Second Grade



CFISD Kindergarten Math

Geometry

| |Teacher Notes |Page |

|Unit Title |Identify Circles |p.3 |

| | | |

| |Identify Triangles |p.5 |

| | | |

| |Identify Rectangles |p.7 |

| | | |

| |Identify Squares |p.9 |

| | | |

| |Create 2-D Shapes |p.11 |

| | | |

| |Identify Cylinders |p.14 |

| | | |

| |Identify Cones |p.16 |

| | | |

| |Identify Spheres |p.18 |

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| |Identify Cubes |p.20 |

| | | |

| |Components of 3-D Shapes |p.22 |

|TEKS |K.6.A Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special| |

| |rectangles | |

| |K.6.B Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real | |

| |world | |

| |K.6.C Identify two-dimensional components of three-dimensional objects | |

| |K.6.D Identify attributes of two-dimensional shapes using informal and formal geometric language | |

| |interchangeably | |

| |K.6.E Classify and sort a variety of regular and irregular two- and three-dimensional figures | |

| |regardless of orientation or size | |

| |K.6.F create two-dimensional shapes using a variety of materials and drawings | |

|Vocabulary |Circle, triangle, rectangle, square, cylinder, cone, sphere, cube, sides, flat, surface, | |

| |vertex/vertices, corner, round, base | |

|Tips for Teachers |Please locate a set of attribute blocks in your building. You will need them for all lessons involving | |

| |2D shapes. | |

| |You will also need a set of 3D shapes that include cylinders, cones, spheres, and cubes for all lessons| |

| |involving 3D shapes. | |

| |You may consider using the shape poems during your Shared Reading component. | |

| |Games: | |

| |geometry.html | |

| |shape_match | |

| |shapes_colors_bingo | |

| |shapes_geometry_game | |

| |valentines_day_puzzle | |

| | | |

| |2D ShapeSong: | |

| | | |

| |3D Shape Song: | |

| | | |

| | | |

| |Defintions: | |

| |Vertex (vertices) – point(s) where 2 or more edges meet at a corner | |

| | | |

| |Edge – the line where 2 faces meet on a solid figure | |

| | | |

| |Face – any of the individual flat surfaces of a solid object | |

| | | |

| |Sphere – a 3-dimensional solid that is perfectly round | |

| | | |

| |(v = 0, f = 0, e = 0) | |

| | | |

| |Cylinder – a 3-dimensional solid with two circular bases that are equal distance apart | |

| | | |

| |(v = 0, f = 2, e = 0) | |

| | | |

| |Cone – a solid shape with a circular base and a curved surface that goes to a point | |

| | | |

| |(v = 1, f = 1, e = 0) | |

| | | |

| |Cube - have 6 identical square sides/ faces. | |

| |(v = 8, f = 6, e = 12) | |

| | | |

| |Curved surfaces – a continuously bending edge, without angles | |

| | | |

| |3-dimensional figures – 3-D means the shape has 3 dimensions: length, width, and depth - all 3-D shapes| |

| |are solids | |

|Fact Fluency |Please practice these activities that support the CFISD Fact Fluency Plan. All of the following | |

| |activities can be found in the book Mastering the Basic Math Facts in Addition and Subtraction by | |

| |O’Connell and Sangiovanni. | |

| |Clap, Jump, Wiggle pg. 39 | |

Kindergarten Teacher Notes

Geometry

Identify Circles

TEKS:

K.6.A Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

K.6.E Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size

Materials:

Attribute Blocks

Shapes PowerPoint presentation (resources)

Two-Way Sorting Mat (resources)

Circle tracers made from poster board or cardboard

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens starting at any given number, counting orally to 100, etc.

Mathematicians, today we are going to start exploring things around us by looking at shapes. I know that you are familiar with some shapes, so turn and talk to your partner about the kind of shapes you know about.

Great! I heard some interesting things that you shared. Today we are going to talk about a familiar shape we see every day, it’s called a circle.

Hold up a circle attribute block.

A circle is unique because it is round. It has no corners, or sides. I’m going to sing a song about a circle and listen to what the words are teaching you.

(Project the Shapes PowerPoint presentation, slide 1)

What are some things that are shaped like a circle?

• Do those things have any corners?

• Do those things have sides?

• Are they round?

