SOLIDS -- STRAND/GEOMETRY Lesson 2

FOCUS QUESTION

What are the properties of solid figures?

SPECIFIC OBJS.

1. Recognize faces, edges, vertices of solid and classify solids according to the number and shape of their faces.

2. Classify solids as prism and pyramids.

3.  Represent and solve problems using geometric models

CONTENT SUMMARY

Solids have faces, edges and vertices.  The faces are the flat surfaces of solids. The edges are the places where two faces meet. The vertices are the corners. Singular vertex, plural vertices.

Solids are three-dimensional shapes.   A prism is a solid, with two parallel faces called bases. The other faces are always parallelograms. The prism is named by the shape of its base.  A solid is a pyramid if it has 3 or more triangular faces sharing a common vertex. The base of a pyramid may be any polygon.   An edge is formed where two faces meet.   A vertex is the point where three or more faces meet. 

ENGAGE

Students, let's review what solids are.

What are the characteristics of solids.

Quickly name the solids below and tell me the number of faces, edges and vertices each has.

EXPLORE

Let us take some more time to examine the solids again. I want you to look at the shape of their faces.

Find a partner, manipulate the solids and complete the table below. 

SOLIDS	SHAPE OF FACES
Square-based pyramid	1 square at base, 4 triangular faces
Cube	6 square faces
Cylinder
Cone
sphere
Triangular pyramid/tetrahedron
cuboid
Triangular based prism

Now students , the solids we have been exploring can be categorized in two groups. PRISMS and PYRAMIDS. Have you ever heard of these terms before? Try to find working definitions for the terms. You may use your dictionaries or the internet.

We will now watch this video clip to gain more insights.

Let us read the chart below.

EXPLAIN

Differentiate between prisms and pyramids.

Name at least 4 of each.

EXTEND/ELABORATE

Learn more about prisms & pyramids.

EVALUATE

1. Name the prisms and pyramids below.

2. Study the diagram below, then answer the questions that follow.

(a) Name the solid.

(b) Answer TRUE or FALSE.

    (i)  The solid has 8 edges.

    (ii) The solid has 4 vertices.

    (iii) All the faces are triangular.

    (iv) Opposite sides of the base in the solid are not equal in length.

    (v) The solid is an example of a prism.

3. 

3. 

 

FOLLOW UP PRACTICE EXERCISES

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5

ACTIVITY 6

ACTIVITY 7

ACTIVITY 8

ACTIVITY 9

ACTIVITY 10

Grade Level: 6

Subject: Mathematics

Topic: Solids (3D Figures)

Duration: 1 Hour

Focus Question: What are the properties of solid figures?

STEM Integration: Engineering (3D modeling), Technology (online geometry tool), Math (geometry), and Science (structures & materials).

Objectives:

By the end of the lesson, students should be able to:

1. Recognize faces, edges, and vertices of solid figures and classify solids according to the number and shape of their faces.

2. Classify solids as prisms and pyramids.

3. Represent and solve problems using geometric models.

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Materials/Resources Needed:

• 3D models or real-life 3D objects

• Shape investigation worksheet/chart

• Toothpicks and clay/blu tack

• Printed shape nets (optional)

• Computer/projector for video and digital model

• Anchor chart/poster of solid properties

5E Lesson Plan

1. Engage (10 minutes)

Activity:

• Show students a short video clip or real-life 3D objects (e.g., cube-shaped box, soccer ball, can, pyramid souvenir).

• Ask guiding questions:

  • What do you notice about these objects?

  • How are they different from flat shapes?

  • What are some things these objects have in common?

STEM Link: Briefly discuss where these shapes appear in real-world engineering designs (buildings, bridges, packaging).

Purpose: To activate prior knowledge and spark curiosity.

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2. Explore (15 minutes)

Activity: "Shape Investigation Station"

• Provide students with physical 3D models (cube, rectangular prism, cylinder, cone, sphere, triangular prism, square pyramid).

• In pairs, students examine and record:

  • Number of faces, edges, and vertices

  • Type of base

  • Whether it's a prism or pyramid

Materials: Solid figures, graphic organizer chart (Face-Edge-Vertex table), Venn diagram template.

Differentiation:

• Tier 1: Students use labeled models and guided worksheet.

• Tier 2: Students fill in graphic organizers independently.

• Tier 3: Students create their own classification chart.

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3. Explain (10 minutes)

Discussion and Mini-Lesson:

• Define key terms: face, edge, vertex, prism, pyramid.

• Use anchor chart or PowerPoint to reinforce characteristics.

• Use models to show that prisms have two parallel bases and pyramids have one base with triangular faces.

STEM Link: Use a simple CAD tool (e.g., Tinkercad or GeoGebra) to rotate and label a 3D model virtually.

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4. Elaborate (15 minutes)

STEM Application: "Mini 3D Builders"

• Challenge: In pairs, build their own geometric models using toothpicks and clay/blu tack or 3D shape nets.

• Students label the faces, edges, and vertices.

• Extension (Advanced): Describe what would happen if you removed a vertex or added a new edge.

Real-world connection: How are geometric solids used in architecture or packaging design?

Differentiation:

• Visual aids and scaffolding for students needing support.

• Enrichment challenge for advanced learners: Create and name an irregular solid.

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5. Evaluate (10 minutes)

Three-Tier Evaluation Activity:

Tier	Task	Objective(s) Assessed
Tier 1 (Basic)	Identify and label the number of faces, edges, and vertices on a cube and pyramid using a diagram.	Obj. 1
Tier 2 (Proficient)	Classify given shapes as prisms or pyramids and justify your reasoning.	Obj. 1 & 2
Tier 3 (Advanced)	Solve a problem: “A prism has 6 faces and 8 vertices. Draw and name it. Explain how you know.”	Obj. 1, 2 & 3

Exit Ticket:
Each student completes a one-question quiz:

• "What is the difference between a prism and a pyramid?"

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Assessment & Differentiation Summary:

• Use graphic organizers for concrete learners.

• Pair/group stronger students with those needing support.

• Include verbal explanation, hands-on modeling, and written work for multiple learning styles.

• Use tiered tasks to ensure all students can access learning at their level.