Transcript Odd and Even Numbers

Identify & Describe 3-D
Shapes
Unit of Study: 3-Dimentional Geometry
Global Concept Guide: 1 of 3
Content Development
In Grade 1, students reason about shapes.
They describe and classify shapes, including
drawings, manipulatives, and physical-world
objects, in terms of their geometric attributes.
That is, based on early work recognizing,
naming, sorting, and building shapes from
components, they describe in their own words
why a shape belongsto a given category, such as
squares, triangles, circles, rectangles,
rhombuses, (regular) hexagons, and
trapezoids (with bases of different lengths and
nonparallel sides of the same length). In doing
so, they differentiate between geometrically
defining attributes (e.g., "hexagons have six
straight sides”) and non-defining attributes
(e.g., color, overall size, or orientation).
K-6, Geometry, p. 8
(Progressions for the Common Core State
Standards in Mathematics, 2012)
Vocabulary
 During this unit, vocabulary is crucial for understanding
three-dimensional shapes. In kindergarten, students were
exposed to two and three dimensional shapes.
 Attached is an example for word wall cards that can be
used for this unit.
Word Wall Cards
Day 1
Essential Question: What are some attributes that can
describe three-dimensional shapes?
 Lesson I’ve Seen That Shape Before Overview from
Illuminations. This lesson will focus on three-dimensional
shapes and exploration of the attributes.
 I’ve Seen That Shape Before activities pages
 Activity 1: Students will explore the physical models. They will
examine, recognize, name, and explore the properties of simple
geometric solids.
 Activity 2: Students will match physical models of 3D shapes with
their name and illustrations.
By the end of the Day 1, students should be describe attributes for
three-dimensional shapes.
Day 2
Essential Question: Hoes does a flat surface or curved surface affect
a solid figure?
 Voyages Excursions Lesson: Rollin’, Rollin’
 This lesson will focus on curved and flat surfaces in three-dimensional
shapes.
 Students will also identify faces, edges, and vertices through hands-on
activities.
 The lesson includes a real world search for 3D shapes based on attributes.
 TE p. 57-59
By the end of Day 2, students should be able to identify a flat or
curved surface. Students should also be able to identify edges,
faces, and vertices.
Day 3
Essential Question: How can you identify and describe threedimensional shapes?
 Illuminations Lesson I’ve Seen That Shape Before activities.
 Activity 4: Students will recognize 3D shapes in the real world. They will explore
their classroom and around the school in search of real world 3D shapes.
 Guiding Question: Is this figure exactly like the model in the classroom? Is it important for
students to recognize a real world object may be similar a 3D shape based on attributes
but the two objects may not be exactly the same.
 An extension: teachers can take photographs of the 3D shapes and use for a class anchor
chart or word wall.
 Activity 5: Students can make their model instead of displaying a model. Teacher
will use guiding questions to have students share models.
 Students will select two 3D shapes and compare them based on attributes.
The Comparing Polygons Writing Template form could be used to record
similarities and differences among the 3D shapes. This can be used as your
evidence of learning.
By the end of Day 3, students should be able to compare two 3D shapes using
attributes and identify 3D shapes.
Enrich/Reteach/Intervention
 Reteach:
 Go Math Language Support p. 457B: Using attributes, students have to
identify a 3D shape.
 Go Math Tier 2 p. 457B: You place real world objects into a bag and the
students have to identify the 3D shape using attributes.
 Core:
 Go Math Standards Book p. P213 #1-5, P214 #1-2: Students will identify
attributes of three-dimensional shapes.
 Enrich:
 Go Math Enrich p. E86: Students will match images of different shapes using
attributes.
 Go Math Enrich p. 457B: Students will use clues to describe a classroom
object and a partner has to identify the object.
Literature for your Classroom Library
By Stewart J. Murphy
By Karen Kagel