Then that means they are circles!

Practice drawing a circle in the sky. Make sure it is round and curved.

I want us to sort some shapes to find only the circles. I have a group of shapes that are different colors and sizes.

Guide the students to understand that even though the size and color of the circle may be different, it is still a circle.

(Project The Shapes PowerPoint presentation, slide 5.)

We are going to mark an “x” on the shapes that are circles. I want you tell me why you believe that it is a circle.

Practice:

Group #1: Independent-

Students will trace circles onto a piece of construction paper and turn their circle into an object that is shaped like a circle. (pizza, clock, wheel, etc.)

Group #2: Partners-

Practice a previous measurement activity.

Group #3: Small Group Instruction-

The group will work together sorting groups of shapes into circles and “not circles” on a two-way sorting mat using attribute blocks. This will be a good time to assess this skill.

The teacher will monitor for understanding and record observations in your monitoring notebook.

Kindergarten Teacher Notes

Geometry

Identify Triangles

TEKS:

K.6.A Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

K.6.D Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably

Materials:

Attribute Blocks

Shape PowerPoint presentation (resource)

Loops of yarn for every group of three students, about 6 feet in length

Triangle tracers made from poster board or cardboard

Finding Triangles sheet (resource)

Play dough

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens starting at any given number, counting orally to 100, etc.

Yesterday mathematicians, we talked about circles. How many straight lines does a circle have? A circle has zero straight sides. It is actually curved with no corners, or sides. Turn and tell your partner about some things that are shaped like circles.

Today we are going to talk about a shape that does have sides and corners. When we talk about a corner in a shape it is called a vertex. If it has more than one vertex, we call the corners vertices. Wow, those are big mathematical words, but you guys are mathematicians, so we will say vertex any time we talk about a corner in a shape.

Hold up a triangle attribute block.

Tell your partner what you notice about this shape. I heard some interesting things that you said about this shape. Help me answer these questions:

How many sides does this shape have? Let’s count them. (3)

Does this shape have a vertex/corner?

How many vertices does this shape have? (3)

This shape is a triangle. Some of you knew that already! The triangle is the only shape that has three sides and three vertices. Let’s point to the sides and say, “side, side, side.” Now let’s point to the vertices and say, “vertex, vertex, vertex.” (This will reinforce the new vocabulary)

You have to look out for triangles because triangles can come in different sizes.

Show the class some examples of equilateral, obtuse, acute, and right angle triangles. Don’t focus on the names of each triangle, but explain that they are all triangles because they have 3 sides and 3 vertices. (Project slide 6 from the Shape PowerPoint presentation.)

I have a song we can sing that will help us remember what a triangle is. Listen to what the song tells you about triangles, then sing it with me.

(Project the Shapes PowerPoint presentation, slide 2)

What are some things that are shaped like a triangle?

• Do those things have 3 sides?

• Do those things have 3 vertices?

Then that means they are triangles!

(Project The Shapes PowerPoint presentation, slide 5.)

We are going to mark an “x” on the shapes that are triangles. I want you tell me why you believe that it is a triangle.

I want to put you into groups of 3 and then I am going to give you a loop of yarn. With your group, you are going to move your bodies to form a triangle with your yarn.

Model this process in different ways before you let the students do it on their own.

Make sure that your shape has 3 sides and 3 vertices to become a triangle. Encourage them to pull the yarn taunt so it resembles a triangle shape.

Give the students about 2 minutes to move their string into a triangle.

Practice:

Group #1: Independent-

Students will trace triangles onto a piece of construction paper and turn their triangles into an object that is shaped like a triangle. (Slice of pizza, yield sign, cracker, etc.)

Group #2: Partners-

Partners will make circles and triangles with play dough. One partner will say, “I’m thinking of a shape that is like a wheel.” Then the other partner will make the shape with their play dough and say, “Is it a circle?” Then the partners will switch roles. They will continue this game by saying different objects that are shaped like either a circle or a triangle.

Group #3: Small Group Instruction-

The students in your small group will each have the Finding Triangles sheet. The students will only color the triangles they see in the picture. You may choose to put these in a plastic sleeve and complete with dry erase markers. This would be a good time to assess the objective of identifying triangles.

The teacher will monitor for understanding and record observations.

