Tools 4 NC Teachers | Math Science Partnership Grant Website



Building Shapes In this lesson, students will create two-and three-dimensional shapes as well as composite shapes to develop the concept that shapes consist of defining and non-defining attributes.NC Mathematics Standards:Reason with shapes and their attributes.NC.1.G.1 Distinguish between defining and non-defining attributes and create shapes with defining attributes by: ? Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. ? Building cubes, right rectangular prisms, right circular cones, spheres, and right circular cylinders.NC.1.G.2 Create composite shapes by: ? Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. ? Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape.46632004269105Standards for Mathematical Practice:Makes sense and perseveres in solving problems.2. Reasons abstractly and quantitatively.3. Constructs viable arguments and critiques the reasoning of others.4. Models with mathematics.6. Attends to precision.Student Outcomes: I can describe shapes using defining attributes.I can build and draw 2-D and 3-D shapes.I can use two or more shapes to create a new shape.Math Language:SameDifferentCompareLengthAttributesSidesVerticesCornersAnglesOpenClosedTwo-dimensionalThree-DimensionalFacesEdgesMaterials: Eliminate It examples (project on screen)Toothpicks and clayActivity sheet with word problems Exit ticketsCut out shapes for problem solvingAdvance Preparation: Copies of activity sheets and exit ticketsDirections: Eliminate It (5-10 minutes) Display Eliminate It A on the projector. Have students individually, in pairs, or at tables determine which shape should be eliminated and why. Teachers may ask questions such as:Which box does not belong? Explain your reasoning.How is it different from the other three?Can you think of another rule that would eliminate a different shape? (For example, eliminate a square. It is the only shape with all sides the same length) Repeat with other Eliminate It examples as time permits.Building Shapes (30 minutes) Have students create 2-D and 3-D shapes using clay and toothpicks based on the directions below. Students will help each other and compare their work to those next to them.Give directions such as:Build an open shape with at least 2 vertices.Build a closed shape with three sides. What shape did you build?Add one more side. Now what shape do you have? How do you know?How can you change it to make a rectangle? How can you change your rectangle to make it a trapezoid? What other 2-D shapes can you build?How many toothpicks did you use? Why? What do the toothpicks represent?Does the number of toothpicks always represent the number of sides? Why or why not? When would it not? With a partner, build one example where the number of toothpicks represent the number of sides. Then build one example where the number of toothpicks does not represent the number of sides.Brainstorm as a class the names of 3-D shapes and create a list on the board.How many 3 dimensional shapes can you build? How can you combine 3-D shapes?How would you describe your new shape? What attributes does it have? As students complete a shape, have them describe the attributes of the shape or explain how they know that it is a cube. Many students will need to work with a partner to help each other construct the 3-D shapes. Additional questions to ask:How is a cube like a square? How is it different?How is the rectangular prism like the cube?If you connect two cubes, what shape will you create? How do you know? Will this always happen?Who can figure out how to create a cylinder or a sphere? Note: Spheres and cylinders may be created by using only clay.Problem Solving with Shapes (20 minutes) *This portion of the lesson could be an extension activity or could be completed at a different time. It allows further investigation into ways to combine shapes. 1. Ty has six rectangular sheets of paper. He needs to make one large piece of paper. What are the ways Ty can combine his six sheets to create one large rectangle? Draw the different rectangles Ty could make.2. Katie has six triangular sheets of paper. She needs to make one large piece of paper. What are the ways Katie can combine her six sheets to create one large rectangle? Draw the different rectangles Katie could make.Have students work in pairs or small groups. Students may draw or use actual pieces of paper or manipulatives to solve the problems. Read problems aloud. Questions that could be asked:What do you know about shapes that can help you? Is there another way?Is there something you could use to help you figure this out?Do all rectangles look the same? Tell me more.Do all triangles look the same? Tell me more.Have you ever combined triangles to create a shape? How do you know your shape is a rectangle? What if you only had two shapes, how would you start? How could that help you with six shapes? What have you figured out so far? What do you still need to figure out?Whole Class Discussion: Teacher chooses several different representations to share. Questions to ask:What do you notice?How are they similar? How are they different?Do these shapes form a rectangle? How do you know? What did you try that did not work?What was challenging?What was your strategy for starting?How do you know each shape is a triangle?What did you find interesting about working with triangles? 