2D SHAPES AND
3D OBJECTS
Grade 1
Janine Smits
March 2009
Rationale
Spatial Sense
“Spatial sense can be defined as an intuition about shapes and the relationships among shapes. Individuals with spatial sense have a feel for the geometric aspects of their surroundings and the shapes formed by objects in the environment.” (Walle,187)
“Spatial sense includes the ability to visualize objects and spatial relationships – to turn things around in your mind. It includes a comfort with geometric descriptions of objects and positions. People with spatial sense appreciate geometric form in art, nature, and architecture. They are able to use geometric ideas to describe and analyze their world.” (Walle,187)
Developing geometric reasoning helps students become more comfortable with their environments. “It also positively impacts our ability to think mathematically and to problem solve.” (MMS,2)
Geometry
· Children naturally make use of spatial sense as the interact with their environment. During exploratory activities, children touch, construct, and build with 3D objects. As children explore 3D objects, or solids, they establish relationships between objects and begin to consider ways these objects are alike.
· Children need opportunities to think and talk about 3D objects and 3D shapes as they play, and to develop language to describe their discoveries.
· Having a sense of 2D shapes and being able to relate them to parts of objects in the environment is empowering for children.
· Children need opportunities to sort and classify geometric shapes and to investigate their attributes. Being able to organize and describe these shapes lays the foundation for more complex geometrical thinking in later grades.
· Geometry and spatial sense are important tools for solving problems and developing mathematical concepts.
From Math Makes Sense – Teacher Guide – Unit 6 Geometry
Outline
Outcomes:
SS1.2 Sort 3D objects and 2D shapes using one attribute, and explain the sorting rule.
SS1.3 Replicate composite 2D shapes and 3D objects.
SS1.4 Compare 2D shapes to parts of 3D objects in the environment.
Learning Activities:
Introduction to Geometry – Building Structures – use boxes and build a 3D structure
Lesson1 – Shape Sorts – discuss 3D objects and their attributes
Lesson 2 – Sorting 3D Objects – sort 3D objects according to rule
Lesson 3 – Faces – discuss what the face of an object is
Lesson 4 – Castle Building – build and a replicate castle
Lesson 5 – Shape Comparison – discuss differences between shapes
Lesson 6 – 2D Sorting – sort according to 2D attributes
Lesson 7 – Replicating Composite Shapes – fill in a larger shape with tangram blocks
Lesson 8 – Take a Walk – look in the environment for 2D shapes on 3D objects
Lesson 9 – Smartboard Environment – find 2D shapes in 3D objects and draw
Lesson 10 – Centers – work in different centres while teacher at one
Lesson 11 – Centers - work in different centres while teacher at one
Assessment:
Checklists/comments during and after each lesson.
Performance assessment during lesson 10 and 11.
Handouts during lessons.
Listening to in class responses.
Introduction to Geometry
Title: Building Structures
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C / CN / ME / PS / R / V / TX / X / X / X / X
Aims and Goals:
Logical Thinking / Number Sense / Spatial Sense / Math AttitudeX / X / X
Link to English Language Arts:
Listening / Viewing / Reading / Speaking / Representing / WritingX / X / X / X
Curriculum Outcomes
Introduction to GeometryMaterials
BoxesCamera
Activity box 1
Picture of castle and pyramid
How will you help students learn this? (Remember: I do; We do; You Do)
Before:· Have students come to carpet.
· Show a picture of a castle and a pyramid.
· What do you think this castle/pyramid is made of? Why do you think they used that? Do you think we can make a castle/pyramid?
· Split the students into two groups. When we get to the gym one group will come and sit in the circle with Miss Enns and the other will sit with me. We are going to build a castle/pyramid as a group. But we need to think of some rules first. What do you think some rules could be? Do you think we should throw the boxes? What happens if people don’t follow the rules? Do you think we should climb in the boxes? Should we break the castle/pyramid? / Management Techniques:
· Have helper student call students to circle area.
· Ask students who are not paying attention what happens if we don’t follow rules.
· Have students repeat rules back to you.
During:
· Let’s line up.
· Go to the gym and use boxes to create a big castle/pyramid.
· Build the castle/pyramid as big as possible with all the boxes and objects that you have.
· When time is almost up have students gather in front of their castle/pyramid for a picture and then sit on the line. / · Choose students with their hands up and praise those students.
· Ensure everyone is participating and are building.
After:
· Ask students to explain the differences between the two castles/pyramid. What did we use to build our castle/pyramid? (boxes) These boxes are cubes in geometry. They are cubes because they have 4 sides and 4 corners called vertices.
· Have everyone line up and run through the boxes and destroy our castle. / · Ask students with hands up and who are sitting tall, praise expected behaviours.
Adaptive Dimensions:
· If child is having difficulty working in large space with numerous people they can use activity box 1 to build their own small castle.· If there are too many students to do two groups break groups into 4.
Lesson 1
Title: Shape Sorts
Strand: 3D and 2D shapes
Topic: Math
Grade: 1
Critical Characteristics
C / CN / ME / PS / R / V / TX / X / X / X / X
Aims and Goals:
Logical Thinking / Number Sense / Spatial Sense / Math AttitudeX / X / X
Link to English Language Arts:
Listening / Viewing / Reading / Speaking / Representing / WritingX / X / X / X / X
Curriculum Outcomes
SS1.2 Sort 3D objects using one attribute, and explain the sorting rule.Objectives
Students will be able to:
Understand and use 3D terms / Can find object in room / Can sort according to one ruleMaterials
Transition box #1Chart paper
Marker
4 square handout
Line master 1 sheet
envelopes
How will you help students learn this? (Remember: I do; We do; You Do)
Before:· Sit in circle area.
