Lesson Template. Lesson Name: 3-Dimensional Ojbects Estimated timeframe: February 22- March 4 (10 Days. Lesson Components

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1 Template Name: 3-Dimensional Ojbects Estimated timeframe: February 22- March 4 (10 Days Grading Period/Unit: CRM 13 (3 rd Nine Weeks) Components Grade level/course: Kindergarten Objectives: The children will be able to describe two-dimensional properties of three-dimensional objects and identify these 3-D shapes in the environment. Language Objectives: The children will use words such as straight, round, curved, flat, and slanted to describe the 3-dimensional attributes of shapes they manipulate and recognize in the environment. Prior Learning: The children will need to be familiar with formal vocabulary used to identify 2-dimensional shapes e.g., triangle, circle, square, rectangle as well as informal vocabulary used to describe 3- dimensional figures e.g., ball, block, window, etc. Standards(Texas Essential Knowledge and Skills): K.6B identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world; K.6C identify two-dimensional components of three-dimensional objects; K.6D identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably; K.6E classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; K.6F create two-dimensional shapes using a variety of materials and drawings Essential Questions: 1. Why do some objects roll/ stack/ slide? 2. Why does a block lay flat on the ground? 3. What is it about the shape of a roof that allows the water to slide off the top? 4. How are these two solids (e.g., a cylinder and a sphere) alike and different? 5. Is this shape still a [name of shape] when you turn it upside down/ on its side? How do you know? Vocabulary attributes, shape, cube, cylinder, sphere, rectangular prism, triangular prism, pyramid, straight, round, arch, flat, slanted Preparation Changes, Changes by Pat Hutchins Play dough or clay Unit blocks from the classroom construction center Laminated picture of buildings and structures with significant 3-dimensional detail. 3-Dimensional Solids (models and real-life objects from the environment) Geoblocks Bubble solution and wands of various shapes Markers Paper/ Straight edge rulers

2 Template Cycle Engage Introduce the picture book, Changes, Changes, by Pat Hutchins. Inform the children that as you share the story, their task will be to think about how the blocks on each page spread are being used, stacked, and oriented in order to make different structures. Before the toy figurines begin to build, encourage the children to share predictions about how various blocks might be used e.g., point to the triangular prism and ask, What kinds of things could this block be used to make? Why would a triangular prism be a good [roof, slide, etc.]? Pause from time to time to discuss and allow children to make sense of how certain blocks have undergone particular transformations. For example visualize yourself looking at a 2-dimensional representation of cylinder standing on its circular base. When the block is oriented this way on a 2-dimensional plane, you (the viewer) will see a rectangular image projected on the page spread. However, when your turn the page and the same block has been subsequently reoriented so that it now lays on its curved surface, it will project the circular outline of its base The short cylinder (seen here as a green circle on p. 1) has been turned upright onto its base on p. 2 Display a collection of blocks from the construction center. Invite each child to select one of the blocks and look/ analyze it carefully, thinking about its attributes its shape and size and what they could use it for as they are pretending at the construction center: o Which block would be useful as a roof/ bridge/ water tower, etc.? o What attributes does the block have that make it look like a roof/ bridge/ water tower, etc.? As the children are describing each block, introduce the formal vocabulary terminology cylinder, cube, triangular/ rectangular prism, etc. that is used to label its 3-dimensional name. Record the vocabulary on chart paper and label it with a representative picture. Exploration Dual Language Activity 1: (This activity is also appropriate for all classrooms) Shape Hunt (Refer to Session 3.1 on p. 92 in Unit 5 of the Investigations in Number, Data, and Space 2 nd Edition resource): Assign partners. Instruct each pair of children to select one geometric solid, which they will compare to other objects in the environment as they conduct a group walk around the campus. Upon returning to the classroom, model how to fold a sheet of paper in half. On one side of the fold, instruct the children to sketch a 2-dimensional representation of the geometric solid they and their partner chose for the environmental walk. On the other side of the fold, have the children draw a picture of the real life object they identified in the environment that looked like the geometric solid they selected. Math Stations: As the children complete the activity described in the above, allow them to select among the following activities/ centers:

3 Template Play dough: Distribute a piece of molding clay or play dough to each child. Allow the children to mold the clay/ play dough in the shape of their assigned block. Challenge the children to think about the 3- dimensional attributes of the block and how to represent those features with the clay/ play dough: How could you make the play dough have a flat base/ top? What do you have to do to make it square/ round/ pointed at the top? Affix strips of tape to the carpet in the shape of a city street grid. Block/ Construction Center: Allow the children to use the blocks to make buildings and towers along the streets. Lead the children to reflect on their decision making for accomplishing the task: o What shape block do you need to make a roof/ church steeple/ etc.? Art Center: Make available pencils, paper, and a variety of geometric solids. Instruct the children to orient the blocks in different positions on the paper and then use the pencils to trace along the edges, making two-dimensional outlines of various faces rectangles, triangles, squares, etc. representative of each solid. Water Table: Place see-through plastic geometric solids in the water table along with measuring cups. Encourage the students to fill the solids with water and observe the different shapes that they can make as they rotate and hold the containers up to the light. Gross motor Center/ Outside: Allow the children to dip molds of various shapes into a mixture of water and dish solution and then blow in the center in order to form three-dimensional bubbles. Encourage the children to capture the bubbles and then expand and stretch them slowly. Ask the children to describe what happens to the shape of the bubbles as they are expanded. Extend the children s thinking by challenging them to predict if they can make cubes or other straightedge bubbles by blowing into rectangular or triangular shaped molds. Ask the children to explain and justify their predictions. Science Center: Allow the children to place geometric solids on a transparency machine in order to project representative two-dimensional images onto a screen. Encourage the children to discuss how certain 2-dimensional images were created: o What would happen if you place the pyramid on its base? What shape would you see on the screen if you were to lay the pyramid on one of its triangular faces? Explanation DAY 1 Debriefing Session (15 minutes maximum): Allow the children to share the pictorial sketches of the geometric solids and the representative objects from the environment they found during the Shape Walk. Use the on-line Interactive Whiteboard from Investigations in Number, Data, and Space (2 nd Edition) to record the children s contributions and descriptions from the share-out/ debriefing session. To access the Investigations Interactive Whiteboard, log in to the Cloud and then go to the following page: Homepage.do?newServiceId=6000&newPageId=10100

