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Unit 1.7:Attributes of 3-Dimensional Shapes

Three-dimensional objects (solids) with or without curved surfaces can be described, classified, and analyzed by their attributes, including faces, edges, and vertices.

Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

Less is more	Depth vs. breadth	Relationships over everything
Access for all, especially emerging bilinguals & students with disabilities

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New Learning:

Re-engagement:

In Kindergarten students observed, drew and constructed three-dimensional shapes.
In Unit 1.2 students focused on the defining (sides, corners, closed figures) and non-defining (size, color, orientation) attributes of two-dimensional shapes.

Students distinguish between defining (number of faces, edges, etc.) and non-defining (color, size) attributes.
Students identify 3-D shapes by their attributes: faces, curved surfaces, edges and vertices.
Students compose 3-D shapes in different ways and using various materials.
Students sort 3-D shapes by attributes and determine which category contains the most / fewest.

Students represent their sorts graphically.

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Suggested Lesson Sequence: 7 Lessons to be taught over 3 Weeks

February 1 - 10

Description: Students explore the attributes of 3-dimensional shapes by sorting them, drawing them, and determine which attributes define them. Sorts are then recorded and the quantity of each category is compared.

Optional Organizing Data lessons focus on graphic representations and comparing category quantities.

Lesson 1: Entry Task - Seesaw Lesson 1 (Spanish) Shape Sort

Lesson 2: LS 1 Day 1 - Seesaw Lesson 2 (Spanish) Cones & Cylinders

Lesson 3: LS 1 Day 2 - Seesaw Lesson 3 (Spanish) Cubes and Rectangular Prisms

Lesson 4: LS 1 Day 3 - Seesaw Lesson 4 (Spanish) 3-D Shape Data

February 11 - 19

Lesson 5: Apprentice Task - Seesaw Lesson 5 (Spanish) 3-D Shape Riddles

Description: Students explore the faces and edges of 3-dimensional shapes through matching, tracing, and constructing shapes.

Lesson 6: LS 2 Day 1 & 2 Seesaw Lesson 6 (Spanish) - 3-D Shape Faces

Description: Students create new shapes using simple 3-dimensional shapes. They use 3-dimensional shapes to create patterns and they investigate which shapes grow and stay the same and which shapes grow and change.

Lesson 7: LS 3 Day 3 Seesaw Lesson 7 (Spanish) - Composing New 3D Shapes

Lesson 8 Seesaw Lesson 8 (Spanish)- Milestone Task

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Synchronous and Asynchronous Teaching Options:

Use a combination of Synchronous and Asynchronous approaches

	Launch	Explore	Summarize
Synchronous (live) Whole class or small group	Whole group or small group Zoom meeting	Work on paper & take turns sharing on Zoom meeting Breakout collaborative groups: use Jamboard / Google Slides	Select student responses to share/discuss on whole group Zoom meeting
Asynchronous (time-delayed) Individual	Record slides on Loom or Screencastify (examples) Embed recording link into assignment instructions	Seesaw Draw on template or take photo of work Record voice description Students view and comment on each other’s work Jamboard Whole class, groups, or 1 page per student	Record / narrate selected student work on slides with Loom or Screencastify Students respond to reflection question on Seesaw/Google Classroom (example) Post selected student work on Seesaw “Blog” Students comment on each other’s work or respond to reflection questions

Seesaw remote learning guide for educators

Seesaw resources for families

2020-2021 SFUSD Elementary Math Distance Learning Resources

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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Additional Resource:

Splitting Screens on Zoom

You may be at a point in distance learning when you would like to have students work in another window while on Zoom if they don’t already. This allows them to do things like use virtual manipulatives to support their learning or work collaboratively in a Jamboard during live instruction.

