GlobalConceptGuides:IdentifyDescribeThree-DimensionalShapes,CombineBuildShapes,Flat
Surfacesas Two-DimensionalShapes
Prior Learning:MAFS.K.G.1.1, MAFS.K.G.1.2,MAFS.K.G.1.3,MAFS.K.G.2.4
ProgressionsDocumentLink
ShowWhatYouKnowTask:GoMath Chapter 11ShowWhatYouKnow p. 454and455
CommonCoreStateStandardsforMathematicalContent:
Reasonwithshapesandtheirattributes.
MAFS.1.G.1.1Distinguishbetweendefiningattributes(e.g.,trianglesareclosed andthree-sided)versusnon-definingattributes(e.g.,color,orientation, overallsize);buildanddrawshapes topossess definingattributes.
MAFS.1.G.1.2Composetwo-dimensionalshapes (rectangles,squares, trapezoids,triangles,half-circles,andquarter-circles)orthree- dimensionalshapes (cubes,right rectangularprisms,rightcircular cones,andrightcircularcylinders)tocreatea compositeshape,and composenewshapes fromthecompositeshape.1
Footnotes:
1Students donot needtolearn formalnamessuchas“right rectangular
prism.” / Comments:
This parent flyer and included video can be utilized by both you and parents to build content knowledge and understanding of the strategies highlighted in this unit.
NotesonAssessment:
Use Chapter 11 Go Math Assessment Form B
The performance task should be given after GCG 2.
Seecommonperformancetasklink below.
UnpackingtheStandardsforthisUnit:Fromthe earlybeginningsofinformallymatchingshapesandsolving simpleshapepuzzles,students learn tointentionallycomposeanddecomposeplaneandsolidfigures,building understandingofpart-wholerelationshipsas wellas thepropertiesoftheoriginalandcompositeshapes.In this way,theylearn toperceiveacombination ofshapesasasinglenewshape(ProgressionsfortheCommon CoreStateStandardsinMathematics,2012,p. 8).Students recognizesolidfiguresfrommanyperspectives
andorientations,describetheirgeometricattributes,anddeterminehowtheyarealikeanddifferent.
CommonPerformanceTaskwithRubricforthisUnit:ThreeDimensionalShapes
Students willbuild a tower of solid figures. Students will need use understanding of flat or curved surfaces to determine the best way to build tower.ClickhereforPerformanceTaskandRubric.
Futurelearning:
As students combineshapes,theycontinuetodeveloptheirsophisticationindescribinggeometricattributes andpropertiesanddetermininghowshapesarealikeanddifferent,buildingfoundations formeasurement andinitialunderstandingsofpropertiessuchascongruenceand symmetry(ProgressionsfortheCommon CoreStateStandardsinMathematics,2012,p. 8-9).Ingrade2,students will buildontheirknowledgeof shapes by reasoningwithshapesandtheirattributes.
1st / GlobalConcept1of3for thisUnit of Study (Click to view PowerPoint in slide show mode): Identify & Describe Three-Dimensional Shapes
Usesolidfigurestodefineattributesofthree-dimensionalshapes. / Projected Time
Allotment:
3days
SampleEssentialQuestions:
Day1:Whataresomeattributesthatcandescribethree-dimensionalshapes? Day2:Howdoes aflatsurface or curvedsurfaceaffectasolidfigure?
Day3:Howcanyouidentifyanddescribethree-dimensionalshapes?
Related Unit 12Assessment: GoMath Ch. 11#1–2,13- 14
InstructionalResources
Manipulatives:
•SolidFigures–GoMathManipulativeKit,eachstudentshouldhavetheirownsettouseforobserving, classifying,sorting,andmanipulating
LessonIdeas:
- Illuminations Lesson I’ve Seen That Shape Before Overview. This lesson will focus on three-dimensional shapes and exploration of the attributes.
- I’veSeenThatShapeBefore-Activites1 -2 Lessonshouldfocusonutilizing solidfigures,exploring attributes,andseeing shapesfrommultiple perspectives.
- Voyages Excursions:Rollin’,Rollin’,Rollin’,TEpp. 57-59 Children differentiate between curved and flat surfaces and learn the terms for and identify faces, edges, and vertices of solid figures with hands-on activities.
- I’veSeenThatShapeBefore- Activities 4 -5Usereal-world solidfiguresandhavestudentsworkinpairs tocomparetheattributes.StudentsrecordobservationsonComparing Shapesform.
•iTools Geometry
•Illuminations: GeometricSolids
•BirminghamGridfor Learning: 3DShapes
•Mega MathShapesAhoy,Undersea 3D, Classify Solid Figures
Formoreinformation aboutintegratingthecontentwithin thisGCG,click hereto save the PowerPoint
Sample HOT Questions: Select or create appropriate questions to facilitate student discussion.
•Why dosomesolidfiguresroll while othersdonot?
•Whyisitimportanttodefineshapesbytheirattributes?
•Wherewouldyoufind(cube,cylinder,cone,pyramid,etc.)inreal life?
•Explainhowconelooksdifferentfromthetopviewversus theside orbottom?
•Whichsolidfigurelooks thesamefromanyview?
Our studentsarebetter ableto…
•Communicate precisely byengaging indiscussion abouttheirreasoning using appropriatemath language(SMP36).
•Reasonaboutshapesandtheirattributes(SMP
2).
•Stepbackandshiftperspectives toviewshapesin multipleways(SMP7).
FormoreinfoonSMP’s clickhere. / Becauseasteacherswe…
•Encourage discussionthatholdsstudents accountableforusing accuratemath language(SMP
36).
•Provide opportunities toengagewithhands-on solidfiguresandhave probing conversations(SMP
2).
