[b][i]This teaching proposal is very general and must be adapted individually to the learning group. It is intended to be a framework that can be modified and expanded as required. Concrete examples and questions in the individual phases should be seen as exemplary suggestions. [/i][/b]

[list][*]Topic: cubes[br][/*][*]Grade, subject:[/*][*]Duration: 1 lesson[/*][*]Material for students: [url=https://www.geogebra.org/m/xys5nrma/pe/658738#material/cggssdzq ]GeoGebra Applet[/url][/*][*]Additional materials: [/*][/list]Describe the content of this lesson in less than 3 sentences. Describe the planned activity and the goal of the lesson. [i](--> depends on the grade/age of the students)[/i]

The language of mathematics is logic. A correct use of logic is one of the keys for understanding and mastering mathematics.[br]Using pioneering teaching aids in mathematics lessons, like 3D printed materials, can be quite helpful for students. Reasons are, that they encourage thinking, require practical action and enable independent thinking.[br][br]Individual work phases of students should awaken the child's desire to play, create a positive attitude towards mathematical work and promote the joy of thinking.[br][br]Phases in partner work should be available to the students for free choice. However, they promote the linguistic action and social learning of the students.[br][br]Depending on the way in which the topic is dealt with, the students learn communicating pragmatically, listening to each other, dicussing in a factual way, working on a problem in teams and presenting their own proposed solutions.

By constructing an edge model of a cube, the students should become aware of the specific characteristics of this body and deepen their already acquired knowledge. (--> enactive phase)[br][br]The pupils should first try to find different cube nets, draw them and finally build cubes with the provided material.

Overview:[br][list=1][*]communication/presentation[/*][*]implementation[/*][*]reflection[/*][*]evaluation (concerns only the teacher)[/*][*]transfer[/*][/list][br]Detailed information to each step follows below.

teaching methods: [br][list][*]direct instruction/teacher's lecture [/*][*]class discussion[/*][/list][br]Start with a general introduction and explanation to the following lesson.[br][br]Activate prior knowledge by discuss questions like:[br][list][*]What is a cube?[/*][*]What parts does a cube consist of?[/*][*]...[/*][/list]

teaching methods: [br][list][*]individual work[/*][*]group work[/*][/list][br]The students are asked questions/tasks to think about (possibly using materials). First individually and later in small groups. [br][br]The tasks could include:[list][*]Find out which geometries you can see in combination.[/*][*]Turn a cube upside down and think about specific characteristics.[/*][/list][br]

teaching methods: [br][list][*]individual work[/*][*]class discussion[/*][/list][br]In this phase, the students themselves should reflect on the findings and how they dealt with the task. [br][br]Helpful questions can be:[br][list][*]What did I already know before?[/*][*]What was new for me?[/*][*]How did I like group work? [/*][*]Could I explain the learned contents to other group members?[/*][/list]

teaching methods: [list][*]class discussion[/*][*]individual work[/*][/list][br]The teacher tries to evaluate the lesson by thinking about the following questions or the students individually work on a task and show what they have learned.[br][br]Helpful questions can be:[br][list][*]Did the students understand the topic?[/*][*]Could the students now explain it to other students?[/*][*]How did I feel while teaching?[/*][*]Where there any problem situations? If yes, why? What was the reason? How did I deal with it?[/*][/list]

The students make simple models and sort geometric solids, like cubes, cuboids, ... by different characteristics.[br][br]The students make a table in which they sort the geometric solids and describe them with technical terms and their characteristics:[br]e.g. CUBE: corners [8], edges [12], surfaces [6], ...