You may use these short instructional videos (one for Chromebooks, one for Macs/PCs) to teach students how to split their screens between Zoom and another window. You can:

play the videos to students,
record your own version, or
explain how to do it live with students (best if done in small groups)

Chromebook

Mac/PC

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Technology Resources

Concentration: Match shape names with shape pictures (re-engage with 2-D shapes)
PBS Kids - Highlight Zone: Find the hidden shapes (re-engage with 2-D shapes).
ABCya Shape Match: Match 2-D and 3-D shapes to objects or shape names.

Student PDFs

1.7 Classwork S.. .C.

1.7 Homework .S. .C.

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Daily Routine: Number of Days in School

Objective: To build one-to-one correspondence, lay the foundation for an understanding of place value, and give students a concrete sense of the magnitude of numbers up to 180 and their relationship to the passage of time.

See the Number of Days in School (Spanish) slides for a description of how to incorporate this routine into your lessons.

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Daily Routine: Counting Routine

Objective: To provide students opportunities to count forward and backwards by various whole numbers and decimals, developing an understanding of patterns in counting, addition and subtraction (and later multiplication) and place value.

See the Counting Routine slides for a description of how to incorporate this routine into your lessons.

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Data Routine

Objective: The Data Routine has both social and a math objectives:

Social

Students build community by sharing about themselves - their person, lives, interests, & preferences - learning about their classmate’s, finding and celebrating their similarities and differences
Students build community by recognizing their shared environment (e.g. weather)

Math

Students develop their understanding of categorical and measurement data (see progression of standards in the following slides and here) as they:

Formulate questions
Collect data
Organize and display the data
Analyze the data, and
Interpret the results

Students apply other important math ideas from all domains

See the Data Routine slides for a description of how to incorporate this routine into your lessons.

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Math Talks:Engage with Current Content

What do you notice/How much is shaded with 2/D Shapes

Objective: To develop a flexible understanding of half and fourth and review 2D shape names and attributes.

Description: Show students the figure and ask them what they notice. Record their noticings, then ask how much of the shape is shaded. If needed, add additional lines to the drawings or copy smaller versions for students to cut and manipulate. You may change the orientation of the shape as needed. Consider spending more than one day on these math talks. You might also consider changing the portion that is shaded.

Fraction Shapes Question: What do you notice? How much of the shape is shaded?

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Math Talks:Engage with Current Content

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¿Que observas? ¿Que cantidad de la forma está en gris?

Forma con fracciones #1

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¿Que observas? ¿Que cantidad de la forma está en rosado?

Forma con fracciones #2

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¿Que observas? ¿Que cantidad de la forma está en verde?

Forma con fracciones #3

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¿Que observas? ¿Que cantidad de la forma está en azul?

Forma con fracciones #4

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¿Que observas? ¿Que cantidad de la forma está en rojo?

Forma con fracciones #5

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¿Que observas? ¿Que cantidad de la forma está en anaranjado?

Forma con fracciones #6

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¿Que observas? ¿Que cantidad de la forma está en verde?

Forma con fracciones #7

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Math Talks:Engage with Previous Content

Number of the Day

Objective: Students develop a deeper sense of number through exploring the different ways that numbers can be represented, decomposed and composed.

Description: Students are given a number and asked how they might represent it. Students may create equations, give situations (10 ducks on the pond, for example), or suggest drawings or patterns. Use chart paper to collect the representations. Consider leaving the collections posted for students to use as a reference.

Suggested Math Talks:

Question: How could you show ___?

Possible Summary: Which representation is easy for you to understand? Which one is harder? Which representation would you like to try in the future?

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Number of the Day Routine

Objective: To focus attention on a single number to build understanding and recognition, and to help students grow in the ways they think about numbers and operations by sharing ideas with their peers about how to represent numbers.

Present students with a number. They generate a variety of representations of the number, including drawings, equations, and visual models. This can be done mentally, with paper and pencil, or on virtual white boards or the provided Jamboard. Work does not have to be limited to equations, but can include:

Composition/decomposition
Relationships to other numbers
Real-world examples
Using drawings and/or visual models

Types of numbers can be adapted to the grade level and unit content.

