**vertices**or

**edges**. The is designed for students in qualities K–1 yet can be extended or streamlined to adjust for your students’ readiness.

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**Objective:**In this lesson, student will check out the parts that consist of solid figures.

## Lesson: Identify and Analyze heavy 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 an abilities and Background:** college student should have the ability to recognize and also name heavy figures.

**Say:**

*A*Show college student the idea by holding up a solid object such together a rectangular prism and also asking if anyone can identify a face of the object.

**face**is a flat surface the a solid object.**Say:**

*Put the other solid figures aside for now.*

**Ask:**

*Which solid figure has deals with that room rectangles?*(rectangular prism)

**Say:**

*Count the number of faces a rectangular prism has. Mark each confront as girlfriend count.*To note the faces temporarily, use stickers or sticky notes.

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

**Teacher Tips:**

**Ask:**

*How numerous faces go a rectangular prism have?*(6) record 6 ~ above the table.

**Say:**

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

**edge**.*counting the number of edges a rectangle-shaped prism has.*Mark each edge together you count. Similar to faces, use a marker, stickers, or sticky notes.

**Ask:**

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

**Say:**

*The point where edges meet is a*Mark every vertex as you count.

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

*How countless vertices walk a rectangular prism have?*(8) document 8 on the table.Have students discover the variety of faces, edges, and also vertices that a cube and also a pyramid. Document the answers in the table.

**Teacher Tip:** for students no yet prepared for the mathematical vocabulary offered here, you deserve to use *side* rather of *edge *and *corn**er* instead of *vertex*.

**Ask:**

*Why do you think the a rectangular prism and a cube have actually the same number of faces, edges, and vertices?*Lead students to realize that the faces of a rectangular prism and also a cube space all rectangles, but in the situation of the cube, the rectangles are squares. A cube is a special type of rectangular prism.

## Faces, Edges, and Vertices for bent Surfaces

**Say:**

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

**Ask:**

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

*Why not?*This is no a simple question and requires thinking critically around what an leaf or peak is. For example, numerous real-world objects that we contact spheres, such together soccer balls, space in fact facility solid forms with numerous edges and vertices. Take into consideration using think-pair-share, wherein students individually think v their reasoning, share it through a partner, and also then friend facilitate a discussion approximately how a sphere has no faces, for this reason it can’t have any kind of edges, and because it has no edges, it can’t have any kind of vertices.

**Say:**

*Look at 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 view that a cone only has actually one face, and you need an ext than one challenge to form an edge.

**Ask:**

*Does a cone have any kind of vertices?*Lead college student to view that a cone has no edge (at the very least no

*straight*ones!), yet the suggest where the surface of the cone ends is dubbed the peak of the cone.

**Say:**

*Look at the cylinder.*

**Ask:**

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

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

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## Wrap-Up and Assessment Hints

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

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

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

*Which solid numbers have opposite deals with that space congruent?*(rectangular prism, cube, cylinder, pyramid)

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

Through questioning strategies such together these, girlfriend will have the ability to judge your students’ expertise of heavy figures. Because that students who are ready, you deserve to ask concerns that big into higher grade standards and also promote a deeper knowledge of heavy figures:

*What would the cross-section of a solid look like? how would it readjust depending top top what edge you use?*

*How might you figure out how much fluid it would require to fill increase the shape?*

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*Looking because that more free kindergarten and first grade mathematics lessons and also activities? examine out ours ever-growing library below on *Shaped*!*