CEP

Lesson Plan Form

Teacher: Wesley Pace (pre-service teacher) Date: March 26, 2020
School: Boltz Middle School Grade Level: 7th Content Area: Seventh Grade Math (Algebra/Geometry)

Title: Investigating Cross Sections of Three-Dimensional Figures Lesson #: 1

Lesson Idea/Topic This lesson provides students with a thorough examination of cross
and sectional shapes resulting from cutting/slicing different three-
Rational/Relevance: dimensional figures. Students will develop geometrical awareness of
three-dimensional figures and how cutting/slicing them differently can
result in unique two-dimensional cross-sections.
Student Profile: Mrs. Elder’s 7th grade math class has 33 students. There are 6 students
with an IEP; 6 students with a 504 plan; 1 Gifted &Talented student; 4
students that qualify for AVID; 0 ELL students; and 0 students with a
Pride Plan.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Overarching Standard: 7.G.A. Geometry: Draw, construct, and describe geometrical figures and describe the relationships between them.

Specific Standard: CCSS.MATH.CONTENT.7.G.A.3 – Describe the two-dimensional figures that result from slicing three-dimensional figures,
as in plane sections of right rectangular prisms and right rectangular pyramids.

Mathematical Practices:
• MP2. Reason abstractly and quantitatively.
• MP3. Construct viable arguments and critique the reasoning of others.
• MP5. Use appropriate tools strategically.

Understandings: (Big Ideas)

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Learners will understand that two-dimensions cross sections are made from cutting/slicing three-dimensional figures and that different two-
dimensional cross sections can be made by cutting/slicing three-dimensional figures at different angles or in a different way. They will gain a better
understanding of how the angles at which cross-sections are sliced determine the shape of the cross section. Students will learn concepts through
physical, visual, verbal, symbolic, and contextual representations. It is important that students can translate verbal/written statements into the correct
visual/physical cross sectional representation(s).
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
• What are some examples of cross-sections whose shapes may be identical but are from different three-dimensional figures?
• What property of cutting/slicing the same three-dimensional figure can result in different two-dimensional cross-sections?
• When a cut is made parallel to a three-dimensional figure’s base what is the result of the cross section shape?
• When a cut is made perpendicular to a three-dimensional figure’s base is the result always the shape of one of the figure’s faces?
• What happens when a cross section of some three-dimensional figure is cut closer/further from the base/face of the figure (e.g., the size of the
triangular cross section when the cut of a triangular pyramid parallel to its base gets further away from the base)?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Identify and determine cross sectional shapes (faces) cut from three-dimensional figures. Students will be able to
reason abstractly by deconstructing three-dimensional shapes into two-dimensional cross-sections.

I can: Identify and/or determine what shape (surface face) results from cutting different cross sections from three-dimensional figures.
This means: I can recognize or determine the cross sectional shape (face) made by cutting/slicing three-dimensional figures in different ways.
List of Assessments: (Write the number of the learning targets associated with each assessment)
Learning Target: I can identify, describe, and reason abstractly about different cross sections cut/sliced from various three-dimensional figures.
Worksheets (Digital Format):

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Cheese & Crackers:

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Cross Sections 1 & 2:

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Cross Sections:

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Planned Lesson Activities

Name and Purpose of Lesson Investigating Cross Sections of Three-Dimensional Figures

Purpose: Identify different cross sections made by cutting/slicing various three-
dimensional figures.

Direct Remote Teaching Which model(s) will be used? A remote direct lesson on cross sections of 3-D
Will a co-teaching model be utilized in this lesson? No figures has been made. Students will have the opportunity to view the video lesson via a
tech-device (e.g., computer, tablet, smart phone, etc.). Since the lesson is not live,
students can pause or rewind the video lesson when necessary.

Why did you choose this model(s) and what are the teachers’ roles? I’ve
chosen to teach this remote lesson with instructional video tutorials so that students can
review the videos at their leisure and have time to ask questions. My mentor teacher will
be available to help students remotely when they are in need of assistance. Students will
have the opportunity to discuss questions/problems with their peers/parents.

Approx. Time and Materials Approximate Time: This lesson is scheduled to take place from 8:05-9:26 am (82
minutes) but will be adjusted to accommodate the remote learning environment (i.e., a
shorter lesson time).
The video lesson is a direct instructional tutorial on cutting cross sections out of 3-D
Play-Doh solids. It has a running time of approximately 34 minutes.

Materials: Under normal circumstances this lesson would use a hands-on approach
(physical/visual representations) to teach students about the different cross sections that
can be cut/sliced from three-dimensional figures. Students would normally use Play-
Doh, floss/plastic knives, and worksheets to determine which cross sections can be
cut/sliced from various three-dimensional figures.

