Tools 4 NC Teachers | Math Science Partnership Grant Website



3D ShapesIn this lesson, students explore 3D shapes, such as rectangular prisms and cubes. The students will identify the attributes for each 3D shape. NC Mathematics Standard(s):Reason with shapes and their attributesNC.2.G.1 Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes.Standards for Mathematical Practice:3. Construct viable arguments and critique the reasoning of others.4. Model with mathematicsStudent Outcomes: I can observe and describe what I notice about rectangular prisms and cubes. I can list the attributes of a rectangular prism and a cube.Math Language:What words or phrases do I expect students to talk about during this lesson? 3D shapes, three- dimensional shapes, rectangular prisms, cubes, different, same, rectangles, squares, attributes, vertex, edge, face, height, lengthMaterials: Boxes that represent rectangular prisms and cubes in various sizes (small, medium, large. examples: cereal, shoe, toy)Bags of marshmallows (or playdough); may need gluten free marshmallows for students with allergies Packs of toothpicksAlternative materials: straws and playdoughAnchor chart paperMarkersOptional: commercial rectangular prisms and cubes.Three-dimensional shapes—cubes, cones, cylinders, spheres, rectangle prisms (These shapes were introduced in Kindergarten and First Grade.)Advance Preparation: Talk about the attributes of a rectangle (four straight sides, four right angles, closed figure) and the attributes of a square (four straight sides, four equal sides, four right angles, closed figure). Compare these attributes. After talking about these attributes have students talk about how a square is a special rectangle.Provide bags of marshmallows (or playdough) and packs of toothpicks. Other materials that can be used instead of marshmallows and toothpicks are straws and playdough.Teacher will start an anchor chart. Title the chart “Rectangular Prisms”, have space for observations from students, and a drawing/picture of rectangular prism labeled with attributes and a drawing/picture of a cube. 327279012065Launch: Introduction (10 minutes) Ask the students what they know about three-dimensional shapes. Have a variety of 3D shapes for students to see/hold. 3D shapes were explored in Kindergarten and First Grade.What do you notice about these objects? Turn and tell your neighbor what you notice. The students will give a variation of responses (rectangle, square, number of vertices/corners, number of sides, number of faces). Do not push the formal language at this time. Save this discussion for the “discuss” part of the lesson.Pull out the rectangle prisms and cubes. Have students talk about what they notice about these two shapes. Record observations on the anchor chart. 520636559055Explore: 3D Marshmallow Structure (20 minutes) Today we are going to explore making these 3D shapes (holding up the rectangular prism and cube. We will be using marshmallows for the vertices and toothpicks for the sides. Then explain that students will make a 3D shape and record the shape chosen, number of sides, vertices, and faces.Pass out the materials and recording sheet.49714151333500Teacher Observation: The teacher will give students a few minutes to get started on their own and observe to see which students need more guidance. left332105Special Note: In order to make a rectangular prism with marshmallows and toothpicks, students will use two toothpicks and connect them with a marshmallow to make a long side (see the picture). This may cause some confusion for students. They may think that the connecting marshmallow is a vertex. Straws may be a better material to use.ObservationsCan students explain how they made the shape? Did they use the vocabulary?What attributes did a student describe?Possible comments/questions:What makes this a rectangular prism?What makes this a cube?Point to one of the faces.Point to one of the vertices.Point to one of the edges.Count the number of faces? … vertices? edges?Teacher Note: Choose student models to share based on connections you want to make about the attributes of the shape. Discuss: (20 minutes)As a class discuss new learnings and thoughts from today’s activity. Ask students to turn to a partner and share one thing they learned from today’s lesson. Which 3D shape did you choose to create?How many sides, faces, and corners did your shape have? How did you know? (Did they need to use sticky notes or could they figure it out mentally?)Who can point to one vertex on your shape? Point to one edge on your shape? Point to one face on your shape?What makes a shape a rectangular prism?Why is a cube a rectangular prism? What makes it special?Additional Activities: Math Station (20 minutes)3D Shapes Sort – Give students a blank paper, scissors, glue stick, and a magazine. They will look for rectangular prisms and cubes through a real world lens. If they notice an object in the magazine that has the attributes of one of the shapes then they will cut it and glue on their paper and label it.Go on a 3D Shape Walk around the school. Take pictures or write the shapes that you find.Evaluation of Student UnderstandingInformal Evaluation: Walk around with a clipboard and pre-made recording sheet with all student names. Make notes on which students understand how to create a 3D shape, use vocabulary, and identify correct attributes.Formal Evaluation/Exit Ticket: The students will complete the recording sheet. They will write the shape chosen, number of faces, number of vertices and edges.Meeting the Needs of the Range of LearnersIntervention:Buddy Math station - Students could work on the sort activity listed above in Additional Activities with their math buddy. Guided Math - The teacher could have a small group/one-on-one conversation about the 3D shapes made earlier in the lesson. What went well? What could we work on to make it better? The teacher could introduce some other 3D shapes to the students who are able to create the rectangular prism and cube, as well as identify the attributes correctly.Extension:Compare/contrast the cube to the rectangular prism. How are these shapes alike? How are they different?Use the materials to create other 3D shapes.Possible Misconceptions/Suggestions:Possible MisconceptionsSuggestionsStudents use 2D vocabulary, such as one rectangle or one squareMiscount the number of sidesWould students understand open face of marshmallow shapes?2D versus 3D reference chartLabel using small sticky notesStudents could use larger sticky notes to cover faces (open spaces) of their creation.Special Notes: The teacher needs to know and understand the attributes of a rectangular prism and cube, as well as other 3D shapes (cone, cylinder, triangular pyramid)Rectangular Prism - A solid 3D object which has six faces that are rectangles. It has 12 edges/sides and 8 vertices/corners.Cube - A solid 3D object which has six faces that are squares. It has 12 edges/sides and 8 vertices/corners. Cubes are rectangular prisms. A cube is a type of rectangular prism because every square is a rectangle. This is very complex for 2nd graders. They have a hard time understanding that a square is a rectangle. They often define a rectangle as having two long sides and two short sides-- which is incorrect. 3D Shape ObservationsStudent NameNotes/ObservationsWere students able to point out number of sides and/or vertices? Yes or No, Which ones?Student Recording SheetWhat shape did you choose? (circle one) rectangular prism cubeHow many sides does your shape have? ______________How many vertices (corners) does your shape have? ______________How many faces does your shape have? ______________ Draw a picture of your shape.Describe your shape.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What do you notice about a rectangular prism?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ................
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