Kindergarten Teacher Notes

Geometry

Identify Rectangles

TEKS:

K.6.A Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

K.6.D Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably

Materials:

Attribute Blocks

Shapes PowerPoint presentation (resource)

Rectangle tracer made out of poster board or cardboard

Two Way Sorting Mat (resource)

Play dough

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens by any given number, counting orally to 100, etc.

Yesterday we talked about triangles. We learned that a triangle has 3 sides and 3 vertices. What is a vertex or vertices? Yes, they are the mathematical words we use to describe the corner of the shape. A vertex is where the sides meet.

Turn and tell your partner something that is shaped like a triangle.

Today mathematicians, we are going to learn about a new shape. This shape has four straight sides and four vertices.

Hold up a rectangle attribute block.

Tell your partner what you notice about this shape. I heard some interesting things that you said about this shape. Help me answer these questions:

How many sides does this shape have? Let’s count them. (4)

Does this shape have a vertex or vertices?

How many vertices does this shape have? (4)

This shape is a rectangle, and some of you mentioned that to your partner. The rectangle has four sides and four vertices. Let’s point to the sides and say, “side, side, side, side.” Now let’s point to the vertices and say, “vertex, vertex, vertex, vertex.” (This will reinforce the new vocabulary)

Rectangles can come in different sizes.

(Project the Shapes PowerPoint on slide 7)

Notice that these shapes are all rectangles, even though they are different sizes.

I have a song that will help us remember the attributes of a rectangle.

Listen to what the song is saying about rectangles and then sing it with me.

(Project the Shapes PowerPoint on slide 3.)

What are some things that are shaped like a rectangle? How do you know?

(Project The Shapes PowerPoint presentation, slide 5.)

We are going to mark an “x” on the shapes that are rectangles. I want you tell me why you believe that it is a rectangle. Encourage formal vocabulary such as side and vertex.

In rotation we will explore more about shapes on your own or with your partner.

Practice:

Group #1: Independent-

Students will trace rectangles onto a piece of construction paper and turn their rectangles into an object that is shaped like a rectangle. (Slice of table top, cookie pan, notebook, etc.)

Group #2: Partners-

Partners will make circles, triangles, and rectangles with play dough. One partner will say, “I’m thinking of a shape that is like a slice of pizza.” Then the other partner will make the shape with their play dough and say, “Is it a triangle?” Then the partners will switch roles. They will continue this game by saying different objects that are shaped like either a circle, triangle, or rectangle.

Group #3: Small Group Instruction-

Give each student in your group a set of attribute blocks that include circles, triangles, and rectangles. Tell the group that they are going to play a sorting game with the shapes they have talked about in class. Tell them to make a group of a specific shape, such as triangles. The students will then sort all the triangles on one side of the mat and all other shapes on the other side. Continue this practice with the circle and rectangle. This is a good time to assess what your students know about identifying shapes.

The teacher will monitor for understanding and record observations.

Kindergarten Teacher Notes

Geometry

Identify Squares, the “Special Rectangle”

TEKS:

K.6.A Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

K.6.D Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably

K.6.E Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size

Materials:

Attribute Blocks

Square tracer made out of poster board or cardboard

Play dough

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens starting at any given number, counting orally to 100, etc.

You may want to play the 2D shape song referenced in the “Tips for Teachers” section on the cover page.

Yesterday we talked about rectangles. Turn and tell your partner some objects that are shaped like rectangles.

Today mathematicians, we are going to talk about a special shape. This shape is so special that it can be two shapes at the same time. Whoa, that sounds silly, but we are mathematicians and soon will understand how that can happen.

Hold up the square attribute block.

Let’s talk about this shape. Hmm, it has 4 sides and 4 vertices. Wait a second. That sounds just like a shape I know.

Let students respond.

Doesn’t a rectangle have four sides and 4 vertices? Is this shape a rectangle? Turn and discuss this with your partner.

Yes this shape is a rectangle, but it is a “special” rectangle. This shape is a square.

A square can be a rectangle because it has 4 sides and 4 vertices, BUT a square is special because all the sizes are the same length; its sides are equal.

A square is a special rectangle. Do you know why? Talk about it with your partner.

Let me show you why.

(Use the rectangle and square attribute blocks to explain the differences.)

Does a square have 4 sides and four vertices? YES! So a square IS a rectangle.

Does a rectangle have four sides and four vertices? YES, but does a rectangle have four EQUAL sides that are the same length? NO, so…..

A square is a special rectangle, because…. It has 4 EQUAL sides.

Mathematicians, we are learning some amazing things about shapes!

I have a song that will help us understand squares, so listen to what the words are teaching us about squares, then you can sing it with me.

(Project slide 4 from the Shapes PowerPoint presentation.)

Now we are going to find some squares in a group of shapes, by marking an “X” on all the squares. I want you to tell me why it’s a square to justify your answer.

(Project slide 5 from the Shapes PowerPoint presentation.)

What are some things that are shaped like a square?

• Do those things have 4 vertices?

• Do they have 4 equal sides?

Today when you meet with me during rotation, you will meet me on the floor, because we will be playing a game with rectangles and squares.

Practice:

Group #1: Independent-

Students will trace squares onto a piece of construction paper and turn their squares into an object that is shaped like a square. (Slice of bread, picture frame, window, tile, etc.)

Group #2: Partners-

Partners will make circles, triangles, rectangles, and squares with play dough. One partner will say, “I’m thinking of a shape that is like the top of a table.” Then the other partner will make the shape with their play dough and say, “Is it a rectangle?” Then the partners will switch roles. They will continue this game by saying different objects that are shaped like either a circle, triangle, rectangle, or square.

Group #3: Small Group Instruction-

Gather the students where you project the PowerPoint images and project slide 8 from the Shapes PowerPoint presentation. Students will point to a shape and explain why it is a rectangle or a square. It is important that the teacher reviews the characteristics of rectangle and square.

Does a square have 4 sides and four vertices? YES! So a square IS a rectangle.

Does a rectangle have four sides and four vertices? YES, but does a rectangle have four EQUAL sides that are the same length? NO, so…..

A square is a special because…. It has 4 EQUAL sides.

This is a great time to assess students on recognizing rectangles and squares.

The teacher will monitor for understanding and record observations.

Kindergarten Teacher Notes

Geometry

Create 2D Shapes

TEKS:

K.6.A Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

K.6.F create two-dimensional shapes using a variety of materials and drawings

Materials:

Attribute Blocks

A set of dicut shapes including a circle, triangle, rectangle, and square per student

Teddy Bear counters

Shape Landscape (resource)

2D Geometry Task Cards (resource)

Art materials to create shape pictures

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens starting at any given number, counting orally to 100, etc.

Okay mathematicians, let’s review the shapes we have learned about so far.

Choose anyway to review the two-dimensional shapes. Some suggestions would be to sing the songs or stream the YouTube 2D shape song referenced in the “Tips for Teachers.”

Let’s play a game to talk about the attributes of the shapes we learned about.

Pass out a baggie containing die-cut shapes of a circle, triangle, rectangle and square, as well as 4 teddy counters to each student.

Hold up the large square attribute block.

This shape has four sides and four vertices. Put a teddy bear on one of the sides. Now put a teddy bear on one of the vertices.

Now tell me how many bears I would need to put on all the vertices?

Hold up the large triangle attribute block.

Now put a bear on each vertex of the triangle. How many bears will you use?

Clear off your bears and put a bear on each side of the triangle.

Continue the same process with the rectangle.

Hold up the large circle attribute block.

Can you put a bear on a vertex of this shape?

Can you put a bear on a side of the shape?

Why not?

(Clean up materials.)

Now that we are more familiar with shapes we are going to have a little fun with our shapes. Mathematicians need to know about shapes so they can create things with them. An artist will notice shapes in the things around them so that they can create pictures that look like the things they see. Architects use shapes to visualize a house or building they want to construct and to make sure it will be a sturdy home or building.

Today I want to encourage you to think like an artist or like an architect. You are going to think of something you would like create with shapes and design it with paper, scissors, glue, and tracers.

Wow! What a fun thing to do with shapes, let me show you some ideas.

I want to make a picture of my house. Think aloud about how you are thinking of shapes that will represent the picture you make. For example, “My house is long but has straight sides, so I will draw a rectangle. My roof has a point at the top, so I will draw a triangle.

Continue this thinking process when making trees, the sun, etc.