Reflections questions may include “What do you notice/wonder?” or “What is similar/different between representations?

Use Jamboard Number of the Day (Spanish) to record or have students record representations.

Jamboard Number of the Day TEMPLATE

Make a copy and write your number of the day

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¿Cómo puedes mostrar…?

10

Charla matematica

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Lesson 1: Entry Task

Whole Class or Groups: Launch- Review 2-D shapes that students worked with in Unit 1.2

3-D Scavenger Hunt
Ask the students if they see some of the 2-D shapes on the 3-D shapes
What’s the same? Point out how shapes are alike and the 2-D shapes they see in the faces of the 3-D shapes might be one of the things that are alike.

Independent work: Explore - Seesaw Lesson 1 (Spanish) Shape Sorts

By color
2D vs 3D
Pick your own - Discuss various ideas - 4 corners vs not, curved edges or face vs not etc...Ask students to explain how they know shapes belong in the category they choose.

Whole Class or Groups: Summarize-

Notice and wonder with Spheres
Complete Frayer Model graphic organizer for the Sphere
What’s the same? What’s different? Compare attributes of 2D and 3D shapes
Core Math to Emphasize: Three-dimensional shapes are defined by their attributes. Not all attributes of a shape define it.

Students name the shared attributes of two different shapes.

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Normas matemáticas

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Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Introduccion a formas

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Algunas formas son planas o de 2D

Algunas formas son sólidas o de 3D

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Busqueda de formas de 3D

INICIAR
1

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¿Cuales formas vees?

INICIAR
1

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¿Que es igual?

____ y ___ tienen ______ en comun.

INICIAR
1

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Vamos a sortear formas en diferente maneras:

Sortear formas

Formas de 2D

Formas de 3D

EXPLORAR
2

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¿Que es otra manera que podemos sortear estas formas?

Sortear formas

______________

EXPLORAR
2

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¿Que notas?

Dile a alguien tu idea.

“Yo noto que _______.”

RESUMIR
3

Slide is animated This is an opportunity for you to see how students describe the attributes of shapes, as well is if they know the shape name. You may remind them that this shape is called a sphere, or you may wait till later so they focus on the attributes rather than the name.

The discussion of the face of a sphere is a tricky subject. A sphere can be described as having one curved face, or it can be defined as a curved surface with no faces. If students decide on either definition, their conclusion should be respected.

Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay at this point. Continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

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¿Que notas?

“Yo noto que _______.”

RESUMIR
3

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¿Que te preguntas?

RESUMIR
3

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Esfera

3D Shape
Curved Face
No edges
No corners

An orange
A soccer ball
The Earth

RESUMIR
3

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¿Que es igual? ¿Que es diferente?

RESUMIR
3

Atributos de formas de 3 dimensiones

vertice

cara

borde

apice

superficie curvada

borde curvado

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Lesson 2: LS 1 Day 1

Whole Class or Groups: Launch-

Videos Cutting Bamboo in Japan, Mayon Volcano in the Philippines - Optional
3D Shape drawing lesson - Optional
Which One Doesn’t Belong?
What do you notice? Cylinders & Cones
Bird’s eye view, ant’s eye view

Independent work: Explore - Seesaw Lesson 2 (Spanish) Cones & Cylinders

Cones & Cylinders Sort
Cones & Cylinders Frayer Models

Whole Class or Groups: Summarize-

Cones & Cylinders - What do you wonder?
3-D Shape Attribute anchor chart
Core Math to Emphasize: Cylinders and cones are defined by their attributes: curved surfaces, curved edges, circular faces and apex.

Students examine different 3-D shapes and sort them into groups of cones, cylinders and other, by their attributes.

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Normas matemáticas

37

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Cortando bambu en Japon

¿Que vees?

Haz las formas que ves con tus manos.

