This document covers a math lesson on spatial figures. It discusses solid three-dimensional figures that have length, width, and height such as cubes, cylinders, cones, prisms, and pyramids. Examples of spatial figures are provided. Students are assigned to bring objects representing different spatial figures and create models of figures like cubes and pyramids using materials like used folders. Activities involve identifying figures, describing their characteristics, and making spatial figure models in groups.
4. PAGE 4
Solid figures are three-dimensional figures. It
is made up of plane figure whose all sides are
joined together to form a close figure. A
three-dimensional object has length, width
and height. Moreover, they may have faces,
edges and vertices. Some examples of solid
figures include cubes, cylinders, cones,
prisms, pyramids, spheres and rectangular
prisms.
12. PAGE 12
Identify the spatial figure
represented by the following:
1) ball ______ 5) funnel ______
2) tent______ 6) globe ______
3) tin can _____
4) dice______
13. PAGE 13
What are the different spatial figures?
Describe each one.
What are their common
characteristics?
Give examples of real life objects that
represent each spatial figure.
14. PAGE 14
Give 5 objects that are models
of the following spatial figures:
1) cone 4) cube
2) sphere
3) cylinder 5) prism
22. PAGE 22
What are the different spatial
figures that you can see in the
robot?
How can you describe the
characteristics of each figure?
23. PAGE 23
Directions: Show real objects and let the
pupils identify the spatial figure they
represent. Give the number of sides,
edges and vertices.
1. ball 5. Tent
2. globe 6. Dice
3. funnel 7. Ice cream cone
4. test tube 8. Tin can
24. PAGE 24
What are the different spatial
figures? Describe each.
Give examples of real life
objects that represent each
spatial figure?
25. PAGE 25
Strategy: Direct Instruction
Activity: TGA ( Tell, Guide, Act )
*Tell
Ask a volunteer pupil to come in front. Another pupil will blindfold
him/her. Allow the blindfolded pupil to hold a spatial figure.
*Guide
Direct the pupil to feel the object firmly to be able to determine
the number of faces, edges and vertices.
Can you describe the figure?
How many faces, edges and vertices are there?
*Act
Let the pupil draw what he/she felt on the figure on the board.
Continue the activity using more figures.
29. PAGE 29
1) Group the pupils into Learning
Barkadas
2) Provide each group pieces of used
folders, pair of scissors,and pastes
3) Let them make some spatial figures
out of these materials.
4) The first to make 3 will be declared
winner
30. PAGE 30
Present the lesson through this activity:
a. Call the winner.
1) Let them show their finished products to the class.
2) Have them describe each and identify its part.
b. Call the 2nd placer.
1) Let them show the spatial figures they made that are
different from the first group.
2) Have them describe each and identify its part.
c. Do the same with the other group.
31. PAGE 31
Did you make use of your
materials wisely?
How? What are things you have
that can still be Recycled? Why?
In what way can you recycle
them?
44. PAGE 44
How did you find the activity?
How did you make spatial figures?
Were you able to create spatial
figures correctly?
Did you give the description of
particular spatial figures?
45. PAGE 45
Strategy: Group Activity
1) Divide the class into group of 3s.
2) Each group will be given used folders
3) Used folders will be used by each group in
making
spatial figure assigned to them.
Group 1 – Cube
Group 2 – Prism
Group 3 – Pyramid
47. PAGE 47
Assignment: Cut out pictures of
objects from newspapers or
magazines that are
models of spatial figures then
make your own models out of
used folders.
Notes de l'éditeur
Show different spatial figures like the cone, cube, rectangular prism, cylinder, sphere and pyramid. Ask the pupils to name them. Let them give / count the number of edges, faces and vertices.
These figures are often seen in real life. Can you think of other objects that may represent the figures above?