· Have a box that you can’t see through with objects in it.
· Have a student select an object. What can they tell the group about the object?
· Do this several times
· Talk about the different attributes that make up Geometry. (curved, flat, pointy, straight)
One child places his/her hand in the box, feels around, and describes the attribute of the solid to the remainder of the class without naming it. The teacher or the class may ask for clarification.
Possible clarification questions:
- How many sides does your solid have?
- Does it have any curved sides?
- Are any of the sides longer than the others? Are all sides equal?
- Does your solid have any points? How many?
· Make a chart with Geometry words on it.
· Where have you seen objects like this? / Management Techniques:
· Have helper student call students to circle area.
· Pick students to choose a shape that are sitting tall and listening.
· Praise the students that are sitting tall and listening.
During:
· Draw one object out of the box and ask students to find that object in the room somewhere.
· Do this with several different objects.
· Create a rule for finding objects. Ex. Has straight sides, has a square corner.
· Do this several times.
· Add two rules for finding objects in the classroom.
· Have students go to their desks.
· Have students cut out LM1 sheet.
· Describe attributes and have students paste the object that has those rules. Do this 4 times on handout paper.
· Put extra LM1 sheet papers in envelopes / · If students are getting restless have them go and point at the shape that is held up.
· Let students who are sitting tall and listening go to their desk first.
· Praise the students that are sitting tall and listening.
· Material managers hand out supplies.
· Circulate around room and make sure all students are on task.
After:
· Have students volunteer to show their shape and explain what rule we used.
· Do a couple more oral examples.
· Collect handouts to assess comprehension and put in math workbooks. / · Pick students that are finished, standing tall and listening.
· Praise the students that are sitting tall and listening.
· Have material managers pick up handouts.
Adaptive Dimensions:
· If students are having a hard time with two rules stick to one rule. If they are finding it too easy try sorting by more than two rules.· Use as few rules for describing objects as possible, if too difficult describe more rules to get the desired object.
Assessment and Evaluation: How will you know that they know and can do what you wanted them to learn?
· Handout paper· Listening to responses
· Lesson Checklist
Name:______Date:______
Lesson 2
Title: Sorting 3D Objects
Strand: 2D and 3D Shapes
Topic: Math
Grade: 1
Critical Characteristics
C / CN / ME / PS / R / V / TX / X / X / X / X
Aims and Goals:
Logical Thinking / Number Sense / Spatial Sense / Math AttitudeX / X / X
Link to English Language Arts:
Listening / Viewing / Reading / Speaking / Representing / WritingX / X / X / X / X / X
Curriculum Outcomes
SS1.2 Sort 3D objects using one attribute, and explain the sorting rule.SS1.4 Compare 3D objects in the environment.
Objectives
Students will be able to:
Understand and use 3D terms / Can guess others rule / Can sort according to two ruleMaterials
Big Math Book pg 35Chart paper similar to activity sheet pg 142
Marker
Transition box #1
Student activity sheet pg 142
Sticky tack
How will you help students learn this? (Remember: I do; We do; You Do)
Before:· Call students to carpet area.
· Use mystery bag objects with the Big Math Book pg 35
· Have children draw an object out of the bag and try and find an object that is similar to it on the book.
· Ask student why they are the same? (They are both round)
· Ask what it looks like? What it feels like? How it moves? And Examples at school, home and in the community?
· Add all the words that they use to chart that describe the objects. (roll, stack, corners, edges)
· Discussion: What would the world be like with only....
- cubes?
- rectangular prisms?
- cones?
- cylinders?
- pyramids?
· Possible Discussion Questions:
- If we had only cones or rectangular prisms how would you ride your bike? Would it be a smooth ride?
- What if dice were circular?
- What would it be like to live in a triangular house?
- What if cups and drinking glasses were cone-shaped with a point at the bottom?
- What would it be like to live in a triangular house?
- What if people were composed of only one shape?
- How would bananas look like if they were rectangular? What about food? Triangular bowls?
- Would it be funny to watch a triangle t.v.? Would it make a difference?
- How about pencils and pens? / Management Techniques:
· Have helper student call students to circle area.
· Choose students who are sitting tall, praise those students to replicate behaviour from other students.
During:
· Use transition box #1, stick up 5 items on the board.
· Use chart paper with a similar chart to student worksheet.
· Ask students how we can sort these objects into two groups.
· What could we write as a rule?
· Do this with a number of different objects. Ask different students to come up with the rules and ask others to guess the rule.
· Ask students what we should do. Demonstrate what to do on activity sheet pg 142
· Have students go to their desks and in partners one will use shapes to create a rule and the other student has to guess the rule.
· Fill in activity sheet pg 142 / · Choose students who are sitting tall, praise those students to replicate behaviour from other students.
· Choose students to return to their desks based on expected behaviour.
· Circulate around room to ensure students understand task activity sheet.
After:
· Have students volunteer to share their rules.
· Talk about all the different ways to sort objects.
· Collect handouts to assess comprehension and put in math workbooks. / · Have material managers pick up handouts.
Adaptive Dimensions: