SCHOOL OF EDUCATION

TEACHING PRACTICE PROJECT.

Title of project: EXPLORING THE PROPERTIES OF PRISMS
(TRIANGULAR PRISM)
Your name:
Registration Number:
School Name: Segero Adventist High School
Department:
Course Code:
Teaching Practice Zone:
Name of Teaching Practice school:
Name of Zone Coordinator:
Teaching Practice period: May – August 2024.

Approval & Declaration

I hereby declare that the project work entitled “EXPLORING THE PROPERTIES OF
PRISMS
(TRIANGULAR PRISM)” submitted to the University of Eldoret is a record of an
original work done by me, approved and guided by Mr, Zonal Coordinator, and this
project work is submitted in the partial fulfillment of the requirements for the award
of the Bachelors of Education Arts. The results embodied in this report have not been
submitted to any other University or Institute for the award of any degree or
diploma.

Acknowledgement
I would like to express my profound gratitude to Mr./Mrs.____ (name of the HOD),
of ____ (designation and department name) department, and Mr./Mrs. _____ (Dean)
of _____ university for their contributions to the completion of my project titled
_____.
I would like to express my special thanks to our mentor Mr./Mrs. ______ for his/her
time and efforts he/she provided throughout the year. Your useful advice and
suggestions were really helpful to me during the project’s completion. In this aspect,
I am eternally grateful to you.
I would like to convey my heartfelt gratitude to Mrs. Debjani Nanda for her
tremendous support and assistance in the completion of my project. I would also like
to thank our Principal, Mrs.Jyothi Kumar, for providing me with this wonderful
opportunity to work on a project with the topic Food Culture during the Pandemic.
The completion of the project would not have been possible without their help and
insights.

Dedication
This project is dedicated to the Segero Adventist High School students who will use
it as a resource to understand and solve problems related to the surface area and
volumes of prisms. May this work serve as a valuable tool in their academic journey,
helping them to grasp these fundamental concepts in geometry with clarity and
confidence.
Their curiosity and dedication to learning inspire this work. May it empower them
to explore further, question deeply, and achieve their educational goals.
Special dedication goes to my family, friends and course mates whose unwavering
support and encouragement have been the cornerstone of my journeyand for always
been there to provide a listening ear and words of wisdom.
Lastly, I dedicate this to all those who strive for knowledge and excellence. May this
project inspire and motivate others in their pursuit of academic and personal
growth.

Abstract
This project explored the properties of triangular prisms, focusing on their geometric
characteristics and practical applications in calculating surface areas and volumes.
The study provided a comprehensive understanding of triangular prisms by
analysing their structure, derivation of relevant formulas, and application of these
formulas in various scenarios.
The primary aim of this project is to provide a comprehensive exploration of
triangular prisms, including their definition, structural components, and
mathematical properties. We start by defining a triangular prism and identifying its
faces, vertices, and edges. A triangular prism consists of two parallel, congruent
triangular bases connected by rectangular lateral faces. This unique composition is
analysed in detail to understand how the shape and dimensions of the bases and the
height of the prism influence its overall properties.
Surface area and volume are two critical properties studied in this project. The
surface area of a triangular prism is calculated by summing the areas of its triangular
bases and its three rectangular lateral faces. Various methods and formulas are
presented to simplify these calculations, considering different types of triangles
(equilateral, isosceles, and scalene) that can form the bases. Each type of triangle
introduces unique considerations for calculating the surface area and volume of the
prism.
The volume of a triangular prism is determined by finding the area of the base
triangle and multiplying it by the height (the perpendicular distance between the
two triangular bases). This straightforward approach is elaborated with practical
examples and visual aids to enhance comprehension.
To aid students in mastering these concepts, this project incorporates a range of
educational tools, including step-by-step procedures, illustrative diagrams, and
practice problems with solutions. Emphasis is placed on developing a deep
understanding of the geometric principles underlying the formulas, rather than
merely memorizing them. This pedagogical approach aims to foster critical thinking
and problem-solving skills, which are vital for success in mathematics and related
disciplines.
Additionally, real-world applications of triangular prisms are explored to highlight
their relevance and importance. Examples from architecture, such as the design of
roof trusses and bridges, demonstrate how knowledge of triangular prisms is
applied in practical scenarios. These examples serve to motivate and engage
students by showing the direct applicability of what they learn.
In conclusion, this project provideed a thorough examination of triangular prisms,
equipping students with the knowledge and skills needed to solve problems
involving their surface area and volume. By bridging theoretical concepts with
practical applications, this project aims to enhance the educational experience and
inspire further exploration of geometric shapes.