4. Writing About Shapes (15-20 minutes)(May be a station activity or incorporated during writing using given shapes)Given a topic sentence, write 2-3 complete sentences that describe your shape.Example topic sentence: A rectangle is a plane shape.A rectangle is a plane shape. It is a closed shape. A rectangle has four sides. Two sides are long and two are short. It also has four corners.Evaluation of Student UnderstandingInformal Evaluation: The teacher observes while students are reasoning about shapes and building shapes. The teacher is asking questions and listening for precise vocabulary and clear explanations. Teachers may use a checklist and/or take pictures of shapes students create.Formal Evaluation/Exit Ticket: Draw and label two examples and one non-example of a trapezoid. Two Examples of a TrapezoidOne Non-Example (not a trapezoid)TrapezoidDraw a new shape that combines two of the following shapes (rectangles, squares, trapezoids, triangles, and half-circles). Describe the attributes of your new shape. 9105904958715003082290488251500Meeting the Needs of the Range of LearnersIntervention:Provide labeled pictures of shapes for students who struggle with shape identification. Students may use the pictures as a reference. If students have difficulty determining similarities and differences between two shapes, have them build both shapes to compare them. Have students touch the edges as they count and come up with a strategy for keeping track. Partner students who struggle with using an appropriate amount of clay and/or balancing with the toothpicks so they may help each other. When completing the word problems, provide cut out shapes to students who struggle with spatial reasoning when using pattern blocks. Extension: Have students experiment creating different types of prisms. If they can create a rectangular prism, what do they think a hexagonal prism might look like? What 2-D or 3-D shapes can they combine to make new shapes? For example, what does your shape look like when you combine a cube and a pyramid?Possible Misconceptions/Suggestions:Possible MisconceptionsSuggestionsStudents may not recognize the difference between open and closed shapes.Provide opportunities for students to compare open and closed shapes using the toothpicks and clay.Students may not know the difference between vertices (corners) and sides.Have students identify the clay parts as the vertices (corners) and the toothpicks as the sides/edges.Students may think they need to build six squares to create a cube.Have struggling students look at an example of a cube that a peer has created to see how the six square faces of a cube are formed.Students may believe all rectangles or triangles are the same.Challenge them to draw different types of rectangles or triangles to see how they can be similar and different. Point out different rectangles in the classroom or on anchor charts.Special Notes:Teachers should determine when students have background knowledge for this lesson.If students have difficulty with the tasks included, the teacher may use the information she gains to reteach or provide further experiences with 2-D and/or 3-D shapes—either separately or in an integrated way. Possible Solutions for Problem Solving: 1066801143052578007719855257800737169Eliminate It A9417052730505715004330703549653962408901105043510Eliminate It B ColorSidesVerticesLengthEliminate It CEliminate It D Super Student________________1. Ty has six rectangular sheets of paper. He needs to make one large piece of paper. What are the ways Ty can combine his six sheets to create one large rectangle?Draw the different rectangles Ty could make.Super Student________________2. Katie has six triangular sheets of paper. She needs to make one large piece of paper. What are the ways Katie can combine her six sheets to create one large rectangle?Draw the different rectangles Katie could make.Name__________________Draw and label two examples and one non-example of a trapezoid. Two ExamplesOne Non-Example(not a trapezoid)TrapezoidDraw a new shape that combines two of the shapes in the box. Describe the attributes of your new shape.RectangleSquaretrapezoid trianglehalf-circle ................
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