4 Template DAY 2 Introduction (This activity can be broken up into 2 to 4 days to accommodate the number of children in your classroom): Explain to children that they are going to use their imaginations, followed by gestures and facial expressions to show how various geometric solids can be transformed different kinds of objects. Provide a sentence stem e.g., This is not a [name of geometric solid], it is a as you demonstrate how a particular geometric solid might be transformed into a representative object found the environment. o Example: Say, This is not a cylinder; it is a glass of water. Then, raise the block to your mouth to gesture drinking water from a glass. Encourage the children to describe the transformation you just modeled: What did I do? How did you know I was pretending that the cylinder was a glass? Offer each child the opportunity to select any geometric solid, which they will use to pantomime how it can be used/ transformed into another object. Inform the children that they will accompany their gesturing with descriptive language to explain how the object is being reimagined. Pause after each child has had an opportunity to pantomime so that the other classmates can reflect upon how the geometric solid was transformed: o How did [student s name] transform the cube/ sphere/ prism/ etc.? o What kinds of words/ gestures did [student s name] use to show the transformation? Elaboration Math Centers/ Stations (DAYS 2-6): Allow the children to continue revisiting the stations that were introduced on Day 1. In addition to those activities, begin to introduce various Choice Time activities (one per day of the week) as recommended in Investigation 3, Unit 5, Make a Shape, Build a Block from the Investigations in Number, Data, and Space (2 nd Edition) resource: Session 3.2, A Close Look at Geoblocks (p. 98): Refer to the Math Workshop suggestion on p. 99. In this section of the session, the children are allowed to explore geoblocks before they engage in more structured investigations with these materials. Session 3.3, Copying Cubes and Matching Faces (p. 104) Session 3.4, More Clay Shapes (p. 111) Session 3.5, Geoblock Match-Up (p. 116) Session 3.6, Build a Block (p. 121) Dual Language Activity 2: (This activity is also appropriate for all classrooms) 3-Dimensional Sort: Each student will bring an object from home that represents one of the three- dimensional geometric figures introduced in class. Students sort items according to the items attributes. Questioning : o Why did you sort these objects this way? How are these things alike/ different? Probe further with: o Do these objects roll? Lie flat? Slide? o How many sides do these objects have? o Does it have points? Curves? o o Is there another way to sort these objects? How? What two-dimensional or three-dimensional geometric figure does this remind you of? Why?

5 Template Evaluation (check for understanding) Formative: Eavesdrop on children as they are describing the way they are molding the clay so as to represent the 3-dimensional features of the block they have been assigned: What type of vocabulary do they use formal (cylinder, sphere, cube, triangular prism) or informal (ball, block, triangle, etc.)? How do they represent 2-dimensional properties of 3-dimensional shapes on paper e.g., shading to show depth? Summative: Make a checklist of the targeted vocabulary deemed essential to master e.g., cylinder, sphere, cube, rectangular/ triangular prism, pyramid. Check off the vocabulary when you hear the child use it to identify or describe the 3-dimensional shapes in context. English Language Proficiency Standards 2(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; 3(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; Anchors of Support Use a 2-category Is/ Is Not Sorting Board to assist children in identifying distinguishing characteristics among 3-dimensional shapes. This accommodation will allow the child to focus on only one attribute at a time. Is Is Not College and Career Readiness III.A.1 (Geometric Reasoning/ Figures and Their Properties) Identify and represent the features of plane and space figures. X.B.1 (Connections) Use multiple representations to demonstrate links between mathematical and real world situations. 21 st Century Skills Media Literacy: (Create Media Products) Understand and utilize the most appropriate media creation tools, characteristics and conventions Differentiation strategies Special Education: Children with visual impairments or fine motor challenges might experience difficulty trying to mold clay or play dough into the shape of a block. Help these children to concentrate on the 3- dimensional attributes of their assigned block by providing them with a very soft batch of play dough that can be used instead to merely cover the block s exterior. English Language Learners: Provide pictures of city landmarks and buildings for the children to refer to as they consider what various blocks at the construction center could be used to represent. Allow children at the preproduction stage of language acquisition to point to the picture as a way to communicate their

6 Template mathematical thinking. Say the word used to label the representative structure as the child points to it in the picture. Extension for Learning: Make available spray bottles filled with water and various sand sculpting molds, boxes, cans, etc. at the sand table. Allow the children to wet the sand and mold it into the shape of various 3-dimensional structures. Engage & Explore & Explain sections Unit 5, Session 3.1 CRM Planning Schedule Monday Tuesday Wednesday Thursday Friday Explain & Explain & Explain & Unit 5, Session Unit 5, Session Unit 5, Session Hands-On Standards, Grades PK-K: 6, Cubes and Spheres (p. 74) Unit 5, Session Evaluation section Unit 5, Session 3.7 End-of-Unit Assessment Explain & Unit 5, Session Evaluation section Unit 5, Session 3.8 End-of-Unit Assessment Other resources include Teaching Student-Centered Mathematics: Grades K-3; REMEMBER, if you cannot get to every activity suggested, that is okay. Choose and pick wisely.