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# April 6th, 2017

## Math Whole Group: 3-D Shapes

Lesson Sources/References:
- The Shape Hunt worksheet was created originally using Microsoft Word.
- The Greedy Triangle written by Marilyn Burns and illustrated by Gordon Silveria was checked
out from the Student LRC at JRP.

Objectives:
- Students will be able to differentiate the qualities of a 2D shape and a 3D shape.
- Students will be introduced to the parts/attributes that make up a 3D shape: face,
edge, and corner/vertices.
- Student will be able to find objects within their classroom that are 3D shapes (cube,
prism, cylinder, sphere)

## Practice Standard: CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique

the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and
previously established results in constructing arguments. They make conjectures and build a
logical progression of statements to explore the truth of their conjectures. They are able to
analyze situations by breaking them into cases, and can recognize and use counterexamples.
They justify their conclusions, communicate them to others, and respond to the arguments of
others. They reason inductively about data, making plausible arguments that take into account
the context from which the data arose. Mathematically proficient students are also able to
compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning
from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary
students can construct arguments using concrete referents such as objects, drawings,
diagrams, and actions. Such arguments can make sense and be correct, even though they are
not generalized or made formal until later grades. Later, students learn to determine domains to
which an argument applies. Students at all grades can listen or read the arguments of others,
decide whether they make sense, and ask useful questions to clarify or improve the arguments.

## Content Standard: CCSS.MATH.CONTENT.1.G.A.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular
cones, and right circular cylinders) to create a composite shape, and compose new shapes from
the composite shape.

Accommodations:
- For students who may need extra assistance, suggest that students go on their shape hunt with
a partner (choose partners as peer models). As the students are on their shape hunt, the
teacher will monitor the students discoveries. If students are struggling with comparing the 3D
shapes to real life objects, the teacher can pick three or four objects (some of which will be
correct) found in the classroom and allow the student to use the 3D shapes to compare directly,
making their options not as broad as the entire classroom.
- Students may also draw pictures of the objects that they find, rather than writing out the name of
the object.
- For students who may need more of a challenge, ask them to think of objects that may not be
found in the classroom to add to their shape hunt worksheet. The teacher may also introduce a
few more 3D shapes for them to add to their worksheet, such as a rectangular prism and a
pyramid.

Equipment/Materials:
- The Greedy Triangle written by Marilyn Burns and illustrated by Gordon Silveria
- 2D and 3D wooden shapes
- Shape Hunt worksheet

Procedures:
- Read The Greedy Triangle by Marilyn Burns: recognize the shapes that were in the story and
define what makes them 2D shapes (flat, one side/face)
- Ask the students if they know what 3D or 3 Dimensional means: an object that has a height,
width, and depth- or an object that takes up space. For example, our bodies are 3D.
- Ask the students if they realized that shapes could be 3D as well; play the 3D Shapes Song
Video.
- Present the four featured shapes from the video (cube, prism, sphere, cylinder) with the wooden
3D shapes. Using the cube, point out the face, edges, and vertices of the shape. As a class,
decide the attributes of the four shapes and record the findings on the whiteboard for future
reference.
- Explain to the students that we are going to go on a shape hunt. The students will get their own
worksheets with the four 3D shapes that we have been talking about. They will explore the room
and look for real world objects that are the same shape as either a cube, prism, sphere, or
cylinder.
- After a few minutes of exploring the classroom, the students will go back to their seats. The
teachers will ask students to raise their hands and share some objects that they found within the
classroom. The teacher will hold the 3D shape comparatively with the object listed so that the
entire class is able to visualize the similarities between the two.
- To conclude the lesson, teachers will star the students worksheets for participation before
putting them in their cubbies and returning to their dot spots.

Questions:
- How are 2D and 3D shapes the same? Different?
- How many faces/edges/vertices does (insert 3D shape name) have? Does this object have the
same amount?
- What makes you think that this object is the same shape as (insert 3D shape name)?

Pre-Assessment:
- Asking students as a whole group, What does 3D or 3 Dimensional mean? Then allowing
students to explain whether they knew that shapes could be 3D or not.
Formative Assessment:
- The Shape Hunt worksheet: as a whole group we will go over the students findings, then
teachers will look over their results and check their paper for participation.

## Extension Activities/Back Up Plans:

- For students who finish the shape hunt quickly, ask them to have a seat at their desks and
brainstorm objects that are not in their classroom, but can be added to their worksheet.
- After sharing the students findings from the shape hunt, the teachers can introduce two more
3D shapes: a rectangular prism and a pyramid. As a class we will determine these shapes
attributes, then make a class list relating these two shapes to real world objects, both inside and
outside of the classroom.