INICIAR
1

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Como dibujar...

Cilindro Cono

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¿Cual no pertenece? ¿Porque?

“ ___ no pertenece porque ___.”

INICIAR
1

This slide is animated.

Encourage students to justify their reasons for why one doesn’t belong, and to think about why other shapes may not belong.
This is an opportunity for you to see how students describe, compare, and analyze the attributes of shapes, as well is if they know the shape name (you may remind them if they forget).
Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay. Accept all answers, and continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

Anticipated answers from students might be:

The cube doens’t belong because it’s the only one with all flat sides (edges or faces), all the others have curved sides.
The cylinder doesn’t belong because it has 2 circle faces, and the others have one or none.
The cone doesn’t belong because it’s the only one that has a different top (pointy) and bottom (flat circle)
The shpere doesn’t belong because it’s the only one that doesn’t have any flat sides.

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¿Que notas?

Dile a alguien tu ideas.

“Yo noto que _______.”

INICIAR
1

Slide is animated

Anticipated answers from students might be: It’s a cylinder, it’s blue, it has some curves and some straight sides/edges, it has a circle on the top.

This is an opportunity for you to see how students describe the attributes of shapes, as well is if they know the shape name. Remind students that they saw and named this shape in Unit K.1. You may remind them that this shape is called a cylinder, or you may wait till later so they focus on the attributes rather than the name.

Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay at this point. Continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

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¿Que notas?

“Yo noto que _______.”

INICIAR
1

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¿Puedes encontrar algo alrededor de ti que se parece a esta forma?

¿Que notas?

Vista de un pájaro

Vista de una hormiga

¿Puedes rodar tu forma?

INICIAR
1

Slide is animated

Have students find a cylinder from their house and have them put their shape on a surface in front of them.

Tell students to look at the shapes while standing up and looking down at their desks for a “bird’s eye” view.

Ask, What do you notice? Students may name the 2-dimensional shapes that make up the 3-dimensional shapes and notice how much the same or different 3-dimensional shapes look from above.

Tell students that now they are going to pretend to be ants. Have students bend down and look at their shape from eye level.

Ask, What do you notice? Students might notice that when they were birds the shapes looked flat, but now they stick up. Remind students that these shapes are called solids.

You may encourage attribute language such as edges, faces, corners, sides, points, and curves, or respond to student observations using this language. Informal language for shape attributes (corner, side, etc.) is the expectation for kindergarten. However, exposure to academic language is beneficial. As a teacher, you may wish to use both academic and informal language while acknowledging your students’ correct use of informal language.

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Volcan Mayon en las Filipinas

¿Que ves?

Haz las formas que ves con tus manos.

INICIAR
1

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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¿Que notas?

Dile a alguien tu idea.

“Yo noto que _______.”

INICIAR
1

Slide is animated

Anticipated answers from students might be: It’s a cone, it’s orange, it has some curves and some straight sides/edges, it has a circle on the bottom, it has a point on the top.

This is an opportunity for you to see how students describe the attributes of shapes, as well is if they know the shape name. Remind students that they saw and named this shape in Unit K.1. You may remind them that this shape is called a cone, or you may wait till later so they focus on the attributes rather than the name.

Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay at this point. Continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

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¿Que notas?

“Yo noto que _______.”

INICIAR
1

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¿Puedes encontrar algo alrededor de ti que se parece a esta forma?

¿Que notas?

Vista de un pájaro

Vista de una hormiga

¿Puedes rodar tu forma?

INICIAR
1

Slide is animated

Have students find a cone from their house and have them put their shape on a surface in front of them.

Tell students to look at the shapes while standing up and looking down at their desks for a “bird’s eye” view.

Ask, What do you notice? Students may name the 2-dimensional shapes that make up the 3-dimensional shapes and notice how much the same or different 3-dimensional shapes look from above.

