By the end of this unit:
- Describe the features of three-dimensional objects.
- Identifying geometric features such as the number of faces, corners or edges.
- Describe the features of three-dimensional objects.
- Identifying geometric features such as the number of faces, corners or edges.
3d_shapes_text.pdf | |
File Size: | 7900 kb |
File Type: |
Firing up the Brain:
Preparing the Brain:
WWLT: Name 3D shapes and find examples of them in our school.
WILF: We follow instructions.
WILF: We follow instructions.
Engaging the Brain:
Stretching the Brain:
Strengthening the Brain
Constructing Shapes
Firing up the Brain
What 3D shapes can you see in this picture?
Hint:
- Cube
- Cylinder
- Rectangular Prism
Hint:
- Cube
- Cylinder
- Rectangular Prism
Preparing the Brain
WALT: Construct a number of 3D shapes with everyday materials.
WILF: Be responsible for all equipment.
WILF: Be responsible for all equipment.
Engaging the Brain
3d_shapes.jpg | |
File Size: | 70 kb |
File Type: | jpg |
Stretching the Brain
Strengthening the Brain
Shape Bingo
Firing up the Brain:
Preparing the Brain:
WALT: Understand what 2D shapes are required to make a 3D shape.
WILF: We do our best (Possibilities)
Materials Required: clay, 2D shape pattern blocks or cards, matchsticks.
WILF: We do our best (Possibilities)
Materials Required: clay, 2D shape pattern blocks or cards, matchsticks.
Engaging the Brain:
What 2D shapes do I need to build a cube?
What 2D shapes do I need to build the triangular prism?
What 2D shapes do I need to build the pyramid?
What 2D shapes do I need to build the triangular prism?
What 2D shapes do I need to build the pyramid?
Stretching the Brain:
Shape Bingo:
Materials:
- clay per person
- a collection of 2D shapes per table including
- 1 matchstick per person
How to play:
- You need to choose one of the 2D shapes shown below.
- One student is the caller and give them a cloth feely bag/pile of cards with 2D figures drawn on them (e.g. rectangles, circles, triangles, squares).
- The caller takes out a card and call out the shape that is on it.
- You respond by looking for that shape on their chosen object. If you have that shape, have them attach a dob of play dough to it or poke a hole with the matchstick.
- When all of the faces on the object are marked, call out ‘Bingo!’
Materials:
- clay per person
- a collection of 2D shapes per table including
- 1 matchstick per person
How to play:
- You need to choose one of the 2D shapes shown below.
- One student is the caller and give them a cloth feely bag/pile of cards with 2D figures drawn on them (e.g. rectangles, circles, triangles, squares).
- The caller takes out a card and call out the shape that is on it.
- You respond by looking for that shape on their chosen object. If you have that shape, have them attach a dob of play dough to it or poke a hole with the matchstick.
- When all of the faces on the object are marked, call out ‘Bingo!’
Strengthening the Brain:
Cubes and Spheres
Firing up the Brain:
What is the difference between a cube and sphere?
What is the same about a cube and a sphere?
What is the same about a cube and a sphere?
Preparing the Brain:
WALT: Describe, understand and reason about what is a cube and what is a sphere.
WILF: I actively listen.
Materials Required: ipads for recording
WILF: I actively listen.
Materials Required: ipads for recording
Engaging the Brain:
Read the text, Cubes and Spheres (attached below)
cubes_and_spheres.pdf | |
File Size: | 2603 kb |
File Type: |
Stretching the Brain:
Task:
1. To record a video of yourself with a cube from around the classroom/room and reason in detail why it's a cube and how do you know. 2. To record a video of yourself with a sphere from around the classroom/room and reason in detail why it's a sphere and how do you know. You will need to work with a partner. One person will record, one person will be reasoning with their chosen shape. Then swap over, you cannot use the same exact object as your partner has. Who speaks first for a cube, will speak second for a sphere. |
Strengthening the Brain:
Open Packages
Firing up the Brain:
Preparing the Brain:
WALT: Identify the 2D shapes in a 3D shape, matching properties of 3D shapes.
WILF: We are responsible for our belongings and equipment.
Materials: graph paper, scissors, sticky tape, pencil, ruler, 3D shape nets with title cut off, 3D shapes (square based pyramid, cylinder, cuboid, triangular prism, cube.
WILF: We are responsible for our belongings and equipment.
Materials: graph paper, scissors, sticky tape, pencil, ruler, 3D shape nets with title cut off, 3D shapes (square based pyramid, cylinder, cuboid, triangular prism, cube.
