School Boards - cilmpvnc.files.wordpress.com€¦ · Web viewLesson Title: 3-D Geometry. Date: Mar 27. Strand / Curriculum Expectations. Compose and decompose common 2-D shapes and

Grade: 1 & 2 Lesson Title: 3-D Geometry Date: Mar 27

Strand / Curriculum Expectations Compose and decompose common 2-D shapes and 3-D figures Sort and classify common 2-D shapes and 3-D figures by their attributes

What do students need to know and be able to do? (consider prior knowledge based in curriculum) Knowledge of 2-D shapes Recognize attributes such as 2-D shapes that make up 3-D figures

Learning GoalsContent:

Compose and decompose common 2-D shapes and 3-D figures

Process:Representing thinking to share our ideas with others

Oral Communication:

Do the math (anticipate different strategies students may try) Anticipated Consolidation Highlights and Summary (what skills does each strategy emphasize)

Students able to identify 2-D shapes they see within each 3-D solid and determine how many of each create the solid

Students predict what shape would look like if we could “open it up” or flatten it out

As students compare prediction with finding note if they realize that the flat shapes are joined to make shapes with depth; there may be more than one way to join them

Lesson Components Anticipated Student Responses and Teacher

Prompts / QuestionsDuring / Action / Working On ItIn pairs, students select a 3-D shape and are given a placemat organizer. On the placemat they record their solid and:

1. What 2-D shapes do you see?2. Draw how many of each shape

that you see (label your work)3. Draw one prediction that shows

what it might look like if you were to flatten the solid.

4. Open your “magic” solid. Draw what you see. Notice what is the same and what is different.

Note if students are able to use words to identify the solids and faces.

How are faces positioned in drawing their “net”

Scaffolding Questions

How else can you represent this?How are these ___the same or different?If I do ____, what will happen?How can you prove your answer or verify your estimate?Have you found all the possibilities? How could you arrive at the same answer in a different way?

Before / Minds-on / Getting Started

With a partner, identify as many of the shapes that appear on the Smartboard as you can. (circle, triangle, square, rectangle, hexagon, heart, half circle). Explain how you know.Thumbs up when you think that you have them all.

Record student responses for reference in the task.

Scaffolding Questions:

How do you know your shape is a _______?How is the squared different from the rectangle?

Lesson Components Anticipated Student Responses and Teacher Prompts / Questions

After / Consolidation / Reflecting and ConnectingWhat work will be shared?What skills will be highlighted?How will connections be explicitly emphasized?

1. Are the students able to name the solid? How is knowing the name helpful to the task?

2. Are the face shapes and number of faces represented related to the drawing of the flattened version of the solid? Are there the same faces? The same number of faces?

3. Are the shapes joined?

Scaffolding Questions:How is this solution similar or different from this one?What have you learned today?

Consolidation Exit Card/ReflectionHow will we know who really learned this?

Exit Card:

Students given 2 options:

Given a sketch of a decomposed cube that is complete and one that is incomplete. Students asked to determine which map would create a cube and which would not. Explain their thinking.

Some students will continue to look at relationship beteween the number of and types of shapes within each solid to create flattened “net”.

All students will be given the opportunity to decompose other 3-D solids.