Three Views of a Block Stack: Front, Right and Top

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Career and Technical Education · Engineering / Robotics / Industrial Technology
SP-ENGR-003  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 2
Three Views of a Block Stack: Front, Right and
Top
Career and Technical Education · Engineering / Robotics / Industrial Technology · Grades 8-10 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Draw the 3 by 3 grid shown in the steps on the
board.
Technology
None.
Student
independence
High. Students work alone, then compare with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Whiteboard or chalkboard, Graph paper or scrap paper (optional)
Goal for today: Students will use a top-view grid of stack heights to determine the front view, the right-side view and
the total number of cubes in a block structure.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ On the board draw a 3 by 3 grid and label the top edge “Back,” the bottom edge “Front,” and the sides “Left”
and “Right.” Put the numbers 1, 3, 2 in the bottom row so you can use it as the example.
☐ No blocks or cubes are needed. Students must NOT use tools, scissors or equipment. This is a paper lesson.
☐ Keep the answer key (page after the worksheet) on your desk.
Say this to start
Good morning! Today is about reading engineering drawings. Engineers show a three-dimensional object using flat
views: one from the front, one from the side, and one from above. You will get a grid of numbers that shows how many
blocks are stacked in each spot. Your job is to work out what the object looks like from the front and the side. The rules
are on the worksheet.


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Career and Technical Education · Engineering / Robotics / Industrial Technology
SP-ENGR-003  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet.
Settle in and take out a pencil.
5–14
Read the passage aloud. Use the board grid: “For the front
view, look at each column from the front and write down
the tallest stack in that column.” Do the bottom-row
example together.
Listen, ask questions and follow the rule for
front view.
14–32
Tell students to complete questions 1–9 for Objects A, B
and C. Walk around and ask, “Which column are you
looking at right now?”
Find the front view, right view and total
cubes for each object.
32–42
Tell students to complete questions 10–12, then use the
grid in question 12 to draw the front view of Object B.
Answer the concept questions and sketch a
front view.
42–48
Have students do questions 13 and 14. Partners may
discuss question 14.
Fix a classmate’s mistake and explain why
one view is not enough.
48–50
Collect all worksheets and put them in a stack for the
teacher.
Hand in the worksheet.
If things go wrong
• If students mix up left and right in the right-side view, point to the passage rule: when you look at the object
from the right, the FRONT is on the left of your drawing.
• If students say they cannot picture it, suggest they sketch each stack as a small tower of squares on scrap
paper.
• If a student gets different totals, tell them to add each row first and then add the three row totals.
• If students want to build the stacks with real blocks or books, tell them that is not needed today.
Early finishers
• Invent your own 3 by 3 grid of stack heights and find its front view, right view and total.
• Trade grids with a neighbor and check each other’s front views.
Support and challenge
• Support: Have students color the tallest stack in each column before writing the front view, and complete only
Object A and Object B.
• Challenge: Ask students to find a different grid of stacks that has the same front view as Object A (2, 3, 1) but
a different total, then explain how that is possible.


SubstitutePlans.com
Career and Technical Education · Engineering / Robotics / Industrial Technology
SP-ENGR-003  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: