<p>Students pinpoint features of three-dimensional shapes in their surroundings and study them during this lesson. Students are going to:&nbsp;<br>- identify, both on paper and in their surroundings, three-dimensional shapes such as cubes, cylinders, cones, and rectangular prisms.&nbsp;<br>- acknowledge that forms can be combined and divided to create new forms.&nbsp;<br>- construct composite shapes.&nbsp;<br>- enumerate the characteristics of composite and original shapes.&nbsp;<br>- analyze and contrast the original and composite shapes that were made.</p>

<p>- How are real-world situations or problems represented or sketched using spatial relationships, such as shape and dimension?&nbsp;<br>- How are relationships in mathematical contexts described by patterns?<br>- How can identifying regularity or repetition help with problem-solving efficiency?<br>- How can the use of geometric shape attributes aid in mathematical reasoning and problem-solving?</p>

<p>- Cone: A three-dimensional object that has a circular base and one vertex.&nbsp;<br>- Cube: A three-dimensional object that has six equal-sized square faces and eight vertices.&nbsp;<br>- Cylinder: A three-dimensional object with two circular bases and a curved side.&nbsp;<br>- Rectangular Prism: A three-dimensional object with six rectangular faces.&nbsp;<br>- Sphere: A round three-dimensional object, like a ball.</p>

<p>- Stuart J. Murphy. (2001). <i>Captain Invincible and the Space Shapes. </i>Harper Collins.<br>- bag with sharpened pencil, cone, and cylinder<br>- Geoboard Workstation activity (M-1-4-3_Geoboard Workstation)<br>- Pattern Blocks Workstation activity (M-1-4-3_Pattern Blocks Workstation)<br>- Shapes Picture Workstation activity (M-1-4-3_Shapes Picture Workstation)<br>- Shape Hunt Recording Sheet (M-1-4-3_3D Shape Hunt Recording Sheet)<br>- Shape Names worksheet (M-1-4-3_3D Shape Names on Paper)<br>- Shape Nets worksheet (M-1-4-3_3D Shape Nets)<br>- Lesson 3 Formative Assessment Checklist (M-1-4-3_Lesson 3 Formative Assessment Checklist)<br>- Formative Assessment—Identifying 3D Shapes (M-1-4-3_Formative Assessment Identifying 3D Shapes)<br>- What Shape Is It? Workstation activity (M-1-4-3_What Shape Is It Workstation)</p>

<p>- Lesson 3 Formative Assessment Checklist (M-1-4-3_Lesson 3 Formative Assessment Checklist)&nbsp;<br>- Formative Assessment—Identifying Three-Dimensional Shapes (M-1-4-3_Formative Assessment Identifying 3D Shapes)</p>

<p>Modeling, Active Participation, and Scaffolding&nbsp;<br>W: The lesson's main topic is geometry, which students learn more about by using three-dimensional models, paper, and real-world examples. Students can combine and break down shapes.&nbsp;<br>H: To help students become familiar with three-dimensional shapes, a book about them, such as Captain Invincible and the Space Shapes, or another, is read to them.&nbsp;<br>E: Students will take part in the activity What's in My Bag? Next, present to the class three-dimensional paper, foam, or wood shape models. Before entering workstations, students are asked to locate examples of three-dimensional objects in their classroom with a partner.&nbsp;<br>R: At various workstations, students will have numerous chances to work with three-dimensional shapes and compose shapes. As you visit with the students in each group, ask them to consider what they have learned.&nbsp;<br>E: Use group projects or class discussions to evaluate students, and give them the chance to ask questions and get clarification when needed. To document what students know, use the formative assessment checklist. Furthermore, evaluate students' comprehension through a formative assessment focused on three-dimensional and composite shapes.&nbsp;<br>T: Give students access to more resources so they can hone their skills if they have mastered the concepts. Allow extra time for individuals or small groups to answer specific questions as needed.&nbsp;<br>O: Students locate and examine characteristics of three-dimensional shapes in their surroundings during this lesson. After engaging in whole-group activities, students work independently.&nbsp;</p>

<p><strong>"We have been discussing geometry in our math unit, and we have dedicated much time to studying two-dimensional shapes. I will read a book by Stuart J. Murphy, one of my favorite writers, today. He is the author of numerous children's books on mathematics. Captain Invincible and the Space Shapes is the title of the book I am holding.&nbsp;In the book, there are certain shapes that Captain Invincible uses. I want you to focus on these shapes. What similarities and differences exist between them and the shapes we discussed a few days ago?"</strong>&nbsp;Have a conversation about the book and two- and three-dimensional shapes after you've read it.<br><br>When holding a conversation about two- and three-dimensional shapes, some possible questions to use are<br><br>"What similarities do a triangle and a cone share? How are they distinct?"<br>"What similarities do a square and a cube share? How are they distinct?"<br>"What similarities do a circle and a cylinder share? How are they distinct?"<br>"What similarities do a rectangle and a rectangular prism share? How are they distinct?"<br>"What similarities do a circle and a sphere share? How are they distinct?"<br><br><strong>"I'm going to place the book in our classroom library so you can check it out again if you like. Let's discuss every shape we encountered in the book."</strong><br><br>Display a three-dimensional model of each shape you discuss while discussing the ones found in the book. Paper, plastic, foam, or wood can be used to make it (M-1-4-3_3D Shape Nets). Ensure that a card with the shape's name is placed next to each one. On a sheet of paper, list the shapes' names (M-1-4-3_3D Shape Names on Paper).<br><br>Get ready to engage in the play "What's in My Purse?" by getting a cylinder, a cone, and a sharpened pencil ready in a bag.<br><br><strong>"Now, let's play a round of What's in My Bag? First, let's go over the rules:</strong><br><br><strong>Before you can ask your question, you must raise your hand and wait for me to call on you.</strong><br><strong>You're only allowed to ask me yes-or-no questions. Your question will need to be rephrased if I am unable to respond to it with a simple yes or no.</strong><br><strong>Your question will be noted in the first column. In the second column, I'll write "yes" or "no."</strong><br><strong>To help you determine what is in my bag, you must review the questions and my responses.</strong><br><strong>There are ten questions that the class may ask in total.</strong><br><strong>Until all ten questions have been answered, nobody can guess what is in my bag.</strong><br><strong>I'll have you write on your whiteboards what you believe the shape to be once I've asked each of the ten questions.</strong><br><br><strong>Alright, let's get started."</strong><br><br>This is an example of a game chart:<br><br><img src="https://storage.googleapis.com/worksheetzone/test-upload/1706235049052.jpeg" width="647" height="226"><br><br>If students are unable to determine what was in the bag, provide hints and allow them a few minutes to solve the puzzle. If not, display them. After students have determined what is in the bag, ask:<br><br><strong>"How do a cone, cylinder, and sharpened pencil compare?"</strong><br><br>A sharpened pencil is composed of a cylinder and a cone, which you can demonstrate to aid.&nbsp;<strong>"It has the shape of a sharpened pencil when the cone and cylinder are combined. Three-dimensional shapes make up the objects in our surroundings, which are the spaces where we work, play, and live. A box is an example of an object that is only composed of one three-dimensional shape."</strong>&nbsp;Display the rectangular prism that is a box.&nbsp;<strong>"Some objects, like my pencil, are composed of two or more three-dimensional shapes. You're going to spend the next few minutes searching the room for as many objects as you can that are composed of three-dimensional shapes. Take notes on the information provided on this recording sheet." </strong>Explain to students the recording sheet (M-1-4-3_3D Shape Hunt Recording Sheet).<br><br><strong>"You will look around the room and make notes on your paper for approximately five minutes. Likely, you won't have enough time to complete every example. Please quietly return to your carpeted spots when I give the signal."&nbsp;</strong>Give students five minutes to identify and label shapes. Allow a few students to describe an object from their recording sheet and demonstrate to the class the three-dimensional shapes it is composed of after the students have gathered. Get student papers, and then, over the next few days, share a few examples from the recording papers. This can be done in the few minutes you have left over during a transition period, such as before lunch or recess.<br><br><strong>"You will be working at your math workstations for the next thirty minutes. Today, each of you will go through a few stations in turn."</strong>&nbsp;Describe the workstations the students will be using today. (Extension: Small Group has more details about the workstations.)<br><br><strong>Extension:</strong><br><br><strong>Routine: </strong>Have students play What's In My Bag? over a few days. Put some three-dimensional forms (such as a sharpened pencil, cylinder, or cone) and an object from the surroundings that is also made of three-dimensional forms in the bag.<br><br><strong>Small Group:</strong> Throughout the lesson, students practice using two- and three-dimensional shapes at their workstations. The workstations are<br><br>Geoboard Workstation (M-1-4-3_Geoboard Workstation)<br>Pattern Blocks Workstation (M-1-4-3_Pattern Blocks Workstation)<br>Shapes Picture Workstation (M-1-4-3_Shapes Picture Workstation)<br>What Shape Is It? (M-1-4-3_What Shape Is It Workstation)<br><br>A small group of students can use these workstations with you to evaluate or clarify what they have understood.<br><br><strong>Expansion:</strong> Students who require more practice working with three-dimensional shapes can take part in the following exercises:<br><br>Photo Book with Digital Camera: Students photograph three-dimensional objects in the classroom using a digital camera. Printing and pasting the images into a shape booklet or putting them into an electronic format (like a PowerPoint slide show) are two possible ways to use the images. Students need to understand that others will view their final product and learn about shapes from it. Allow students to share with other students.<br><br>Magazine Hunt Poster: Students create posters by cutting out images to display in the school's hallways. After cutting a large piece of paper into sections with a shape on each, students can glue pictures that correspond to each shape onto the poster. Instead, students could create different posters for every kind of shape.<br><br>Shape Town: Students can construct a town out of two- and three-dimensional shapes. After that, they can explain the shapes they employed and how they were combined to symbolize various locations and objects in their town.</p>