Identify & Describe 3-D Shapes Unit of Study: 3-Dimentional Geometry Global Concept Guide: 1 of 3

Content Development In Grade 1, students reason about shapes. They describe and classify shapes, including drawings, manipulatives, and physical-world objects, in terms of their geometric attributes. That is, based on early work recognizing, naming, sorting, and building shapes from components, they describe in their own words why a shape belongs to a given category, such as squares, triangles, circles, rectangles, rhombuses, (regular) hexagons, and trapezoids (with bases of different lengths and nonparallel sides of the same length). In doing so, they differentiate between geometrically defining attributes (e.g., "hexagons have six straight sides”) and non-defining attributes (e.g., color, overall size, or orientation). K-6, Geometry, p. 8 (Progressions for the Common Core State Standards in Mathematics, 2012)

Vocabulary  During this unit, vocabulary is crucial for understanding three-dimensional shapes. In kindergarten, students were exposed to two and three dimensional shapes.  Attached is an example for word wall cards that can be used for this unit. Word Wall Cards

Day 1 Essential Question: What are some attributes that can describe three-dimensional shapes?  Lesson I’ve Seen That Shape Before Overview from Illuminations. This lesson will focus on three-dimensional shapes and exploration of the attributes.I’ve Seen That Shape Before Overview  I’ve Seen That Shape Before activities pages I’ve Seen That Shape Before  Activity 1: Students will explore the physical models. They will examine, recognize, name, and explore the properties of simple geometric solids.  Activity 2: Students will match physical models of 3D shapes with their name and illustrations. By the end of the Day 1, students should be describe attributes for three-dimensional shapes.

Day 2 Essential Question: Hoes does a flat surface or curved surface affect a solid figure?  Voyages Excursions Lesson: Rollin’, Rollin’Rollin’, Rollin’  This lesson will focus on curved and flat surfaces in three-dimensional shapes.  Students will also identify faces, edges, and vertices through hands-on activities.  The lesson includes a real world search for 3D shapes based on attributes.  TE p By the end of Day 2, students should be able to identify a flat or curved surface. Students should also be able to identify edges, faces, and vertices.

Day 3 Essential Question: How can you identify and describe three- dimensional shapes?  Illuminations Lesson I’ve Seen That Shape Before activities.I’ve Seen That Shape Before  Activity 4: Students will recognize 3D shapes in the real world. They will explore their classroom and around the school in search of real world 3D shapes.  Guiding Question: Is this figure exactly like the model in the classroom? Is it important for students to recognize a real world object may be similar a 3D shape based on attributes but the two objects may not be exactly the same.  An extension: teachers can take photographs of the 3D shapes and use for a class anchor chart or word wall.  Activity 5: Students can make their model instead of displaying a model. Teacher will use guiding questions to have students share models.  Students will select two 3D shapes and compare them based on attributes. The Comparing Polygons Writing Template form could be used to record similarities and differences among the 3D shapes. This can be used as your evidence of learning.Comparing Polygons Writing Template By the end of Day 3, students should be able to compare two 3D shapes using attributes and identify 3D shapes.

Enrich/Reteach/Intervention  Reteach:  Go Math Language Support p. 457B: Using attributes, students have to identify a 3D shape.  Go Math Tier 2 p. 457B: You place real world objects into a bag and the students have to identify the 3D shape using attributes.  Core:  Go Math Standards Book p. P213 #1-5, P214 #1-2: Students will identify attributes of three-dimensional shapes.  Enrich:  Go Math Enrich p. E86: Students will match images of different shapes using attributes.  Go Math Enrich p. 457B: Students will use clues to describe a classroom object and a partner has to identify the object.

Literature for your Classroom Library By Stewart J. Murphy By Karen Kagel