This approach will be modified to accommodate the non-traditional teaching method

(remote teaching) that must be implemented due to the present circumstances. Students
will be supplied with a video of the cross section activity that they would have otherwise
done in class—they will have the option to do this activity at home, provided they have
the materials (e.g., Play-Doh, string, etc.).
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Needed Materials:
• Interactive Notebooks (INB)
• Planners (To record assignments and upcoming activities)
• Textbooks (For concept explanation, diagrams, and worksheets)
• Writing tools (e.g., pencil/pen)
• Computer/Device to communicate via internet
• Worksheets (i.e., online)
• Relevant Videos (i.e., via internet using Play-Doh, floss, and inkpad)
• Optional (Play-Doh, floss/plastic knives)

Anticipatory Set The strategy I intend to use is: (Remote Teaching) Make sure that students are
situated on a device/computer that allows them to clearly hear/see the remote lesson
and supplementary videos. Take attendance (remotely).

I am using this strategy here because: Our traditional methods of teaching have
been suspended and we will be using a remote learning strategy to instruct students.
This remote strategy will be used because it allows the essential teachings that students
would have received in the traditional class setting to be taught.

Procedures The strategy I intend to use is: Remote teaching that is in the form of an
interactive lesson. I will lead the instruction by displaying the learning target, defining
key terms, providing examples of these terms (via worksheet diagrams), and modeling
the cross sections cuts (i.e., using Play-Doh and floss). Students will then be given time
to discover properties of two-dimensional cross sections made from three-dimensional
figures at their workspaces (e.g., by doing worksheet questions and re-watching videos
or asking forum questions when assistance is needed). Students will be given an online
worksheet, which will be a formative assessment of their learning. They will have the
opportunity to discuss their findings/questions with peers and/or instructor in the
online classroom. We will have a period of time to go over the worksheet questions and
clear up any misunderstandings that students have. In closing, students will be given a
homework or study assignment. Teacher contact information will be provided for
students that have further questions about lesson.

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I am using this strategy here because: Since we have transitioned to an online

teaching/learning environment, it will be best to have an organized step-by-step lesson
plan for students to follow along with. Students will receive a limited amount of online
direct instruction, tutorial videos that they can replay, and time to work on the cross
section assignment (i.e., independent or group work). Additionally, the online platform
will allow for students to ask questions and receive feedback.

Teacher Actions Student Actions Data Collected

• Minutes (0-5) • Students will log in • Determine how
Make sure that and connect to live students are fairing
students are logged- classroom feed. with given
in and situated on Students will be circumstances.
the online learning given opportunity Check to see that all
platform. Express to discuss any tech students can connect
my wish that they or general issues to Internet.
are staying healthy regarding the
during crisis & field online learning
any general
questions. • Students will write • Determine how
• Minutes (5-8) assignments in current learning is
Have students planners and progressing and if
record upcoming learning target in students consider
assignments and INBs. themselves up to
write learning target speed on topics.
in their INBs. • Students will listen • This time will be
• Minutes (8-18) to instruction on designated for direct
Provide direct cross sectional instruction. Student
instruction video on slices of three- questions will alert
cross sections made dimensional to general
from 3D figures (i.e., figures. misunderstanding.
definitions,
examples, etc.). • Tutorial videos
• Students will be should make

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• Minutes (18-28) given tutorial concepts more
Show students a few videos to watch as clears. Feedback will
of the tutorial videos a alert to
so that they class/individually. misconceptions.
understand key • Collection of data
conceptual concepts. • Warm-up: will include student
• Minutes (28-46) Students will work progress on task and
Student work time. on Cheese & determination of
Cheese & Cracker Cracker/Cross most common
and Cross Section Section PDF file. mistakes/holdups.
assignments will be Assistance will be
distributed online. available and
Open forum for group dialogue • Collection of data
assignment questions will be open. will be ascertaining
and answers. • Class wide how well students
• Minutes (46-60) instruction will understand concept
Bring discussion resume. We will and finding out how
back to class wide discuss the well learners did
discourse. Answer assignment with class activity.
questions on questions. • Assessment of
worksheet (i.e., show Students will be student
videos for more given time for comprehension via
interesting cross questioning. online.
sections). • Determine how well
• Minutes (60-75) • Students will be students understand
Give assignment and given an at-home the concepts that
give students time to assignment. were covered in this
work. lesson (i.e., whether
• Minutes (75-82) • Students will they can summarize
Provide information summarize what what they’ve
on upcoming class they’ve learned. learned).
and resolve any Students will be
technical difficulties allowed time to
students may be express tech
difficulties and we
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experiencing. Have will do our best to
students summarize resolve these
what they have issues.
learned today.

Closure The strategy I intend to use is: To bring closure to the lesson I will recap the
learning target and show how we accomplished the goals of the day (i.e., learning about
cross sectional slices of three-dimensional figures).

I am using this strategy here because: It’s important that students rehear what
we have learned during the lesson and have the chance to individually & mindfully
review what they’ve learned.

Differentiation Content Process Product Environment

Modifications: N/A Virtual Digital Remote
demonstration. worksheets Learning
and videos.
Extensions: Challenging Virtual Digital Additional
cross sections. demonstration. worksheets resources
and videos. (videos/websites)
Assessment
• Students will demonstrate their understanding by showing that they have
answered the Cheese & Cracker and Cross Sections worksheets correctly.
Additionally, I will ask questions throughout the remote lesson to assess whether
students understand concepts.
• A formal summative assessment on this topic will be made when students take a
remote Unit 4 test. My mentor teacher will give this assessment at a later date.

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