube using a small ball of play dough and toothpicks.
7. When you complete the cube ask: What do we call the GLOB of play dough where all the toothpicks come together? Since this is a review, they should all answer vertex. How many vertices does the cube have? (8 vertices) Next ask what the toothpicks are on the model. They should answer the edges. How many edges does the cube have? (12 edges) Last, ask what the flat surface that is resting on the desk is called. The class should answer face. How many faces does the cube have? (6 faces)
8. Have the students look at the ThreeDimensional Figures chart that you passed out earlier in the lesson. With the cube you made, direct the students to fill in the information for the cube.
9. Tell the class that they need to make a model of each of the threedimensional figures on the handout and fill in the empty boxes. Students may use the threedimensional solids to help them make their models. Remind the class that their models should look as much like the examples on the chart or the threedimensional solids as possible. Tell the class that they can discuss among their small group the answers on the chart.
10. Ask: Are there any questions?
11. Circulate around the classroom looking at the models, and giving feedback to the students.
12. When there is about ten minutes left of class, go over the chart with the students.
13. Allow time for clean up. Collect any extra toothpicks.
14. At the end of class, ask the students to get out their Math Journals and make an entry. In this entry they need to describe each of the threedimensional figures they just made. The students should include, but are not limited to, the vocabulary on the ThreeDimensional Figures chart (figure, face, vertex, edge, cube, triangular pyramid, triangular prism, square pyramid, rectangular prism, threedimensional).
Assessments
Evidence:
1. Teacher's observation determines if the students' threedimensional models look like the given diagrams.
2. The students discuss in their small groups the number of vertices, edges, and faces of each shape and fill in the ThreeDimensional Figures chart.
3. The students describe in their Math Journals each of the threedimensional figures they just made. The students should include, but are not limited to, the vocabulary on the ThreeDimensional Figures chart (figure, face, vertex, edge, cube, triangular pyramid, triangular prism, square pyramid, rectangular prism, threedimensional).
Criteria:
The students make models of threedimensional shapes when given a diagram. The students then record on the ThreeDimensional Figures chart the number of vertices, edges, and faces they count on their models.
Extensions
For a review lesson on measuring, have students measure out and mix the play dough the day before.
