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Geometric Thinking

Grade 3 Mathematics Understanding 3D Shapes

Amanda Schriver

Concept Summary:

This lesson plan is designed around the Grade 3 New Brunswick Education Math dimensional shapes. They will develop the skills on how to properly describe a 3D shape with terms such as: vertex, edge, face and curved edge. Conceptual understanding of three dimensional shapes in grade three is to have the ability to properly label, sort and describe 3D shapes according to their physical attributes. It is also important to relate these 3D shapes to real life examples. Students will be familiar with most three dimensional shapes, but in a real life context rather than a mathematical one. They can relate to spheres as balls, cones as ice cream cones, cylinders as cups and cubes as boxes. It is important for students to understand the physical properties of these shapes and how to compare and contrast one from another. A strong understanding of geometry can also help students connect to other areas of math including, algebra, proportional reasoning, measurement and integers. Once students understand the basic physical attributes of 2D and 3D shapes they can move into a more detailed understanding of geometry such as volume, symmetry, and transformations.

Introduction:

Lesson Plan Title: Geometric Thinking Understanding & Labelling 3D Shapes

Grade Level/Subject: Grade 3 Mathematics

NCTM:

Content Standards: Geometry

Process Standards: Reasoning and Proof, Communication, Connections, and

Representation.

New Brunswick Education Mathematics Curriculum Grade 3

Strand: Shape and Space (SS)

GCO: Describe 3D objects and 2D shapes and analyze the relationships SCO: SS6: Describe 3-D objects according to the shape of the faces, and the number of edges and vertices.

Overview:

This lesson plan is designed to teach students the proper terms of identifying and labelling 3Dshapes. They will use previous knowledge of 2D shapes to build off of. They will use terms such as face, vertex, and edge to label and sort 3D shapes. After completing the labelling handout they will be asked to think of real life examples of these shapes. Once they have an understanding of the proper terms and characteristics of 3D shapes they will be asked to create a 3D shape out of toothpicks and marshmallows. When they have completed their shape they will explain it to the rest of the students using the proper terms.

Objectives:

The students will use previous knowledge of 2D shape properties to understand the properties of 3D shapes and label 3D shapes using the appropriate terms. They will then put their knowledge of 3D shapes to use when they build their own with marshmallows and toothpicks.

Assessment:

Rubric divided into 3 parts to show the students level of understanding. See attachment.

Materials Needed:

o 3D shape manipulatives o Toothpicks o Marshmallows o Sheet with 3D objects to label and sheet with the labelling terms and definitions o Markers/Colored pencils to label shapes

Development

Procedure:

1. Review basic shapes and characteristics of basic shapes.

a. Triangle: 3 sides, 3 points (vertices) b. Square: 4 equal sides, 4 points c. Rectangle: 4 sides, opposite sides are equal to one another. 4 points. d. Circle: no corners, no vertices, one constant line.

2. Explain basic properties of 3D shapes: Use the cube example to demonstrate.

a. Can be solid or hollow b. Three dimensions length, height and width. c. Face: Part of the shape that is flat, or curved. d. Edge: The line where 2 faces meet. e. Vertex (vertices): the place where 3 or more edges meet.

3. Have students label the handout sheet with a cylinder, square based pyramid, and a

cuboid (rectangular cube)

4. Students share their answers with partners

5. Students are given baggy with toothpicks and marshmallows to create their own 3D

shape.

Differentiation:

Students who are struggling with the concept can work with a partner and have them help them identify the properties on both the sheet and the shape they are making. There will be manipulatives of 3D shapes that students can refer to for help and to have a concrete object to examine. Some students may be gifted and find the tasks too easy, they can work on drawing their own 3D shapes if they finish the labelling activity early o They can also create a more complex structure with marshmallows and toothpicks if they finish a basic structure early. There will be extra marshmallows and toothpicks available for these students.

Follow Up

Tying it all together:

1. Have students share their structures of 3D shapes and explain the properties of their

structure including number of edges, vertices and faces.

2. Have students give real life examples of where they may see these types of shapes.

References:

New Brunswick Curriculum Standards, Grade 3

Van de Wall, J., Folk, S. (2008) (2nd Canadian Edition). Elementary and Middle School Mathematics: Teaching Developmentally. Toronto: Pearson Education Canada.

Assessment Rubric

Super: Part 1: Student demonstrates a clear understanding of the properties and is able to label them on 3D shapes. Part 2: Student demonstrates the ability to create an abnormal/advanced 3D structure and accurately describe it using the terms learned. Good: Part 1: Student demonstrates a clear understanding of the properties, but has trouble labelling them on 3D shapes. Part 2: Student demonstrates the ability to create a basic 3D structure and describe it using the terms learned. Not Quite There: Part 1: Student struggles with the understanding of properties and has trouble labelling them on 3D shapes. Part 2: Student has difficulty creating a 3D shape and struggles at describing it using the terms learned.

Part 1: Can clearly label and

understand the parts of 3D shapes:

Face, Vertex and Edge.

Part 2: Can create a 3D structure and

understand the properties the structure has.

Super Good Not Quite There

Super Good Not Quite There

Super Good Not Quite There

Super Good Not Quite There

Super Good Not Quite There

Super Good Not Quite There

Super Good Not Quite There

Super Good Not Quite There

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