Now I need you help me create an ice cream truck because I love when the ice cream truck comes through my neighborhood.

Have the students share ideas of how to create an ice cream truck using shapes to guide them.

In rotation, you will have the chance to make pictures with shapes just like artists and architects.

Practice:

Group #1: Independent-

Students will create pictures using shapes. Give them different materials to create their pictures: construction paper, tracers, markers, scissors, etc.

Group #2: Partners-

Students will work with their partner to color the Shape Landscape page. One partner picks a shape for their partner to color in the picture. The other partner will color it and tell their partner what the shape was in the picture. For example, “I colored the big circle that is the sun.” The students will switch roles until all the shapes in their picture are colored.

Group #3: Small Group Instruction-

The students will help you solve the shape problems on the 2D Geometry Task Cards and use attribute blocks to explain their answer. This would be a good time to assess this objective. The teacher will monitor for understanding and record observations.

Kindergarten Teacher Notes

Geometry

Identifying Cylinders

TEKS:

K.6.B Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world

Materials:

3D Shapes

Shapes PowerPoint presentation (resource)

Objects that are shaped like cylinders

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens starting at any given number, counting orally to 100, etc.

Today, mathematicians, we are going to learn about a new kind of shape. When we were working with circles, triangles, rectangles, and squares, those shapes were 2- dimensional shapes. That means they were flat, like a sheet of paper. Today we are going to learn about a new shape, and I want you to notice how it is different from the shapes we’ve been working with.

Take a look at this can of Coke. It’s an interesting shape. I have seen other things that are shaped like this, like a can of food. What’s also interesting about this shape is that it is sort of round, yet sort of flat.

This shape is called a cylinder.

Hold up a cylinder block.

A cylinder is a 3-dimensional shape, which means that it is not flat like a circle, triangle, rectangle, or square. It has 2 flat surfaces, called bases, and one round surface that goes all the way around.

I want you to look at this marker. What shape do you think it is? Give students time to discover that it has the same shape as the cans, only the size is different.

Now that we know what a cylinder is, let’s think about some things that are shaped like cylinders. Make a class list.

(Project slide 9 from the Shape PowerPoint presentation.)

Let’s find the objects that are shaped like cylinders and mark an “X” in the object. Tell me why you think it is a cylinder.

Practice:

Group #1: Independent-

Student may want to finish or create another picture with shapes. Another option would be for the students to draw and label pictures of objects that are shaped like cylinders.

Group #2: Partners-

Practice a previously taught activity.

Group #3: Small Group Instruction-

Give each student in your group a cylinder shape. First get them to talk about this shape. Notice it has two flat surfaces, called bases, and one round surface that goes all the way around. Look at the surface of the cylinder and see if any of the students can find a shape that resembles the two surfaces. This would also be a good time to assess 2D shapes and record observations in your notebook.

Kindergarten Teacher Notes

Geometry

Identifying Cones

TEKS:

K.6.B Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world

K.6.E Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size

Materials:

3D Shapes

Two-Way Sorting Mat (resource)

Objects that are shaped like cones

Play dough

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens starting at any given number, counting orally to 100, etc. You may also want to play the 2D shape song in “Tips for Teachers” to continually practice the identification of the 2D shapes.

Yesterday mathematicians, we learned about cylinders, which is a 3-dimensional shape. A 3D or 3-dimensional shape is a shape that is not flat. Turn to your partner and tell them some things that are shaped like cylinders.

Let’s look at another 3D shape.

I have this party hat. This hat has one flat base and a round surface that goes all the way around, just like a cylinder, but it comes to a point. This shape is called a cone.

Hold up a cone block.

A cone is a 3-dimensional shape, which means that it is not flat like a circle, triangle, rectangle, or square. It has 1 flat base, and one round surface that goes all the way around and comes to a point.

I want you to look at this party hat and this funnel. They are both different sizes, but are they the same shape? Let’s check. Do they have one flat base, a round surface that goes all the way around and comes to a point? Yes, so they are both cones. (You might also introduce an ice cream cone to help students remember the name of the shape.)

Now that we know what a cone is, let’s think about some things that are shaped like cones. Make a class list.

(Project slide 9 from the Shape PowerPoint presentation.)

Let’s find the objects that are shaped like cones and mark an “X” in the object. Tell me why you think it is a cone.

