plane and solid geometry activity set 3 · plane and solid geometry activity set #3 mcgraw-hill...
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Plane and Solid Geometry
Activity Set 3
Trainer Guide
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_TGCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development
Plane anD soliD GeoMetryaCtivity set #3
NGSSS K.G.2.3~K.G.2.5 NGSSS 1.G.3.1
Can you Find?
In this activity, participants explore solids, or 3-dimensional shapes, through their tactile sense.
MATERIALS
• Transparency/Page: Can You Find?• Transparency/Page: Can You Find? Vocabulary Review• Transparency/Page: Can You Find? Clues• afeelybagforeachgroup• tableblocks(2setsofvarious-sizedcones,prisms,
cylinders,cubes,andpyramidsforeachbag)
VOCABULARY
• cone• prism• cylinder• cube• pyramid• face• edge• vertex
TIME: 15 minutes
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_TG
Copyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development 1
introDUCe
• Explainthattherearecertaingeometric“tools”whichareappropriateforstudyingsolidgeometry.These tools include:
tableblocks
geometricblocks
everydayitems(e.g.,cerealboxes,cans,Legos,linkingcups,straws,playclay,andPopsiclesticks)
• DisplayTransparency: Can You Find?.
• Reviewthenamesofthegeometricsolidsandremind participants that using appropriate vocabularyhelpsK–2studentsdevelopasolidfoundationingeometry.
• Pointtoonesolidandaskavolunteertoputhisorherhandinafeelybagofblocks,withoutlookinginthebag,tofindashapethatfeelsliketheoneonthetransparency that you selected.
• Repeat,identifyinganothersolid,andasking avolunteertofinditinthebag.
• DisplayTransparency: Can You Find? Vocabulary Review.
• Explainthatbytheendofsecondgrade,students areexpectedtodescribeandclassifysolidsbytheshapeandnumberoffaces,edges,andvertices.
• Reviewthevocabularywordsedge,face,and vertexandtheirdefinitions.Pointoutthelocation ofeachgeometrictermonthecubepicturedin the transparency.
• Askvolunteerstocountthenumberoffacesonthecubeanddescribethefaceshape.(6,squarefaces)
teaCHinG tiP: Discuss how counting unseen faces, edges, and vertices will be very difficult for K–2 students. Have K–2 students manipulate, touch, turn, and hold solid shapes when they count these geometric elements.
• Askvolunteerstocountthenumberofedgeson acube.(12)
• Askvolunteerstocountthenumberofvertices onacube.(8)
• Explainthatparticipantswillplayagameof CanYouFind?basedonusingtheirsenses oftouchtofeelforthedescriptiveclues.Some mayincludecountingthenumberoffaces, edges,and/orverticesofthegeometricsolids.
McGraw-Hill Professional DevelopmentPlane and Solid Geometry–activity Set #3 Trans_K2_G_03
cube
trapezoidal prism
rectangular prism
cone
cylinder
hexagonal prism
triangular prism
sphere
Can You Find?
Transparency: Can You Find?
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_TG
Copyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development 2
Plane anD soliD GeoMetryaCtivity set #3
McGraw-Hill Professional DevelopmentPlane and Solid Geometry–activity Set #3 Trans_K2_G_03
edge A line segment formed by the intersection of 2 faces of a solid figure.
face The plane side of a solid shape.
vertex A point formed by 2 sides of a plane polygon or a point formed by 3 or more edges of a solid figure.
How many faces in a cube?
How many edges in a cube?
How many vertices in a cube?
Can You Find?vocabulary review
vertex
edge
face
Transparency: Can You Find? Vocabulary Review
Plane anD soliD GeoMetryaCtivity set #3
DisCUss anD Do
• Explainthatparticipantswillformgroups of4forthisactivity.
• Passoutfeelybagsfilledwithtableblocks (1bagforeachgroup).
• Explainthatinthegame,CanYouFind?,youwillprovideaclueandonememberofthegroupwillpulloutablockorblocks,withoutlookinginthebag,thatmatchthedescriptionoftheclue.Add thattheblocksshouldgobackintothebagaftereachclueandthatthebagwillbepassedtothe nextmemberinthegroup.