Chapter One
1.1 Introduction
Triangular prism has a wide application in our daily lives for example roofing in
many houses in the country, in camping tents in wedge and axes. Triangular prism
form one of the most examined area in Kenya Certificate of Secondary School
Education (KCSE) since it form part of Form Two, Three and Four mathematics
syllabus under topic Solid and Shapes, subtopic According to Kenya National
Examination Council results on mathematicsMost learners have difficulty in finding
out the surface area of triangular prism this is because they are not able to
conceptualize on the faces in triangular prism. This has prompted me to come up
with a triangular prism model that can be opened up and students can see the faces
in a triangular prism therefore making it easier for them to calculate the surface area
of triangular prism.

1.2 Background
The project to explored the properties of triangular prisms was done at Segero High
School, the school was founded in 1976 as a missionary school by Seventh Day
Adventist Church. The name ‘Segero’ was named after the location. It was founded
to provide education for both boys and girls who qualify for secondary school on
successful completion of primary school education. It has a land size of 35 acres that
was bought by the SDA Church from a white -man who lived where the school is
currently located. Later, a dispensary was constructed within the school compound
and it still provide medical services to the school and community members around
Segero location.
The school is located in Uasin-Gishu county, Soy subcounty/constituency, Segero-
Moiben Ward. It is situated along Eldoret-Kitale Highway whan using University of
Eldoret way, past Kabenes Centre and also past Ziwa Center and before Tuigoin
Centre.
The school is founded on Christian Values, with strong affiliation to the Seventh Day
Adventist Church as its sponsor. The values include integrity, Honest, Faithfulness,
Commitment, Dignity, Respect, Obedience and Hardwork.
The school motto is; ‘In God We Excel’
The school mission is; To provide quality holistic education in academic, spiritual,
physical and social sphere in this world and the world to come.
The school vision is: To be recognized nationally and internationally as a center of
academic excellence.
The school philosophy is; Harmonious development of the students to restore in
them (students) the image of their maker by developing faith, critical thinking and
maximum development in their potential.
The current chairman of the school is Mr. Farhess and the former was Prof. Philip
Rono. The first principal of the school was Josphe Killy from 1978 to 1987. Mr. Oscar
Musamali became the principal from 2007 to 2022 and the new principal in the
school, effective 25th April 2022, is Mr. Job Onyango.
Segero Adventist High School has two deputy principals, one in charge of
administration and the other in charge of discipline (both genders considered). It
also has seven departments namely; Department of Languages, Humanities,
Technical Subjects, Sciences, Mathematics, Sports and Games and Guidance and
Counselling.
On the students’ side, there is one president and two deputies, both genders
considered, class representatives, residential representatives, sports and
entertainment, and time keeper to monitor the electric bell.
Since its foundation, the school has experienced a steady growth in the number of
both students and teacher. Building have also been constructed to accommodate the
increasing numbers. The current student population in the school is 924. There are 52
employed teachers and additional 9 who are on teaching practice. The non-teaching
staff are 37 in number.

1.3 Project justification

Understanding the properties of prisms is crucial in secondary school curriculum,
since it is an area that is majorly tested in Kenya Certificate of Secondary School
Education (KCSE) Mathematics Paper 1. Secondary school mathematics syllabus
provided by Kenyan Institute of Curriculum Development (KICD) shows that
students learn about solid all the way from Form One to Form Four.
The project is expected to be an eye opener to both students and teachers of
mathematics as it provides clearly derivation of formulas and a visualized image
both in drawing and 3-dimension of prism through models.
The project will therefore involve studying the different types of prisms, how to find
their surface area, volume, and other related mathematical concepts. The project, aim
to deepen our understanding of prisms and their applications in solving
mathematical problems and in real-world scenarios.

