Grade 3 - Session 6 3 Dimensional Shapes
Debbie Ferry
Macomb ISD
Mathematics Consultant / Carol Nowakowski
Retired
Mathematics Consultant
K-4 Project Coordinator / Marie Copeland
Warren Consolidated
Macomb MSTC
5-8 Project Coordinator
2004 Project Contributors
David Andrews
Chippewa Valley Schools / William Ashton
FraserPublic Schools / Lynn Bieszki
Chippewa Valley Schools
Sharon Chriss
Romeo Schools / Kimberly DeShon
AnchorBaySchool District / Barbara Diliegghio
Retired, Math Consultant
Kimberly Dolan
AnchorBaySchool District / Jodi Giraud
L’Anse Creuse Schools / Julie Hessell
Romeo Schools
Amy Holloway
Clintondale Schools / Barbara Lipinski
AnchorBaySchool District / Linda Mayle
Romeo Schools
Therese Miekstyn
Chippewa Valley Schools / James Navetta
Chippewa Valley Schools / Gene Ogden
AnchorBaySchool District
Rebecca Phillion
Richmond Comm. Schools / Charlene Pitrucelle
AnchorBaySchool District / Shirley Starman
Van Dyke Public Schools
Ronald Studley
AnchorBaySchool District
2005 and 2006 Session/Module Developers
Carol Nowakowski
Retired, Math Consultant / Deb Barnett
Lake Shore Public Schools / Luann Murray
Genesee ISD
Kathy Albrecht
Retired, Math Consultant / Jo-Anne Schimmelpfenneg
Retired, Math Consultant / Marie Copeland
Warren Consolidated
Terri Faitel
Trenton Public Schools / Debbie Ferry
Macomb ISD
Grade 3 - Session 6 – 3 Dimensional Shapes
Name of Activity / Description of Activity / Materials/Hand-outs / Key Tips for PresenterI. Introducing Solids
Time: 15-20 min. / Introduce solids by asking participants to name familiar 2-D shapes and write them on chart paper/white board. Ask them to describe what these shapes have in common and write their findings on the chart paper as well. (They are flat, they are made from lines, some end at a point, they are found around us, etc…..)
Read, I Spy Shapes In Art by Lucy Micklethwait and have participants point out and name the shapes in the pictures.
Then tell participants you will begin exploring different kinds of shapes, those shapes that are three-dimensional.
Show them the set of geometric solids and ask them to describe attributes of these shapes. Write the responses on another piece of chart paper. (have many sides, some sides are flat, others are round, looks like a ball/box, etc…)
Next, give each participant/group a ball of clay/playdough and a set of geometric solids
Have participants flatten the clay.
Then have them take each shape and press it into the clay. Identify the shape it made.
Encourage participants to make imprints of all of the solids using the base of the object, the face, or the surface to see how they similar/different
Identify the shapes used to make a solid. Ex. a pyramid needs one square and four triangles. Record the findings on another piece of chart paper.
Have each group choose one 2-D shape & one 3-D shape and complete the “2D & 3D Comparison”-worksheet #1. Allow participants to share them with the group. / Sets of geometric solids: cube, square prism, octagonal prism, cylinder, hemisphere, cone, hexagonal prism, square pyramid, triangular prism, sphere, cylinder, rectangular prism
Clay/Playdough
Chart paper/Markers or Whiteboard/markers
“2D & 3D Comparison”- Worksheet #1 / If participant numbers are large, then put them in groups of 4
II. Sorting Polyhedron
Time: 5-10 min. / Divide participants into groups of 4-6
Give each group a set of geometric solids
Tell participants they are going to divide the shapes based on an attribute. Ex. shapes that roll/don’t roll, shapes that are polyhedra/non-polyhedra, points/no points
Ask, “What is one way we can sort the shapes?” Then, put the shapes into groups. The shapes in each group should be the same in some way.
Have participants record the shapes on the “Comparing Polyhedra” worksheet #2. Write the attribute used for sorting the shapes in the first column. Write the number of the shape in the 1st circle if it fits the rule and the number of the shape in the 2nd circle if it doesn’t fit the rule. / Sets of geometric solids: cube, square prism, octagonal prism, cylinder, hemisphere, cone, hexagonal prism, square pyramid, triangular prism, sphere, cylinder, rectangular prism. Number the solids #1-12 (1 set per group of 4-6 participants)
Comparing Polyhedron-Worksheet #2 / Polyhedra-3-D shapes having only flat surfaces, prisms & solids
Non-polyhedra-cones and cylinders
III. Instructional Sequence
-GLCE’s
Time: 5 min. / G.GS.03.03 Identify parallel faces of rectangular prisms, in familiar shapes and in the classroom.
G.GS.03.06 Identify, describe, build and classify familiar three-dimensional solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices).