Tell students that now they are going to pretend to be ants. Have students bend down and look at their shape from eye level.

Ask, What do you notice? Students might notice that when they were birds the shapes looked flat, but now they stick up. Remind students that these shapes are called solids.

You may encourage attribute language such as edges, faces, corners, sides, points, and curves, or respond to student observations using this language. Informal language for shape attributes (corner, side, etc.) is the expectation for kindergarten. However, exposure to academic language is beneficial. As a teacher, you may wish to use both academic and informal language while acknowledging your students’ correct use of informal language.

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EXPLORAR
2

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EXPLORAR
2

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EXPLORAR
2

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¿Que te preguntas?

RESUMIR
3

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¿Que te preguntas?

RESUMIR
3

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RESUMIR
3

forma	nombre	caras	bordes	vertices	superficies curvadas
	cilindro	2	0	0	si
	cono	1	1	1	si
	esfera	0	0	0	si

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Lesson 3: LS 1 Day 2

Whole Class or Groups: Launch-

Video Salt Crystals in the Dead Sea - Optional
3D Shape drawing lesson - Optional
What do you notice? Cubes & Rectangular Prisms
Bird’s eye view, ant’s eye view

Independent work: Explore - Seesaw Lesson 3 (Spanish) Cubes and Rectangular Prisms

Cubes & Rectangular Prism Sort
Cubes & Rectangular Prism Frayer Models

Whole Class or Groups: Summarize-

Cubes & Rectangular Prisms- What do you wonder?
3-D Shape Attribute anchor chart
Core Math to Emphasize: Cubes and rectangular prisms are defined by their attributes: faces, vertices and edges.

Students examine different 3-D shapes and sort them into groups of cubes, rectangular prisms, and other, by their attributes.

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Normas matemáticas

55

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Cristales de sal en el Mar Muerto de Israel

¿Que ves?

Haz las formas que ves con tus manos.

INICIAR
1

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Como dibujar...

Cubos

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¿Que notas?

Dile a alguien tu idea.

“Yo noto que _______.”

INICIAR
1

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¿Que notas?

“Yo noto que _______.”

INICIAR
1

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¿Puedes encontrar algo alrededor de ti que se parece a esta forma?

¿Que notas?

Vista de un pájaro

Vista de una hormiga

¿Puedes rodar tu forma?

INICIAR
1

Slide is animated

Have students find a cube from their house and have them put their shape on a surface in front of them.

Tell students to look at the shapes while standing up and looking down at their desks for a “bird’s eye” view.

Ask, What do you notice? Students may name the 2-dimensional shapes that make up the 3-dimensional shapes and notice how much the same or different 3-dimensional shapes look from above.

Tell students that now they are going to pretend to be ants. Have students bend down and look at their shape from eye level.

Ask, What do you notice? Students might notice that when they were birds the shapes looked flat, but now they stick up. Remind students that these shapes are called solids.

You may encourage attribute language such as edges, faces, corners, sides, points, and curves, or respond to student observations using this language. Informal language for shape attributes (corner, side, etc.) is the expectation for kindergarten. However, exposure to academic language is beneficial. As a teacher, you may wish to use both academic and informal language while acknowledging your students’ correct use of informal language.

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¿Que notas?

Dile a alguien tu idea.

“Yo noto que _______.”

INICIAR
1

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¿Que notas?

“Yo noto que _______.”

INICIAR
1

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¿Puedes encontrar algo alrededor de ti que se parece a esta forma?

¿Que notas?

Vista de un pájaro

Vista de una hormiga

¿Puedes rodar tu forma?

INICIAR
1

Slide is animated

Have students find a rectangular prism from their house and have them put their shape on a surface in front of them.

Tell students to look at the shapes while standing up and looking down at their desks for a “bird’s eye” view.

Ask, What do you notice? Students may name the 2-dimensional shapes that make up the 3-dimensional shapes and notice how much the same or different 3-dimensional shapes look from above.