• DisplayTransparency: Can You Find? Clues.Askparticipantswiththefeelybag,“Canyoufind?”:
Kindergartenclue:twoblocksthatarethesame.Kindergartenclue:thebiggestblockKindergartenclue:thesmallestblockKindergartenclue:ablockthatislikeaball(sphere)
Grade1clue:ablockthatiscurvedandhas asharppoint(cone)
Grade1clue:ablockthatisround(sphere)Grade1clue:ablockthatisroundandflat
(cylinder)Grade1clue:ablockthathasonlysquare
faces(cube)Grade2clue:arectangularprismGrade2clue:atriangularprismGrade2clue:ablockthathasnoedges(sphere)Grade2clue:ablockthathas6squarefaces(cube)
• Haveparticipantscountthefaces,edges,and/orverticesofafewoftheshapes(e.g.,therectangularprismandtriangularprism)beforereturningtheblockstothefeelybag.
Note:Iftimepermits:Havegroupsplayontheirown,makingupCan You Find?questionsthatwouldbeappropriateforK–2students.
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_TG
Copyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development 3
McGraw-Hill Professional DevelopmentPlane and Solid Geometry–activity Set #3 Trans_K2_G_03
Kindergarten clue: two blocks that are the same
Kindergarten clue: the biggest block
Kindergarten clue: the smallest block
Kindergarten clue: a block that is like a ball
Grade 1 clue: a block that is curved and has a sharp point
Grade 1 clue: a block that is round
Grade 1 clue: a block that is round and flat
Grade 1 clue: a block that has only square faces
Grade 2 clue: a rectangular prism
Grade 2 clue: a triangular prism
Grade 2 clue: a block that has no edges
Grade 2 clue: a block that has 6 square faces
Can You Find?Clues
Transparency: Can You Find? Clues
ConClUDe
• Haveparticipantsemptythebagsontoatable andsortthesolidsintoattributegroups.
• Askavolunteerfromeachgrouptobrieflysummarizeitsattributegroups.
• Askparticipantstosuggestwhichtypeofblockacubeis.(Cubesareaspecialtypeofrectangularprism.)
• Explainthathelpingstudentsrecognizeandidentifyprism shapes will help them in the upper grades to understandvolumeandtheformulasforvolume.
• Motivateparticipantstoconsiderhowthecertaintiesofgeometricprincipleshaveledtochangesinman’sunderstandingoftheworld,bysharingthefollowingbriefstories:
Columbus,itisfabled,deducedthesphericalshapeofEarthbywatchingthetopofthesailsofashipcomeupoverthehorizon,whileobservingthe topofthewingsofabutterflyemergeasitwalkedaround the orange that he was holding in his hand.
EdwinHubbleredefinedanewgalaxythroughtheextrapolationofageometricprinciplethatanotherscientist,Shapely,hadusedtogaugethesizeoftheMilkyWay.WithHubble’sstudyandobservationsofthestarsthroughphotoplatesfrommanyyearsearlier,hewasabletoprovethattherearetensofbillionsofgalaxies.TheMilkyWayisthehomegalaxyofEarth,whirlinginspaceamidmillions ofothergalaxies.
end of Can you Find?
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_TG
Copyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development 4
Plane anD soliD GeoMetryaCtivity set #3
Plane anD soliD GeoMetryaCtivity set #3
Hidden shapes
Inthisactivity,participantsworkinpairswithpatternblockstocreateshapesdescribedbytheirpartners.
MATERIALS
• Transparency/Page: Hidden Shapes• patternblocks(1bucketforevery20participants)• overheadpatternblocks(hexagon,trapezoid,
triangle,rhombus,square)• filefolders(1perpairofparticipants)• blanktransparency
VOCABULARY
• hexagon• triangle• rhombus• trapezoid• square
TIME:20minutes
introDUCe
Explaintoparticipantsthattheywilltaketurnsusingpatternblockstocreatehiddenshapesandthatthentheywilldescribetheseshapesforpartnerstorecreate.
• Displayonablanktransparencyeachofthepatternblocks(overheadblocks)andreviewthenamesforeach piece.
hexagon
trapezoid
triangle
rhombus
square
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_TG
Copyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development 5
• Explaintoparticipantsthattheywillcreatetheirshapes,usingthesepattern-blockpieces.
• Placeonablanktransparency,atrandom,1square, 2triangles,and1hexagon(overheadblocks).