G.SR.03.07 Represent front, top, and side views of solids built with cubesReview the Instructional Sequence Sheet / Copy of GLCE’s
Instructional Sequence Sheet / Refer to session 5 instructional goal sheet
IV. Attributes ofSolids
Time: 10-15 min. / Read Mummy Math: An Adventure in Geometry
Label the boxes/ bags: cubes, cylinders, pyramids, cones, spheres and rectangular prisms
Ask participants, “How are solid figures different from plane figures?
Discuss the attributes of solid figures: faces, surfaces, vertices, edges, and bases. Identify shapes that have parallel faces.
Show them various solid figures and ask them to identify these attributes. Have students record their findings on the Solids, Solids and More Solids worksheet #3.
Based on their attributes, have participants sort the figures into the boxes/bags.
Find other geometric solids in the room and add them to the collection
Home Connection: Allow students to take home the Sorting Solidsworksheet #4 and bring some of the items to school to share with the class / Solid shapes, cubes (dice, wooden blocks), cylinders (paper towel rolls, straws, cans), pyramids (wooden models), cones (ice cream cones, party hats), spheres (balls, marbles), rectangular prisms (tissue box, cereal box)
6 boxes or 6 brown grocery bags
Solids, Solids and More Solids-Worksheet #3
Sorting Solids-Worksheet #4
Mummy Math: An Adventure in Geometry by Cindy Neuschwander / Review the term parallel: coplanar lines that do not intersect or lines that will never meet and are the same distance apart. Therefore parallel faces will never intersect.
V. Shape Jackets
-Adapted from Illuminations
Time: 20 min. / Give each participant copies of the shape jackets. “If you were going to make jackets to fit on each shape, what would the shape look like?”
Explain that a net is a jacket for a geometric solid that can be folded to create the surface of a solid. A net is a way of representing a polyhedron in two dimensions.
Have participants guess what jacket will fit the cube, the tetrahedron, the pyramid, the cube, sphere, cone, and cylinder. (some will not fit)
As a class, label the nets with the name, # of faces, and # of edges. (ie cube, 6 faces, 12 edges)
Each participant can decorate the jackets, cut them out & assemble.
Extension: Have the participants come up with anet and draw it on graph paper. / Set of Solid Shapes
Copies of Shape nets
Markers
Graph paper
Scissors
Tape
3 copies of 1 inch grid paper / Nets are available as an Ellison die
Have participants draw a cube, rectangular prism, and pyramid
VI. 3-D Sculptures
Time: 20-30 min. / Tell the participants they will be making various plane shapes (triangles, squares, rectangles, etc…). They will need to decide the amount of materials needed to build the shapes.
Participants will fill out the Order Form-worksheet #5 according to the shape(s) they will be making.
Next, participants will submit the Order Formto the facilitator who will then fill their request for materials.
The facilitator will give the participants the exact number of marshmallows and toothpicks indicated on the order form.
Allow them to make various plane shapes (triangles and squares) using the toothpicks as sides and the marshmallows as corners
If they do not have enough materials, they will need to “re-order” the materials.
Discuss the reasons participants would need more/less toothpicks/ marshmallows to make different shapes (ie.a rectangle versus a square, or a triangle).
Challenge participants to make solid shapes, (cubes, rectangular solids, pyramids).
Again, the participants must fill out the “Order Form” to get the materials needed to build the solid shapes.
Once participants have made at least one solid shape, compare the shapes created within the room.
Identify the faces, vertices or bases and discuss why you would need more/less materials to make one shape rather than another. / Mini Marshmallows
Round toothpicks
Poster board
Baggies
Order Form-Worksheet #5 / Allow participants to create houses/buildings using specified criteria (ex. must use a rectangular prism and cube in the building, the building must have at least 2 parallel faces) and display them for the class.
Challenge small groups of participants to build a city using solid shapes. Label the buildings. Extension: Place the buildings on a piece of poster board and allow participants to decorate their city
Extension: Label the parts of the solid shapes, # of faces, edges, vertices, bases, and hang them from a hanger to create a 3-D mobile
VII.Building with Cubes
-Adapted from Investigations
Time: 15 min. / Give each pair of participants a set of interlocking cubes and a copy of Make the Buildings-worksheet #7.
Allow each pair to make building #1. Explain that participants will make their own version of the building. Then compare the buildings and discuss the different ways to look at the building: the front right edge, the front (shaded part) the side or the top view.
Continue having participants make the buildings and compare them with the other participants’ buildings. Ask them to describe the strategies for making the building and how they discovered if they were correct. If possible, have participants leave their buildings intact while making the others.
Next, have participants compare their buildings 1 &2, 3,4,&5. Ask them to discuss similarities and differences.
Before making the rest of the buildings have participants guess how many cubes they will need to complete buildings 6, then 7, 8 and so on.