Engaging the Brain:
Create the following table.
In your table groups find the 3D shape you have been given then each person has a role:
1: count the faces
2. count the edges
3. count the corners
4. identify what 2D shapes you see and how many of each there are e.g. 3 triangles and 3 rectangles.
Swap roles for each shape. All group members to record answers.
1: count the faces
2. count the edges
3. count the corners
4. identify what 2D shapes you see and how many of each there are e.g. 3 triangles and 3 rectangles.
Swap roles for each shape. All group members to record answers.
1. Each table will then be given a opened version (in maths, we call this a net) of these 3D shapes. Using your information and the *see* column, can you match the nets to your 3D shape.
2. Now construct your net as a group and see if you were correct.
3. Whole class questions:
- How is this shape different to this one?
- What sort of box will this shape make when it is folded up?
- Is there another shape that will make the same type of box?
2. Now construct your net as a group and see if you were correct.
3. Whole class questions:
- How is this shape different to this one?
- What sort of box will this shape make when it is folded up?
- Is there another shape that will make the same type of box?
Stretching the Brain:
If I had a collection of 2D shapes and sticky tape, what would I need to build this shape?
1. Using graph paper, a ruler, a pencil and scissors, can you create the 2D shapes you will need with your partner.
2. Using sticky tape, can you build this shape with your partner.
1. Using graph paper, a ruler, a pencil and scissors, can you create the 2D shapes you will need with your partner.
2. Using sticky tape, can you build this shape with your partner.
Extension:
If I had a collection of 2D shapes and sticky tape, what would I need to build this shape?
1. Using graph paper, a ruler, a pencil and scissors, can you create the 2D shapes you will need with your partner.
2. Using sticky tape, can you build this shape with your partner.
If I had a collection of 2D shapes and sticky tape, what would I need to build this shape?
1. Using graph paper, a ruler, a pencil and scissors, can you create the 2D shapes you will need with your partner.
2. Using sticky tape, can you build this shape with your partner.
Strengthening the Brain:
What would I build with these shapes? How do you know?
Guess Who?
Firing up the Brain:
Preparing the Brain:
WALT: Using our knowledge of 3D shapes, ask questions to problem solve what 3D shape is hidden. Then we are using our mathematical language to reason and justify why our answer is correct.
WILT: Look for solutions.
Materials: clipboard, whiteboard, marker, maths book with previous lesson grid and 3D shape list or hands on materials.
WILT: Look for solutions.
Materials: clipboard, whiteboard, marker, maths book with previous lesson grid and 3D shape list or hands on materials.
Engaging the Brain:
|
Modeled Activity:
1. Teacher is guessing. Students are answering questions.
2. Teacher to ask the class questions to help her problem solve which 3D shape has been chosen.
3. Questions should be yes, no, more, or less questions e.g. Q: Do you have 6 faces? A: No, less
4. Teacher to eliminate shapes based on proprieties and think aloud to students.
1. Teacher is guessing. Students are answering questions.
2. Teacher to ask the class questions to help her problem solve which 3D shape has been chosen.
3. Questions should be yes, no, more, or less questions e.g. Q: Do you have 6 faces? A: No, less
4. Teacher to eliminate shapes based on proprieties and think aloud to students.
Stretching the Brain:
Student Paired: Rally Coach/Match Mine
Level 1: 1. One member of the pair puts their head down, other student looks at teacher. Teacher holds up a 3D shape as the mystery shape. 2. Student puts head up, and has whiteboard ready with 'faces', 'edges', 'corners' and 'see' along the top. 3. Student with whiteboard asks questions, e.g. do you have 8 corners? 4. Student answers with either 'yes', 'no - more', 'no - less' or 'no - none'. Chart with previous lesson properties can be used to support. 5. Using whiteboard, student guessing writes down the information and matches it to their table from previous lesson. When they think they have all information, or enough information to guess, student may do so. Student must provide at least 3 reasons why they believe that shape was the one selected. Level 2: Same as above but students select their own 3D shape. |
Strengthening the Brain:
Sarah has received the following information from her partner:
* 5 faces
* has at least 1 triangle for a face
She immediately thinks a pyramid. Do you think she is correct? How do you know?
* 5 faces
* has at least 1 triangle for a face
She immediately thinks a pyramid. Do you think she is correct? How do you know?
*she asks more questions, and now has discovered it has 8 edges...
Could it still be a pyramid?
How do you know?
Could it be another shape?
How do you know?
Could it still be a pyramid?
How do you know?
Could it be another shape?
How do you know?