1. Three Dimensional Shapes Unit of Study: Geometry and Fractions Global Concept Guide: 1 of 3

2. Content Development  Children already have substantial experience with plane, or two-dimensional, figures including naming and sorting them by number of sides or angles. This is extended to include three-dimensional figures, as well as other attributes.  Throughout this unit, children should have hands-on experiences with three- dimensional shapes.  Provide opportunities for the children to sort the shapes according to their own rules.  Provide opportunities for students to discuss how the shapes are alike and different.  It is important for students to use real-world objects and three-dimensional shapes to deepen their understanding.

3. Content Development

4.  Throughout this unit it is imperative that both teachers and students attend to precision when discussing 3 dimensional shapes and their attributes. The following terms will be used throughout the unit:

5. Day 1  Essential Question: How can you identify three-dimensional shapes in the real world?  Ample time should be spent on Day 1 allowing students opportunities to explore the three-dimensional shapes.  Possible Engage:

6. Day 1 continued  After students have had opportunities to explore the classroom and identify three-dimensional shapes, they will be able to complete elements of Go Math Lesson 11.1 or similar tasks.  Mega Math: Match Solid Figures with Real-Life Objects Mega Math:  By the end of Day 1, students will be able to (1) identify three- dimensional shapes/real-world objects when given a set of attributes and (2) identify the attributes of three-dimensional shapes/real-world objects.

7. Day 2  Essential Question: How can I sort three-dimensional shapes based on their attributes?  Possible Engage: Provide students a set of three-dimensional shapes.  Have students complete an open sort (students select how they want to sort the shapes/objects based on their own rules- (i.e. shapes that roll vs. shapes that slide, etc.). Students should record their rule on an index card to be used later in the lesson.  Once students have completed their open sort, engage them in a gallery walk. As students rotate to each group, have them guess how the shapes were sorted. Students should record their guess in their journal and then check the index card.  As students are working, circulate around the classroom and select groups you want to highlight during the discussion.  Facilitate a discussion about how students sorted their shapes. Questions may include:  What attribute do the figures in this pile have in common?  Is there another way the shapes could have been sorted?  Mega Math: Sort Solid Figures- Stack, Roll, Slide Mega Math: Sort Solid Figures

8. Day 2  After the discussion select one 3 dimensional shape and have students create list of attributes.  The following task can be adapted to help students understand the attributes of shapes:  Record attributes on anchor chart to use a reference.  Mega Math- Sort Solid Figures- Faces, Edges, Vertices Mega Math- Sort Solid Figures-  Mega Math Classify Solid Figures Mega Math  By the end of Day 2, students will be able to sort shapes based on attributes.

9. Day 3  Essential Question: How are rectangular prisms and cubes alike and different?  Sample engage: Provide students with a rectangular prism and a cube. As a group, have them look at the shapes and discuss and record similarities and differences in a T-Chart  Students should explain that each of the shapes have 6 faces, 12 edges, and 8 vertices. They should also notice that a cube is made up of ALL square faces where a rectangular prism is made up of square and rectangular faces.  Learn Zillion video ~ Learn Zillion  Quick code 3438 – Draw Cubes  Quick code 3465- Identify Cubes (for Teacher Professional Development)  Lesson 11.2 may be used along with this lesson to explore the two shapes. SimilaritiesDifferences

10. Enrich/Reteach/Intervention Reteach:  RtI Tier 2 and ELL Language Support TE p. 509B,  Reteach p. R99  Reteach p. R100  RtI Tier 1 & 2 TE p. 513B  Animated Math Model: Sort Solid Figures Animated Math Model: Enrich:  Enrich p. E99  Enrich p. E100  Riddle Cards: Students identify shapes based on attributes Riddle Cards