Compare sizes of the buildings, which one is the biggest? (which one used the most cubes?) Which is the smallest/used the least amount of cubes? / Interlocking cubes (65 cubes for each pair of participants)
Make the Buildings-worksheet #7 / Use interlocking cubes, not Unifex cubes
Encourage participants to use proper terminology: vertices rather than corners, faces rather than sides, rectangular prisms rather than boxes, etc…
Challenge participants to make their own building. Then have their partner make the same building based on verbal directions given by the participant.
VIII. It’s the View That Counts
-Adapted from Navigating through Geometry in Grades 3-5
Time: 30 min. / Using one of the buildings from the above activity, ask participants “How could you represent your building so that someone else might be able to build it?” (The building would have to be shown from more than one perspective to be able to create the building)
Create an L-shape figure as a whole group and draw it together.
Using three of the interlocking cubes, have participants create their own building.
Then, on one inch-grid paper, or geodot paper, have them draw a two-dimensional representations of the front, side and top views of their building, labeling each one.
Participants should share their drawings with a partner to see if they can create the same building based on the drawing.
Next, have participants draw a representation of one cube on isodot paper. Then draw a representation of three joined cubes on the same paper.
Once familiar with drawing on the isodot paper, have participants draw a three dimensional structure on both isodot and grid paper. Then record the similarities and differences between the isodot representations and the grid paper views. *(See notes under “Key Tips”) / One-inch grid paper
8 pages of Isodot and/or geodot paper
Interlocking cubes
Pencils / *Note: Grid paper will show the faces of the three dimensional shapes from different views but not the depth of the configurations. All three sides need to be visible to copy the building. On isodot paper, fewer views are needed in order to represent all of the dimensions of the building.
May need to show many examples depending on the group
Challenge: Increasing the number of blocks used in creating a building will increase the complexity of the drawing.
IX. Comparing Instructions
-Adapted from Investigations
Time: 30 min. / Give each participant a set of interlocking cubes and see if they can build the figures using the different instructions or views.
After creating building A, ask participants to hold up their buildings? Are the figures the same of different? Why? What was good or bad about these instructions?
Continue to creating the other buildings asking participants what was good/bad about the set of instructions.
Then tie it to real-world by asking, “Who would need to draw or write profiles of buildings or other structures?” “Who would need to write or use these instructions?” / Interlocking cubes 10-15 per participant
Comparing Instructions Sheet / To assist in writing instructions come to a class consensus about terms being used, ie. define/review tower, floor, rows, & columns.
Identify layers top, middle and bottom
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M-GLAnCE-Grade 3-Session 6- 3 Dimensional Shapes
(updated 9/27/07)
2D & 3D Comparison Sheet
List the ways these shapes are alike: / List the ways these shapes are different:The two-dimensional shape we chose is a
______/ Draw a picture of your two-dimensional shape
The three-dimensional shape we chose is a
______
Solids, Solids and More Solids
Solid / # of Faces /Parallel Faces
/ # of Surfaces / # of vertices / # bases / # edgesCube
Cone
Cylinder
Sphere
Rectangular Prism
Pyramid
Triangular Prism
Hexagonal Prism
Octagonal Prism
After examining the solids, have students count and record the number of faces, surfaces, vertices, bases and edges of each shape. If the shape has parallel faces then draw a” ” in the correct column.
Sorting Solids
Homework Page
Cube
/ Cylinder / Pyramid /Rectangular Prism
/Cone
/Sphere
Order Form
GUEST CHECKPlane Shapes / / GUEST CHECK
Solid Shapes
Name of Shape / # of Marshmallows / # of Toothpicks / Name of Shape / # of Marshmallows / # of Toothpicks
Total / Total
Reorder Form / Reorder Form
Amount of Extra Materials Needed / Amount of Extra Materials Needed
Marshmallows / Toothpicks / Marshmallows / Toothpicks
Use the Guest Checks to order the materials needed to make your shape. You may request additional materials on the “Reorder Form” at the bottom of the Guest Check.
Instructional Sequence
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M-GLAnCE-Grade 3-Session 6- 3 Dimensional Shapes
(updated 9/27/07)
Attribute of Shapes / Number of the shape fitting the rule / Number of the shape not fitting the rule______/ /
______/ /
______/ /
______/ /
Comparing Polyhedron
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M-GLAnCE – Grade 3 – Session 6-3D Shapes
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M-GLAnCE – Grade 3 – Session 6-3D Shapes
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Building B: Three Straight-On Views
Front View /Top View
/Right-side view
Building C: Two Straight-On Views
Building D: Layer-by-Layer Plans
Cubes in bottom layer /Cubes in second layer up from bottom
/Cubes in third layer up from bottom
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M-GLAnCE – Grade 3 – Session 6-3D Shapes
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