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Three-Dimensional Shapes

Lesson Plan

Three-Dimensional Shapes

Objectives

In this lesson, students focus on attributes of three-dimensional shapes and locate them in their environment. Students will:

  • recognize three-dimensional shapes, including cones, cubes, cylinders, and rectangular prisms on paper and in their environment.
  • understand that shapes can be composed and decomposed to make new shapes.
  • create composite shapes.
  • describe attributes of original and composite shapes.
  • compare and contrast original and created composite shapes.

Essential Questions

How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems?
How can patterns be used to describe relationships in mathematical situations?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving?
  • How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems?
  • How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving?

Vocabulary

  • Cone: A three-dimensional object that has a circular base and one vertex.
  • Cube: A three-dimensional object that has six equal-sized square faces and eight vertices.
  • Cylinder: A three-dimensional object with two circular bases and a curved side.
  • Rectangular Prism: A three-dimensional object with six rectangular faces.
  • Sphere: A round three-dimensional object, like a ball.

Duration

75–90 minutes

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson plan.

Materials

Related Unit and Lesson Plans

Related Materials & Resources

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Formative Assessment

Suggested Instructional Supports

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    Scaffolding, Active Engagement, Modeling
    W: Geometry is the focus of the lesson and students add to their geometry knowledge by working with three-dimensional shapes as models, on paper and in their environment. Students have the opportunity to compose and decompose shapes.  
    H: A book about three-dimensional shapes, Captain Invincible and the Space Shapes (or another book about three-dimensional shapes), is read to students so they can become familiar with three-dimensional shapes.  
    E: Students will participate in the What’s in My Bag? activity. Next show students three-dimensional shape models made from paper, foam, or wood. With a partner students are asked to find examples of three-dimensional objects in their classroom before moving into workstations. 
    R: Students will have multiple opportunities to work with three-dimensional shapes and compose shapes in different workstations. During this time as you move among the groups, ask students to reflect on their understanding. 
    E: Assess students through class discussions or small-group work and provide opportunities for questions and clarification. Use the formative assessment checklist to record what students know. In addition, assess students’ understanding with a formative assessment on three-dimensional shapes and composite shapes. 
    T: For students who have grasped the concepts provide additional resources so they can practice their skills. Allow individuals or small groups extra time to clear up specific questions as needed. 
    O: In this lesson, students focus on attributes of three-dimensional shapes and locate them in their environment. Students move from whole-group activities to individual work. 

Instructional Procedures

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    “In our math unit, we have been talking about geometry and have spent a lot of time on two-dimensional shapes. Today I am going to read a book by one of my favorite authors: Stuart J. Murphy. He has written a lot of books about mathematics for children to read. The book I’m holding is titled Captain Invincible and the Space Shapes. I want you to pay particular attention to the shapes in the book that Captain Invincible uses during his trip. How are they the same and different than the shapes we were talking about a couple of days ago?” After you read the book have a discussion about the book and two-dimensional and three-dimensional shapes.

    Possible questions to use in a discussion about two-dimensional and three-dimensional shapes include

    • “How are a triangle and a cone similar? How are they different?”
    • “How are a square and a cube similar? How are they different?”
    • “How are a circle and a cylinder similar? How are they different?”
    • “How are a rectangle and a rectangular prism similar? How are they different?”
    • “How are a circle and a sphere similar? How are they different?”

    “I am going to put the book in our class library so you can reread it if you wish. Let’s talk about all the shapes we saw in the book.”

    As you talk about the shapes that were in the book, show a three-dimensional model of that shape. It can be made of wood, plastic, foam, or paper (M-1-4-3_3D Shape Nets.docx). Make sure to put a card next to each shape that names the shape. Write down the names of the shapes on a piece of paper (M-1-4-3_3D Shape Names on Paper.docx).

    Prepare to play What’s in My Bag? by having ready a bag with a sharpened pencil, a cylinder, and a cone inside.

    “Now we are going to play a version of What’s In My Bag? Let’s review the rules:

    • You have to raise your hand and I have to call on you before you ask your question.
    • You can only ask me yes or no questions. If I can’t answer your question by a yes or no, the question will need to be reworded.
    • I will write your question down in the first column. I will write the answer yes or no in the second column.
    • You need to look at the questions and my answers to help you figure out what is in my bag.
    • The class can ask a total of ten questions.
    • No one can guess what is in my bag until after all ten questions have been asked.
    • After all ten questions have been asked, I will have you write down what you think the shape is on your whiteboards.

    Okay, let’s play.”

    Here is an example chart for the game:

    Student Questions

    Answers to Questions

    1.

    2.

    1.

    2.

     

    If students don’t figure out what was in the bag, give them clues to see if they can figure it out in a couple of minutes. Otherwise, show them. After students know what is in the bag ask:

    “How are the sharpened pencil and a cone and cylinder similar?”

    You can help by showing that a sharpened pencil is made up of a cone and a cylinder. “When we put the cone and cylinder together, it is similar to the shape of a sharpened pencil. In our environment, or the places where we live, work, and play, things are made up of three-dimensional shapes. Some objects are only made of one three-dimensional shape, like a box.” Show a box and how it is a rectangular prism. “Other objects are made up of two or more three-dimensional shapes, like my pencil. For the next few minutes you are going to look around the room and find as many objects as you can that are made of three-dimensional shapes. Record what you find on this recording sheet.” Explain the recording sheet to students (M-1-4-3_3D Shape Hunt Recording Sheet.docx).

    “You will have about 5 minutes to look around the room and record on your paper. You will probably not have time to fill in all of the examples. When I give the signal, please quietly return to your spots on the carpet.” Give students 5 minutes to find and record shapes. After students have gathered, allow a few students to explain one of the objects listed on their recording sheet and show the class the three-dimensional shapes it is made of. Collect student papers and for the next several days share a few examples from the recording papers, perhaps right before lunch or recess or during another transition time when you have a couple of minutes.

    “For the next 30 minutes, you will be working in your math workstations. Each of you will rotate through a couple of stations today.” Explain the workstations that students will be involved with today. (See more information about the workstations in Extension: Small Group.)

    Extension:

    These workstations can also be used by a small group of students with you to help clarify or assess student understanding.

    • Expansion:Students who need additional challenges with three-dimensional shapes can participate in the following activities:
      • Photo Book with Digital Camera: Students use a digital camera to take pictures of three-dimensional objects in the classroom. The pictures can be printed and glued into a shapes booklet or put into an electronic format (e.g., PowerPoint slide show). Students should know that their finished product will be shared with others to learn about shapes. Have students share with other students.
      • Magazine Hunt Poster: Students cut out pictures and make posters to hang in the halls of the school. Students can take a large piece of paper and divide it into sections with a shape in each section, gluing pictures onto the poster that match each shape. Or students can make separate posters for each type of shape.
      • Shape Town: Students can use two-dimensional and three-dimensional shapes to make a town. Then they can describe the shapes they used and how they combined the shapes to represent places and things in their town.

Related Instructional Videos

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Final 3/7/14
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