• Askavolunteertocomeupandcreateashapethatyouwilldescribe.
• Readthefollowingdirectionstothevolunteer.
Placethesquareinthecenterofthetransparency.
Placethehexagonwithonesidefittingagainst thebottomofthesquare.
Place1trianglefittingagainsttheleftsideof thesquare.
Place1trianglefittingagainsttherightsideof thesquare.
• Haveparticipantsverifythatthevolunteerproducedtheshapethatyouhavedescribed.
• DisplayTransparency: Hidden Shapes and go over the steps with participants, demonstrating how to create awallwiththefilefolder.(CreateaninvertedV.)
teaCHinG tiP: Create in advance a plastic bag of pattern blocks for each pair of participants. Each bag should include approximately 25–30 blocks, including several of each shape.
DisCUss anD Do
• Haveparticipantspairoff.
• Have1participantfromeachpairpickup1plastic bagofpatternblocksand1filefolder.
• Givepairs10–12minutestotaketurnscreating and reproducing shapes.
McGraw-Hill Professional DevelopmentPlane and Solid Geometry–activity Set #3 Trans_K2_G_03
Hidden Shapes
Directions
Use the file folder provided to create a wall between you and your partner.
Partner 1 should:• create a shape by using five or six pattern blocks• name the blocks that Partner 2 will need to create
the shape• describe the shape to Partner 2 by using the appropriate
directional and shape words
Partner 2 should:• take out the blocks named by Partner 1• create the shape described by Partner 1
Both partners should compare the 2 shapes to determine if they are the same.
Then, Partner 1 should switch roles with Partner 2, creating and describing a shape for Partner 1 to recreate.
If time permits, partners may create and describe more complex shapes.
Transparency: Hidden Shapes
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_TG
Copyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development 6
Plane anD soliD GeoMetryaCtivity set #3
Plane anD soliD GeoMetryaCtivity set #3
ConClUDe
• Callparticipantstogether.
• Askparticipantsiftheywereabletoreproducetheirpartners’shapesbylisteningtotheshapedescriptions.
• Askwhatdifficulties,ifany,theyencounteredwhenreproducingtheshapes.Possibleanswersinclude:
unclear directional words
misnamed shapes
• Explaintoparticipantsthatthisisagoodactivity forELLstudentsandanentertainingwaytoreviewdirectionalandgeometricvocabulary.
• Askparticipantshowtheymightmodifytheactivityforvariousgradelevels.
end of Hidden shapes
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_TG
Copyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development 7
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_PMCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development
cube
trapezoidal prism
rectangular prism
cone
cylinder
hexagonal prism
triangular prism
sphere
Can You Find?
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_PMCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development
edge A line segment formed by the intersection of 2 faces of a solid figure.
face The plane side of a solid shape.
vertex A point formed by 2 sides of a plane polygon or a point formed by 3 or more edges of a solid figure.
How many faces in a cube?
How many edges in a cube?
How many vertices in a cube?
Can You Find?Vocabulary Review
vertex
edge
face
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_PMCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development
Kindergarten clue: two blocks that are the same
Kindergarten clue: the biggest block
Kindergarten clue: the smallest block
Kindergarten clue: a block that is like a ball
Grade 1 clue: a block that is curved and has a sharp point
Grade 1 clue: a block that is round
Grade 1 clue: a block that is round and flat
Grade 1 clue: a block that has only square faces
Grade 2 clue: a rectangular prism
Grade 2 clue: a triangular prism
Grade 2 clue: a block that has no edges
Grade 2 clue: a block that has 6 square faces
Can You Find?Clues
Plane and Solid Geometry—activity Set 3 Pri_Geo_03_PMCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development
Hidden Shapes
Directions Use the file folder provided to create a wall between you and your partner.
Partner 1 should:• createashapebyusingfiveorsixpatternblocks• nametheblocksthatPartner2willneedtocreate
the shape• describetheshapetoPartner2byusingtheappropriate directional and shape words
Partner 2 should:• takeouttheblocksnamedbyPartner1• createtheshapedescribedbyPartner1
Both partners should compare the 2 shapes to determine if they are the same.
Then,Partner1shouldswitchroleswithPartner2, creatinganddescribingashapeforPartner1torecreate.
If time permits, partners may create and describe more complex shapes.