Practice:

Group #1: Independent-

Students will draw and label objects that are shaped like cones.

Group #2: Partners-

Partners will make cylinders and cones with play dough. One partner will say, “I’m thinking of a shape that is like a can of soup.” Then the other partner will make the shape with their play dough and say, “Is it a cylinder?” Then the partners will switch roles. They will continue this game by saying different objects that are shaped like either a cylinder or a cone.

Group #3: Small Group Instruction-

Have a group of 3D shapes and a two-way sorting mat ready to sort. Guide the students to sort the group of 3D shapes into cones and not cones. You can also do this with cylinders. This would be a good time to assess this objective for your monitoring notebooks.

Kindergarten Teacher Notes

Geometry

Identifying Spheres

TEKS:

K.6.B Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world

K.6.E Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size

Materials:

3D Shapes

Objects that are shaped like spheres

Play dough

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens starting at any given number, counting orally to 100, etc. You may also want to play the 2D shape song in “Tips for Teachers” to continually practice the identification of the 2D shapes.

We now know two 3D shapes, the cylinder and cone. Let’s look at these two shapes for a moment. I want you to talk to your partner about how these shapes are the same and how they are different.

I heard some of you mention the fact that they each have a flat base. If I look at both of the bases on a cone and a cylinder, what shape does it look like? Yeah, a circle!

Today mathematicians, we are going to learn about learn about another 3D shape. You have definitely seen this shape everywhere, and know many things that are shaped like it. It’s called a sphere.

Hold up a sphere.

A sphere is a 3-dimensional shape, which means that it is not flat like a circle, triangle, rectangle, or square. This shape has a curved surface, in fact it is curved all the way around, no matter how you turn it. It has no flat bases or vertices. I want you to look at this ball and this marble. They are both different sizes, but are they the same shape? Let’s check. Do they have a curved surface all the way around in all directions? Yes, so they are both spheres.

Now that we know what a sphere is, let’s think about some things that are shaped like spheres. Make a class list.

(Project slide 9 from the Shape PowerPoint presentation.)

Let’s find the objects that are shaped like spheres and mark an “X” in the object. Tell me why you think it is a sphere.

Practice:

Group #1: Independent-

Students will draw and label objects that are shaped like spheres.

Group #2: Partners-

Partners will make cylinders, cones, and spheres with play dough. One partner will say, “I’m thinking of a shape that is like a soccer ball.” Then the other partner will make the shape with their play dough and say, “Is it a sphere?” Then the partners will switch roles. They will continue this game by saying different objects that are shaped like either a cylinder, cone, or sphere.

Group #3: Small Group Instruction-

The students will play “I’m Thinking of a Shape” with the teacher. The teacher will describe a shape using formal and informal vocabulary, as well as resembling objects. The students will then pick the shape they believe the teacher is describing. You may want to assess spheres, cones, and cylinders with a two way sort.

The teacher will monitor for understanding and record observations.

Kindergarten Teacher Notes

Geometry

Identifying Cubes

TEKS:

K.6.B Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world

K.6.E Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size

Materials:

3D Shapes

3D Shape Sort Cards (resource)

Objects that are shaped like cubes

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens starting at any given number, counting orally to 100, etc. You may also want to play the 2D or 3D shape song in “Tips for Teachers” to continually practice the identification of the 2D and 3D shapes.

Yesterday, we learned about a new 3D shape called a sphere. Turn and talk to your partner about what a sphere looks like and some objects that are shaped like spheres.

Today we are going to talk about another 3D shape that will seem familiar to you. It is called a cube.

Hold up a cube.

A cube is a 3-dimensional shape, which means that it is not flat like a circle, triangle, rectangle, or square. A cube is a little more complex than a cylinder, cone and sphere. This shape has 6 flat surfaces, count them with me. It has no curved surfaces like the other 3D shapes. There is something particular about a cube. Take a look at one of its flat surfaces. What shape does that remind you of? The flat surface, or base, of a cube is a square. Look at the bases of the cylinder and cone. What shape does their base remind you of? The base of a cylinder and a cone is a circle.

I want you to look at this block and this box. They are both different sizes, but are they the same shape? Let’s check. Do they have six flat surfaces? Are the flat surfaces squares? Yes, so they are both cubes.

