Transcript Odd and Even Numbers

Flat Surfaces as TwoDimensional Shapes
Unit of Study: 3-Dimensional Shapes
Global Concept Guide: 3 of 3
Content Development
 It is important to help students understand the relationship
between three-dimensional shapes and their two-dimensional flat
surfaces.
 Students do not always make the connection that 2-dimensional
shapes when put together make 3-dimensional shapes.
 It is important to adhere to precise language when students and
teachers identify and distinguish the shapes of the flat surfaces as
well as identifying the attributes (vertex/vertices, edges, faces).
 It is difficult for children to visualize solid figures when they only
look at a picture because the entire shape cannot be seen.
Providing hands-on opportunities to examine three-dimensional
figures and to construct them out of their two-dimensional faces
will allow students to develop a deeper understanding and
therefore make more precise visualizations.
Day 1
Essential Question: What two-dimensional shapes do you see on
the flat surfaces of three-dimensional shapes?
 Engage: Voyages Grade 2 Excursions: In Solid Form “Setting the Stage”
p. 171-students get geometric solids to discuss the attributes.
 Building Conceptual Knowledge: Students will identify attributes of
solid figures and complete the chart in Voyages Grade 2 Excursions:
Describe that Solid p. 245 in the student edition.
 Follow the teacher’s edition sections “Setting the Stage” and “Building Conceptual
Knowledge.” It is not necessary for students to complete the sections for the
triangular or square pyramids, the triangular prism or the hexagonal prism.
Information in the “Additional Information…” section does not need to be shared
 Closure: Continue with “Building Skills and Strategies.” Students will
explore visualization of hidden sides of solids and complete Which is
the Base on p. 246 in the student edition.
 Omit hexagonal prism
By the end of Day 1, students should be able to identify the 2dimensioanl shapes that make up a 3-dimensional shapes.
Day 2
Essential Question: How does knowing the number of vertices and
edges help you build a solid figure?
 Engage: Voyages Grade 1 Excursions: Caught in a Net, “Building
Conceptual Knowledge” section. Students will create a human
cube and a human rectangular prism with yarn and compare the
attributes of both shapes.
 Make sure that the focus of the activity is to compare the
attributes of a cube and rectangular prism. This task should take a
minimal amount of time.
 Building Conceptual Knowledge: Continue with the “Building
Skills and Strategies” section where students construct threedimensional shapes with gumdrops (or marshmallows) and
toothpicks (or pretzel sticks).
 Focus should be on the cube rather than the square based
pyramid since the square based pyramid is not specified in the
first grade standard.
 Closure: Students complete p. 79 or record in their math
notebooks.
By the end of Day 2, students should be able to explain why
knowing the number of vertices and edges will help them build a
solid figure.
Day 3
Essential Question: How does knowing the flat surface of a threedimensional shape help you build a solid figure?
 Engage: Go Math Lesson 11.5, Listen and Draw p.473. Use the margin
in the T.E. to guide your questions. Make sure to give the example of
laying the cone on its side and trace it. Then ask students if it still
makes a circle?
 Building Conceptual Knowledge: Provide students with construction
paper and a set of solid figures. With a partner students can trace the
shapes and discuss how 2-dimensional shapes put together makes 3dimensional shapes.
 Use the On Your Own p. 475 #s 1-4 to informally assess your students.
 Closure: Facilitate a discussion about how 2-dimensional shapes make
up 3-dimensional shapes.
By the end of Day 3, students should be able understand how knowing
the flat surface of a 3-dimensional shape will help you build a sold figure.
Enrich/Reteach/Intervention
 Reteach/Intervention:
 Go Math Chapter 11 TE p. 473B Enrich Activity
 Use an orange to model how a sphere does not make a circle when
flattened. Bring an orange to class and a citrus peeler. Model for the
students that when the skin is sectioned into 6 pieces and then peeled,
the surface of the orange laid flat does not make a circle. This is proof
that a sphere does not have any flat faces, only curved because the face
has gaps when peeled back.
 Go Math Reteach p. R90
 Go Math Enrich p. E90 (this page is appropriate for remediation)
 Enrich:
 Go Math Chapter 11 E90 Shapes in Objects
 3-D Rummy - Voyages Grade 2 Excursions, In Solid Form SE pp. 247 –
249 (TE p. 173)
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