1 / 10

Three Dimensional Shapes

Three Dimensional Shapes. Unit of Study: Geometry and Fractions Global Concept Guide: 1 of 3. Content Development.

mabli
Download Presentation

Three Dimensional Shapes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Three Dimensional Shapes Unit of Study: Geometry and Fractions Global Concept Guide: 1 of 3

  2. Content Development • Children already have substantial experience with plane, or two-dimensional, figures including naming and sorting them by number of sides or angles. This is extended to include three-dimensional figures, as well as other attributes. • Throughout this unit, children should have hands-on experiences with three-dimensional shapes. • Provide opportunities for the children to sort the shapes according to their own rules. • Provide opportunities for students to discuss how the shapes are alike and different. • It is important for students to use real-world objects and three-dimensional shapes to deepen their understanding.

  3. Content Development

  4. Content Development • Throughout this unit it is imperative that both teachers and students attend to precision when discussing 3 dimensional shapes and their attributes. The following terms will be used throughout the unit:

  5. Day 1 • Essential Question: How can you identify three-dimensional shapes in the real world? • Ample time should be spent on Day 1 allowing students opportunities to explore the three-dimensional shapes. • Possible Engage:

  6. Day 1 continued • After students have had opportunities to explore the classroom and identify three-dimensional shapes, they will be able to complete elements of Go Math Lesson 11.1 or similar tasks. • Mega Math: Match Solid Figures with Real-Life Objects • By the end of Day 1, students will be able to (1) identify three-dimensional shapes/real-world objects when given a set of attributes and (2) identify the attributes of three-dimensional shapes/real-world objects.

  7. Day 2 • Essential Question: How can I sort three-dimensional shapes based on their attributes? • Possible Engage: Provide students a set of three-dimensional shapes. • Have students complete an open sort (students select how they want to sort the shapes/objects based on their own rules- (i.e. shapes that roll vs. shapes that slide, etc.). Students should record their rule on an index card to be used later in the lesson. • Once students have completed their open sort, engage them in a gallery walk. As students rotate to each group, have them guess how the shapes were sorted. Students should record their guess in their journal and then check the index card. • As students are working, circulate around the classroom and select groups you want to highlight during the discussion. • Facilitate a discussion about how students sorted their shapes. Questions may include: • What attribute do the figures in this pile have in common? • Is there another way the shapes could have been sorted? • Mega Math: Sort Solid Figures- Stack, Roll, Slide

  8. Day 2 • After the discussion select one 3 dimensional shape and have students create list of attributes. • The following task can be adapted to help students understand the attributes of shapes: • Record attributes on anchor chart to use a reference. • Mega Math- Sort Solid Figures- Faces, Edges, Vertices • Mega Math Classify Solid Figures • By the end of Day 2, students will be able to sort shapes based on attributes.

  9. Day 3 • Essential Question: How are rectangular prisms and cubes alike and different? • Sample engage: Provide students with a rectangular prism and a cube. As a group, have them look at the shapes and discuss and record similarities and differences in a T-Chart • Students should explain that each of the shapes have 6 faces, 12 edges, and 8 vertices. They should also notice that a cube is made up of ALL square faces where a rectangular prism is made up of square and rectangular faces. • Learn Zillion video ~ • Quick code 3438 – Draw Cubes • Quick code 3465- Identify Cubes (for Teacher Professional Development) • Lesson 11.2 may be used along with this lesson to explore the two shapes.

  10. Enrich/Reteach/Intervention Reteach: • RtI Tier 2 and ELL Language Support TE p. 509B, • Reteach p. R99 • Reteach p. R100 • RtI Tier 1 & 2 TE p. 513B • Animated Math Model: Sort Solid Figures Enrich: • Enrich p. E99 • Enrich p. E100 • Riddle Cards: Students identify shapes based on attributes

More Related