Tell students that now they are going to pretend to be ants. Have students bend down and look at their shape from eye level.

Ask, What do you notice? Students might notice that when they were birds the shapes looked flat, but now they stick up. Remind students that these shapes are called solids.

You may encourage attribute language such as edges, faces, corners, sides, points, and curves, or respond to student observations using this language. Informal language for shape attributes (corner, side, etc.) is the expectation for kindergarten. However, exposure to academic language is beneficial. As a teacher, you may wish to use both academic and informal language while acknowledging your students’ correct use of informal language.

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EXPLORAR
2

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EXPLORAR
2

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EXPLORAR
2

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¿Que te preguntas?

RESUMIR
3

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¿Que te preguntas?

RESUMIR
3

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RESUMIR
3

forma	nombre	caras	bordes	vertices	superficies curvadas
	cilindro	2	0	0	si
	cono	1	1	1	si
	esfera	0	0	0	si
	prisma rectangular	6	12	8	no
	cubo	6	12	8	no

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Lesson 4: LS 1 Day 3

Whole Class or Groups: Launch- 3-D Shapes Dance Ballet video: tinyurl.com/ybbrfomt - Discuss the way the figures were made and how they were sorted at the end.

How could you arrange these shapes so that you could count them easily?
How can you compare the quantities of these shapes? Counting? By looking?
Which shape did you has the most? Fewest?
How many more ____ than ____ shapes are there?

Independent work: Explore - Seesaw Lesson 4 (Spanish) 3-D Shape Data

Create any picture or design using only three of the 3-D shapes
How could you arrange your shapes so that you could count them easily?
Compare quantities.
Which shape did you use the most of? Fewest?
How many more ____ than ____ shapes did you use?

Whole Class or Groups: Summarize-

Use samples or student examples to highlight the Core Math
Core Math to Emphasize: Data can be organized so that the quantity in each category can be counted and compared.

Students create a structure or picture with 3-D objects and sort them into categories.

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1

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1

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Esfera Cilindro Cubo Piramide Cono

INICIAR
1

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INICIAR
1

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EXPLORAR
2

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EXPLORAR
2

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EXPLORAR
2

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RESUMIR
3

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6

5

4

3

2

1

¿Cual forma tiene la mayor cantidad? ¿Menor?

¿Cuantos mas ____ que ____ hay?

RESUMIR
3

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Lesson 5: Apprentice Task

Whole Class or Groups: Launch-

Review attributes of the different 3-D Shapes
Review real-life 3-D shapes

Independent work: Explore -Seesaw Lesson 5 (Spanish) 3-D Shape Riddles, 3-D Shape Riddles .S. .C.

On each page, listen to the riddle
Drag the shape, into the box that matches the riddle.
On each page, take a picture of something around you that is the same shape.

Students identify and select three-dimensional shapes by considering attributes given in shape riddles.

Whole Class or Groups: Summarize- Use student work or the examples provided:

Have students choose and justify which one they agree with, A or B.
Have students practice naming what 3D Shape the object is, and one of its’ defining attributes.
Core Math to Emphasize: Three-dimensional shapes can be identified by their defining attributes: faces, curved surfaces, vertices/apex, and edges.

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Caras

Superficies curvadas

Vertices

Bordes

forma	nombre	caras	bordes	vertices	superficies curvadas
	piramide	5	8	5	no
	cilindro	2	0	0	si
	cono	1	1	1	si
	esfera	0	0	0	si
	prisma rectangular	6	12	8	no
	cubo	6	12	8	no

INICIAR
1

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INICIAR
1

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Escucha

Toma una foto

EXPLORAR
2

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¿Con quién estás de acuerdo? ¿Porque?

A:

B:

RESUMIR
3

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¿Con quién estás de acuerdo? ¿Porque?

A:

B:

RESUMIR
3

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_______ es un/una __________.

Tiene ____ , __________.