1.4 Objectives of the project

1. To understand the definition and properties of prisms including faces, edges, and
vertices.
2. To explore the relationship between the dimensions of prisms and their surface
area and volume.
3. To apply mathematical concepts to solve problems related to prisms.

1.5 Project problem identification

The project was proposed by student who struggle solve question involving surface
area and volume of solids. Some candidate students in Form Four were struggling to
master the topic of 3-D solids including prisms such as rectangular and triangular
base prisms.
The student therefore requested their teacher to guide then in exploring properties of
prisms in solving question of surface area and volumes of prisms and other related
questions.

1.6 Existing problem

The main problem understanding prisms is the complexity of the formulas used in
calculating surface area and volume.
Some students may have difficulty with spatial reasoning required to understand
the orientation and dimensions of triangular prisms.
Some students find the topic dry or uninteresting if not presented in an engaging
way.
Students might find it difficult to relate triangular prisms to real-world objects or
scenarios.
1.7 Significance of the project
The project was expected to be an eye open to both students and teachers in one way
or another including the following significances:
By exploring this project of triangular prisms, students gained a deeper
understanding of triangular prism’s definition and its properties through
visualization and analyzing of a 3-D shapes.
Through the project, students were able to physically explore the model and net that
form a triangular prism thus enabling students to apply and solidify their
knowledge of mathematical formulas and spatial reasoning in calculating surface
area and volume of a triangular prism.
Projects involving physical models and interactive activities increase student
engagement and motivation, making learning more enjoyable and effective hence
improving students’ attitude in solving questions involving shape and figures and
generally in mathematics.
The project is expected to eencouraging students to explore and create their own
prism models hence fostering their creativity creativity and innovation.
Exploring the properties of triangular prisms involves solving numerous and
possible complex problems, which enhances students' critical thinking and analytical
skills.
The project can integrate concepts from physics (e.g., center of mass, stability),
engineering (e.g., structural integrity), and art (e.g., design and aesthetics),
promoting interdisciplinary learning.
The project challenges both students and teachers to delve into the properties of
triangular prisms, encouraging a deeper conceptual understanding of geometry.
Understanding prisms is crucial in various fields such as architecture, engineering,
and manufacturing, demonstrating the practical relevance of geometric principles.
Working with geometric properties demands precision and accuracy, helping
students develop attention to detail and meticulousness in their work.
Collaborative projects encourage teamwork, communication, and peer learning,
helping students develop essential interpersonal skills.
Chapter Two
Literature Review
2.1 Introduction
A prism is a solid figure with flat faces, two identical bases, and with the same cross-
section all along its length. The name of a particular prism depends on the two bases
of the prism which can be triangles, rectangles, or any polygon. For example, a prism
with triangular bases is called a triangular prism and a prism with a square base is
called a square prism, and so on. A triangular prism has two triangular bases and
three rectangular lateral faces (Testbook Edu Solutions Pvt. Ltd, 2018).
In this mathematics article, we will learn about triangular prisms, triangular prism
faces edges vertices, triangular prism net, formulas for the volume of a triangular
prism, how to draw a triangular prism, properties of triangular prism, and solve
problems based on the triangular prism.

2.2 Teaching & Learning

According to (Kenya Literature bureau, 2020) a prism is a three-dimensional solid
which has identical faces at both ends. The other faces are flats. A prism is named
after its base. Therefore, there are different types of prisms named on the basis of the
shape of their bases.
A prism is an important member of the polyhedron family that has congruent
polygons at the base and top. The other faces of a prism are called lateral faces. It
means that a prism does not have a curved face. A prism has the same cross-section
all along its length. The prisms are named depending upon their cross-sections. A
metallic nut is the best example to represent hexagonal prism, fish aquarium
represents rectangular prism and many more such live appliances in our
surroundings represent the prisms (KHURMA, 2020).
2.2.1 Types of Prisms
Prisms can be classified on the following basis:
Prisms Based on the Type of Polygon of the Base
A prism is classified on the basis of the type of polygon base it has. There are two
types of prisms in this category named as:
Regular Prism: If the base of the prism is in the shape of a regular polygon, the prism
is a regular prism.
Irregular Prism: If the base of the prism is in the shape of an irregular polygon, the
prism is an irregular prism.

