Geometry in the News
Geometry in the News
by Kathryn Hindt
Fort Bend Independent School District
|Course: |Title of Unit: |Title of Lesson: |
|Mathematics |Geometry |Geometry in the News |
|Grade Level: | |Time Frame: |
|3rd | |2 90-minute periods |
|Description |
|Students will use the newspaper to locate examples of geometric figures in real life. They will cut out pictures, mount them on |
|paper, and include a definition of the shapes they find. |
|TEKS Objectives |
|3.8 Identify, classify, and describe two- and three-dimensional geometric figures by their attributes; compare two-dimensional |
|figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary |
|3.9A Identify congruent two-dimensional figures |
|3.9C Identify lines of symmetry in two-dimensional geometric figures |
|Teacher to Teacher Notes |
|Preparation: Cut apart geometry vocabulary words and pictures (pp. 7-17), back on colored paper, and laminate. Use masking or |
|magnetic tape to arrange the images and words on wall or board; words on one side of the board and images on the other. Run off |
|geometry term cards (pp. 3-6) on cardstock so that pictures are one side of the paper and the corresponding definitions are on the |
|opposite side. (These cards can also be run on only one side of cardstock to use as a memory or concentration game.) |
|Students will work in partnerships for this activity. |
|**IMPORTANT: Make sure to demonstrate how to unfold and refold newspaper before beginning the activity!! Make clear your |
|expectations for the location and look of the newspapers when you get them back. |
| |
|Materials |Resources & Technology |
|drawings of geometric shapes and name plates of their | |
|names (pp. 7-17 of lesson) | |
|models of 3 dimensional figures | |
|4.5” x 6” sheets of manila or construction paper. |(digital pix of activity) |
|geometry cards (pp. 3-6 of lesson) | |
|Procedures/Activities |
| |
|Engage: Draw students’ attention to the board or wall on which geometric figures are posted. Ask if they see any similarities or |
|differences in the figures. Ask if they see ways we could classify the figures according to their attributes. Elicit that some |
|figures are flat and some are space figures. |
|Explain: Introduce the terms 2-dimensional and 3-dimensional. Discuss what students already know about those terms. Explain and |
|show that 2 dimensional figures have only 2 dimensions to measure or 2 measurements, a length and a width. Then explain and show |
|that 3-dimensional figures actually have those 2 measurements plus height. That’s where the 3 comes from in 3-d. Show how the |
|base of the 3-d figure has length and width and “grew up” from there. The 3 “d’s” or 3 dimensions or 3 measurements are length, |
|width, and height. Place the two headings “2-dimensional” and “3-dimensional” on separate sides of the board. Rearrange the |
|geometric figures under the correct heading or select student volunteers to do so. |
|Next, in random order post the names of the geometric figures on the board with masking or magnetic tape. Select student |
|volunteers to take one term and match it to the corresponding geometric figure on the board. Have them place the term underneath |
|the figure. Continue until all figures have been named and discussed. Review terminology such as edges, faces, vertices, base, |
|length, width, height, sides, angles, symmetry, and congruence along the way. Pass around models of 3 dimensional figures when |
|appropriate so students can touch the edges, faces, vertices, etc. |
|Explore: Assign student partnerships one card at a time (from pp. 4-7) and tell them to search through the newspaper to find |
|pictures of each shape. Instruct them to glue the picture on a sheet of 4.5 x 6 (or other) manila or construction paper, write the|
|word, and give a definition of the word (See link to digital photos for examples to show class). As student pairs complete a card,|
|hand them another one until each pair has completed at least 3. Some terms will be duplicated. Display the work on a wall. |
|Sum it up: What is one way to classify geometric figures? (2-d and 3-d) |
|What does the d stand for? (dimension) |
|What does dimension mean? (measurement) |
|What are the 2 d’s in 2-d? (length and width) in 3-d? (add height) |
|Other questions such as “What is the name for a six-sided figure?” and “How many faces does a cube have?” could be reviewed at this|
|time. |
|Extend: Assign students to look for shapes on their way home, running errands with their parents, or in any other of their after |
|school activities. Have them keep a log or take pictures if they can of their sightings and discuss their findings as a group on a|
|designated day. |
click here to see photos of children using the newspaper for this activity:
| | |
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|triangle |hexagon |
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|rectangle |octagon |
| |[pic] |
| |circle |
| | |
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|square | |
| |[pic] |
| |triangular prism |
| | |
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|pentagon | |
|A polygon with 6 sides |A polygon with 3 sides |
|A polygon with 8 sides |A polygon with 4 sides. Opposite sides are congruent and all 4 |
| |angles are congruent. |
|A plane figure with no sides |A polygon with 4 sides. All the sides and angles are congruent. |
|A 3-dimensional figure with: |A polygon with 5 sides |
|5 faces | |
|6 vertices | |
|9 edges | |
|[pic] |[pic] |
|rectangular prism |cone |
| | |
| |[pic] |
| |sphere |
| | |
| | |
| | |
| | |
|cube | |
|[pic] |[pic] |
|square pyramid | |
| | |
| | |
| | |
| | |
| | |
| |congruent |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|cylinder |Line of symmetry |
|A 3 dimensional figure with: |A 3 dimensional figure with: |
|1 flat circular face |6 rectangular faces |
|A curved surface |8 vertices |
| |12 edges |
|A 3 dimensional figure with: |A 3 dimensional figure with: |
|No faces |6 square faces |
|A curved surface |8 vertices |
| |12 edges |
|Same shape and same size |A pyramid with a square base &: |
| |5 faces |
| |5 vertices |
| |8 edges |
|The line at which a shape can be folded so that its two halves |A 3 dimensional figure with: |
|match exactly |2 flat circular faces |
| |A curved surface |
triangles squares
rectangles hexagon
triangular prism cone
rectangular prism cube
octagon cylinder
square pyramid sphere
pentagon circle
[pic][pic][pic][pic][pic]
[pic]
[pic]
[pic]
[pic]
[pic]
2 dimensional
3 dimensional
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