Now that we know what a cube is, let’s think about some things that are shaped like cubes. Make a class list.

(Project slide 9 from the Shape PowerPoint presentation.)

Let’s find the objects that are shaped like cubes and mark an “X” in the object. Tell me why you think it is a cube. (Make sure to only list items that have a square base).

Today in rotation, you will practice recognizing all the 3D shapes we have talked about; the cylinder, cone, sphere, and cube.

Practice:

Group #1: Independent-

Students will draw and label objects that are shaped like cubes.

Group #2: Partners-

Partners will make cylinders, cones, spheres, and cubes with play dough. One partner will say, “I’m thinking of a shape that is like a box.” Then the other partner will make the shape with their play dough and say, “Is it a cube?” Then the partners will switch roles. They will continue this game by saying different objects that are shaped like either a cylinder, cone, sphere, or cube.

Group #3: Small Group Instruction-

The students will sort 3D shapes using the Shape Sorting Cards. The teacher will pass out all the object cards. Then allow students to take turns placing their object under the coordinating shape.

The teacher will monitor for understanding and record observations.

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Kindergarten Teacher Notes

Geometry

Components of 3D Objects

TEKS:

K.6.C Identify two-dimensional components of three-dimensional objects

Materials:

3D Shapes

Paper and pencil for tracing

Play dough

3D Shape Flat Surfaces sheet (resource)

3D Geometry Task Cards (resource)

Instruction:

Begin the lesson with a number sense activity. Think about the skills that your students need more practice with, such as counting to 20 forward and backward, counting by tens starting at any given number, counting orally to 100, etc. You may also want to play the 2D and 3D shape song in “Tips for Teachers” to continually practice the identification of the 2D and 3D shapes.

Well mathematicians, you have become experts at identifying 2D and 3D shapes. You talk about the shapes, sides, vertices, as well as curved and flat surfaces. Today we are going to explore these attributes of 3D shapes and relate them to 2D shapes.

Let’s start by taking a closer look at the bases of 3D shapes. Let’s look at a cone. How many bases does a cone have? One.

What shape is the base? Let’s check. I am going to trace the base on a paper and see what shape appears. It’s a circle!

[pic]

Let’s do the same to the cylinder. Oh wow! The cylinder has two bases and they are both circles.

[pic]

Now let’s try it with the cube. How many flat surfaces does a cube have? It has six. I can think of a die and know that the die goes up to the number 6, so a cube has 6 sides. What shape are the flat surfaces of a cube? Let’s trace to find out. It’s a square!

[pic]

Why didn’t I trace a surface for the sphere? Turn and tell your partner what you think.

Does a sphere have a flat surface? No, so I can’t trace one. The sphere is the only 3D shape that does not have a flat surface.

Remember how I told you architects are people who build buildings and homes. An architect would need to know a lot about shapes to build a structure that would be sturdy and wouldn’t fall down. So let’s explore the shapes some more.

Have all four 3D shapes to demonstrate these concepts.

Which 3D shapes can roll? Why?

Let students explain their answer and demonstrate with the shapes.

The cone, cylinder, and sphere can roll because they have a curved surface that goes all the way around.

Why can’t the cube roll?

Now let’s see what shapes can stack.

The cube and the cylinder can stack easily. Why?

Why can’t the cone or sphere be on the bottom of a stack of other 3D shapes?

I want to practice with shapes like an architect would. I want to design a new piece of playground equipment for the playground, so I will build it with my 3D shapes and then draw up my plan.

Example:

Today in math rotation you will get the opportunity to experiment with the 3D shapes.

Practice:

Group #1: Independent-

Students will complete the Shape Surface sheet. They can use the 3D shapes to trace the surfaces and determine which objects have a square or circle surface.

Group #2: Partners-

Tell the students that they are going to use what they know about 3D shapes to design some new playground equipment. They are encouraged to use the 3D shapes to stack and build, then draw their creation. The partners can work together to plan their playground equipment.

Group #3: Small Group Instruction-

Each student will have a group of 3D shapes including a cylinder, cone, sphere, and cube. The students will help you solve the shape problems on the 3D Geometry Task Cards and use the 3D shape blocks to explain their answer. This would be a good time to assess this objective. The teacher will monitor for understanding and record observations.

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