Topicmeb443ce4796897e4_1528449000663_0Topic

Cubes and cuboids

Levelmeb443ce4796897e4_1528449084556_0Level

Second

Core curriculummeb443ce4796897e4_1528449076687_0Core curriculum

X. The solids. The student:

2) identifies cubes and cuboids among other prisms and justifies the choice.

Timingmeb443ce4796897e4_1528449068082_0Timing

45 minutes

General objectivemeb443ce4796897e4_1528449523725_0General objective

Creating and interpreting mathematical texts, presenting data graphically.

Specific objectivesmeb443ce4796897e4_1528449552113_0Specific objectives

1. Identifying cubes and cuboids as well as using relevant terminology in English.

2. Describing the construction and the elements of the cuboidcuboidcuboid and the cubecubecube.

3. Communicating in English; developing mathematical and basic scientific, technical and digital competences; developing learning skills.

Learning outcomesmeb443ce4796897e4_1528450430307_0Learning outcomes

The student:

- identifies cubes and cuboids,

- identifies the basic elements of the cuboid and the cube in English.

Methodsmeb443ce4796897e4_1528449534267_0Methods

1. Practical exercises.

2. Situational analysis.

Forms of workmeb443ce4796897e4_1528449514617_0Forms of work

1. Individual work.

2. Group work.

Lesson stages

Introductionmeb443ce4796897e4_1528450127855_0Introduction

Students bring 8 balls of modelling clay and 12 sticks of three various length (4 sticks for each lengt) to class. They will be used to construct the solids.

The teacher introduces the topic of the lesson: identifying cuboids and discovering their features. The teacher presents the models and the drawings of the solids.

[Illustration 1]

Students identify the common features of the presented solids.

All the solids presented in the drawing have the basebasebase of the square. All the faces are rectangles.

Proceduremeb443ce4796897e4_1528446435040_0Procedure

Using the materials the students have brought they make a frame of the solidsolidsolid according to the teacher’s instructions.

Then, the students answer the following questions:

How many balls of the modelling clay did you use?

How are the sticks of the same length situated?

How many sticks were used to join one ball of the modelling clay?

Students watch the animation and pay attention to the construction of the presented solidsolidsolid.

Task 1

[Slideshow 1]

Watch the slideshow and note what spatial figures are identified as cuboids.

Students discuss what properties cuboidcuboidcuboid have.

Conclusion:

All the faces of the cuboid are in rectangular shape.

The students point out:

- cuboids among other models of solids which are in the classroom,

- the classroom objects in the shape of the cuboid,

- the examples of other objects in the shape of the cuboid which can be found around.

Using the drawing the teacher introduces the notions related to the cuboid – the vertexvertexvertex, the edgeedgeedge and the facefaceface.

[Illustration 2]

Students observe the model of the cuboid paying attention to the elements of the presented solid.

Task 2

Complete the sentences on the basis of the drawing.

[Illustration 3]

The cuboidcuboidcuboid has got … faces , including … bases and… lateral faces.

All the cuboid faces are …. .

The cuboid has got … vertices.

The cuboid has got… edges, including … lateral edges and … base edges.

Students watch the animation paying attention to the cuboids which are the cubes.

Task 3

[Slideshow 2]

Watch the slideshow and note which cuboids are called cubes.

Conclusion:

All faces of the cubecubecube are squares.
All edges of the cube are of the equal length.

Answer the following questions on the basis of the model:

[Illustration4]

What figure is the cube?

Sample answer:

CubecubeCube is a cuboid whose all edges are equal.

Students watch the model of the cube paying attention to the elements of the presented solidsolidsolid.

What figure is each face of the cube?

How many vertices, edges and faces does the cube have?

An extra task:

Can you make a frame of :

a) a cube with the edge of 1 dm,
b) a cuboid with the edges of 12 cm, 22 mm and 1 dm using the wire with the length of 1m?meb443ce4796897e4_1527752256679_0a) a cube with the edge of 1 dm,
b) a cuboid with the edges of 12 cm, 22 mm and 1 dm using the wire with the length of 1m?

Lesson summarymeb443ce4796897e4_1528450119332_0Lesson summary

Students do the exercises summarizing the class.

Then, together they sum up the classes, drawing the conclusions to memorize:

- Each cuboid has got six faces which are rectangles. Two of them are the bases and the other two are lateral faces.
- The sides of a rectangles in the cuboid are called edges. There are base and lateral edges.
- The points where the edges meet are called the vertices of the cuboid.
- Three edges come out from each vertex of the cuboid.
- The cuboid with all equal edges is called a cube.meb443ce4796897e4_1527752263647_0- Each cuboid has got six faces which are rectangles. Two of them are the bases and the other two are lateral faces.
- The sides of a rectangles in the cuboid are called edges. There are base and lateral edges.
- The points where the edges meet are called the vertices of the cuboid.
- Three edges come out from each vertex of the cuboid.
- The cuboid with all equal edges is called a cube.

Selected words and expressions used in the lesson plan

cubecubecube

cuboidcuboidcuboid

facefaceface

vertexvertexvertex

edgeedgeedge

basebasebase

lateral facelateral facelateral face

base edgebase edgebase edge

lateral edgelateral edgelateral edge

solidsolidsolid