•Model shapesinmany differentperspectivesand viewpoints. Use non-standardviewsofshapesas well asstandardviewsofshapesinclass(SMP7).
1st / GlobalConcept2of3for thisUnit of Study (Click to view PowerPoint in slide show mode): CombineBuildShapesComposethree-dimensionalshapes by combining solidfigures.Usecomposite shapestobuildnewshapes. / Projected Time
Allotment:
3days
SampleEssentialQuestions:
Day1:Howcanyoucombinethree-dimensionalshapestomakenewshapes? Day2:Howcanyouusea combinedshapetobuilda newshape?
Day3:Whatstrategiescanyouusetohelpdeconstruct(takeapart)acombinedshape?
RelatedUnit 12Assessment:GoMathCh. 11 #6–12, 18 -24
InstructionalResources
Manipulatives:
•SolidFigures-studentsusetocombineanddeconstructshapes
LessonIdeas:
- Go Math Lesson 11.2 Essentials: Extend the Math on p. 463 small group exploration of building solid figures.On Your Own and Problem Solving p. 463-464 can be independent or partner work to build and identify figures.Math Journal p. 464 can be used to help students think and write about combining figures.
- Go Math Lesson 11.3 Essentials: Engage students thinking using Enrichp. 465B—small groups will build structures and then combine the structures. Students work with partners to complete Share and Show p. 466 and On Your Own p. 467. Wrap up the lesson using p. 468 the Mid-Chapter Checkpoint as a check for understanding.
- Go Math Lesson 11.4 Essentials: Enrich p. 469B students build a composite figure and then their partner has to construct the same figure and name the shapes used. As a whole group, discuss how the figures look on p. 470, Try Another Problem and what shapes were used. Compare this to the Enrich activity they just completed.Independently students complete p.472 #8 – 11.
•iTools Geometry
Formoreinformation aboutintegratingthecontentwithin thisGCG,click hereto save the PowerPoint
Sample HOT Questions: Select or create appropriate questions to facilitate student discussion.
•Explainwhichshapes couldnot beusedasa base.
•Howarethepartsrelatedtothewhole?
•Howarethenewshapesyoumadethesameordifferentfromtheoriginalshape?
•Howmanydifferentwayscanyoucombinetwoshapestomakea newshape?
Our studentsarebetter ableto…
•Communicatepreciselyby engagingin discussionabout theirreasoning using appropriatemath language(SMP36).
•Analyzecompositeshapesasbeingmadeof severalsingleshapes (SMP7).
FormoreinfoonSMP’s clickhere. / Becauseasteacherswe…
•Encouragediscussion thatholdsstudents accountableforusingaccuratemath language (SMP36).
•Provideopportunitiesfor students to connect solidfiguresto the pictured shape(SMP7).
1st / GlobalConcept3of3for thisUnit of Study(Click to view PowerPoint in slide show mode): Flat Surfaces as Two-Dimensional Shapes
Identifytwo-dimensional shapesonthree-dimensionalshapes. / Projected Time
Allotment:
3days
SampleEssentialQuestions:
Day1:Whattwo-dimensionalshapes doyouseeontheflatsurfacesofthree-dimensionalshapes? Day2:Howdoes knowingthenumber of verticesandedges helpyoubuildasolidfigure?
Day3:Howdoes knowingtheflatsurfaceofathree-dimensionalshapehelp youbuildasolidfigure?
RelatedUnit 12Assessment:GoMathCh. 11 #3–5,15–17
InstructionalResources
Manipulatives:
•SolidFigures-students usetoidentifyattributes
•Gumdrops(ormarshmallows),toothpicks(orpretzelsticks)
LessonIdeas:
•Voyages,Grade2Excursions:InSolidFormchildren explore solids based on edges, vertices, and faces.
- Voyages, Grade 2 Excursions:Caught in a Net, students create a cube with yarn to build a life-size model. In Building Skills and Strategies children construct space frames of 3-d figures and count and and name faces, edges and vertices. In the Extension, p. 62 students can explore building other figures, counting vertices, edges and faces.
- Go Math Lesson 11.5 Essentials: Listen and Draw p. 473 students will draw the base of a cone on paper and discuss how flat surfaces look different from the curved surface when traced. Next, provide construction paper and a set of solid figures. Partners work together to trace the faces and compare the two dimensional shapes compare to the three dimensional figures. On Your Own p. 475 can be completed independently and serve as an informal check for understanding.
•iTools Geometry
•AnimatedMathModels,Skill47, PlaneShapesonSolids
•MegaMathShapesAhoy,Undersea3D,ClassifySolidFigures
FormoreinformationaboutintegratingthecontentwithinthisGCG,clickhereto save the PowerPoint
Sample HOT Questions: Select or create appropriate questions to facilitate student discussion.
•Howdoes knowingthefaceofafigurehelp youidentifythe3-dimensionalfigure?
•Howaretherectangularprismandthecubesimilaror different?
•Whataresomeexamplesofreal-lifeobjectsthataresimilarto thesesolidfigures?
•Explainandjustifywhich3-Dshapes couldnot bebuiltusing thetoothpicksandgumdrops.
Our studentsare better ableto…
•Createrepresentationsoftheproblemand flexiblyusepropertiesoftheobjectsto reasonabout thefigures (SMP2).
•Applywhattheyknowabout three- dimensionalfigurestobetterunderstand two-dimensionalshapes (SMP4).
•Analyzethree-dimensionalfiguresasbeing composedoffaces,edges,andvertices(SMP 7).
FormoreinfoonSMP’s clickhere. / Becauseasteacherswe…
•Fosteralearningenvironmentfocused on discoveryandreasoning (SMP2).
•Connectlearningexperiencestorealworld objects(SMP4).
•Facilitatediscussionaboutattributeswhich
defineathree-dimensionalfigure(SMP7).