Prisms Based on the Alignment of the Identical Bases.

There are two different prisms based on the alignment of the bases named:
Right Prism: A right prism has two flat ends that are perfectly aligned with all the
side faces in the shape of rectangles.
Oblique Prism: An oblique prism appears to be tilted and the two flat ends are not
aligned and the side faces are parallelograms.
Prisms Based on the Shape of the Bases
A prism is named on the basis of the shape obtained by the cross-section of the
prism. They are further classified as:
Triangular Prism: A prism whose bases are triangle in shape is considered
a triangular prism.
Square Prism: A prism whose bases are square in shape is considered a square prism
Rectangular prism: A prism whose bases are rectangle in shape is considered
a rectangular prism (a rectangular prism is cuboidal in shape).
Pentagonal Prism: A prism whose bases are pentagon in shape is considered
a pentagonal prism.
Hexagonal Prisms: A prism whose bases are hexagon in shape is considered a
hexagonal prism.
Octagonal Prism: A prism whose bases are octagon in shape is considered an
octagonal prism.
Trapezoidal Prism: A prism whose bases are trapezoid in shape is considered a
trapezoidal prism.

2.2.2 Properties and types of triangular prism

Triangular Prism Faces, Edges and Vertices
A triangular prism has 5 faces including 3 lateral rectangular faces and 2 triangular
bases, 9 edges, and 6 vertices. The vertices of the triangular prism are the vertices of
the two triangular bases connected by lines that form rectangles. Its edges include 6
edges of two triangular bases (3 + 3) and 3 sides that join the bases.
Parts of a Triangular Prism Number
Triangular Prism Faces 5
Triangular Prism Edges 9
Triangular Prism Vertices 6

2.2.3 Types of triangular prism

A common example of triangular prisms is prisms used in the physics lab for
refracting white light. Other real-life examples of triangular prisms are camping
tents or chocolate candy bars.
A triangular prism can be a regular or irregular triangular prism based on the
uniformity of its cross-section. It can also be a right or oblique triangular prism,
depending on the alignment of its bases.
2.2.3.1 Regular and Irregular Triangular Prism
Regular Triangular Prism: A regular triangular prism is a triangular prism whose
bases have regular triangles (all sides of which are equal, the angles between the
base’s sides are 60 degrees), and the side faces are rectangles.
Irregular Triangular Prism: An irregular triangular prism has its 2 bases that are
not equilateral triangles.
2.2.3.2 Right and Oblique Triangular Prism
Right Triangular Prism: A right triangular prism is a prism in which the angle
formed between the edges of triangular bases and edges of the rectangular faces is 90
degrees. Other properties of triangular prisms remain the same.
Oblique Triangular Prism: An oblique triangular prism has its lateral faces not
perpendicular to its bases. So, every lateral face is parallelogram-shaped.

2.2.4 Triangular Prism Net

The net of a triangular prism is a pattern that is seen when the surface of the prism is
opened, flattened, and laid out such that all the faces are seen clearly. It is a two-
dimensional figure. This net can be folded up to make a triangular prism. It shows
that the bases of the prism are shaped in a triangle and the lateral faces are shaped
like a rectangle. The figure given below shows the net of a triangular prism where
the triangles and the rectangles can be seen.
Chapter Three
Project Design and Methodology
3.1 Introduction
3.2 Project Description
3.3 Project Materials
(list all materials required for the project, including quantities)
3.4 Project Design and procedure
(include drawings)
3.5 Project Utilization
3.6 Project Sustainability
3.7 Project Evaluation
(include project achievements and challenges
Chapter Four
Conclusions and Recommendations
4.1 Introduction
4.2 Conclusions
4.3 Recommendations
. This is ideally a list of numbered recommendations on how to go about future projects of the
nature you are working on. Include the recommendation and to whom the recommendation
applies e.g. teachers, students, principal or other people.
References
[Use APA style to write down references – a minimum of 5 references are required]
Appendices
Appendix 1 – Calendar of Events
Appendix 2 – Actual Budget
(this is different from the proposed budget in the proposal)
Appendix 3
– Photograph(s)/final drawing of actual completed project as it looks on the ground