RESUMIR
3

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Lesson 6: LS 2 Day 1&2

Whole Class or Groups: Launch-

Which one doesn’t belong? describe shape attributes.
Where can we find these shapes? OR How can we build each shape?
Find or make any of the shapes with any materials you have.

Independent work: Explore - Seesaw Lesson 6 (Spanish) - 3-D Shape Faces, Geometric Solid Faceprints

Match a block that fits each faceprint exactly.

Students make faceprints by tracing all the faces of a geometric solid that they find around the house or build.

Pick one shape and upload a picture and record a description of it

Students match the faces of 1” geometric solids with their “faceprints.” Students trace the faces of their found or made geometric solids.

Whole Class or Groups: Summarize- Discuss why there might be different 3-D figures that can fit onto the same 2-D faceprint.

Students may notice that the faces of several different 3-D figures are the same, for example the half circle and the cylinder.

Core Math to Emphasize: The shape of a 2-D face on 3-D figure is a defining attribute. The intersection of 2 faces creates an edge.

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¿Cuál no pertenece? ¿Por qué?

“El/la ___ no pertenece porque ___.”

INICIAR
1

This slide is animated.

Encourage students to justify their reasons for why one doesn’t belong, and to think about why other shapes may not belong.

You may have students use the hand movements in the next slide to describe the shape attributes.

Anticipated answers from students might be:

The cube doesn’t belong because it’s the only one with all flat sides (edges or faces), all the others have curved sides.

The cylinder doesn’t belong because it has 2 circle faces, and the others have one or none.

The cone doesn’t belong because it’s the only one that has a different top (pointy) and bottom (flat circle)

The shpere doesn’t belong because it’s the only one that doesn’t have any flat sides.

This is an opportunity for you to see how students describe, compare, and analyze the attributes of shapes, as well is if they know the shape name (you may remind them if they forget).

Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay. Accept all answers, and continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

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¿Cuál parte de la forma estás describiendo?

cara

borde

vertiz

esquina

punto

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Encuentra o construye cada forma que hay abajo

INICIAR
1

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Objetos encontrados en la casa

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¿Cómo podríamos construir un cubo?

Desarmar un cubo

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¿Cómo podríamos construir un cono?

Desarmar un cono

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¿Cómo podríamos construir un cilindro?

Desarmar un cilindro

INICIAR
1

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¿Cómo podríamos construir una esfera?

Desarmar una esfera

INICIAR
1

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¿Podríamos construir algunas otras formas?

INICIAR
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¿Qué pasaría si utilizáramos nuestras formas 3D como un sello?

INICIAR
1

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EXPLORAR
2

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Encuentra o hace algunas de las formas...

Traza todas las caras de las formas 3D

EXPLORAR
2

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RESUMIR
3

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RESUMIR
3

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Lesson 7: LS 3 Day 3

Whole Class or Groups: Launch-

Students describe how to connect the blocks in any direction (including going up, down, and side to side), as long as the faces match in size and shape.

Independent work: Explore - Seesaw Lesson 7 (Spanish)- Composing New 3D Shapes

Students investigate the rest of the shapes to see what happens when they put shapes together.
Use the 3D shapes to create new shapes. Pick your favorite shape and use the microphone to describe it.

Students build on to 3-dimensional shapes to see which ones change and which ones stay the same.

Whole Class or Groups: Summarize- Use actual student responses or the samples provided. You may choose to show some shapes that do match and some that don’t. Have each student give a one sentence description of their construction. Encourage students to use accurate shape names and location descriptions.

Core Math to Emphasize: New shapes can be composed from simple 3-dimensional shapes. Sometimes faces match when 3-D shapes are composed.

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¡Utilicemos nuestras formas para construir otras formas!

Encuentra cualquier forma donde estés, y juntalas como quieras.

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¿Qué observas?

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¿Cómo podemos juntar estas formas para que sus caras coincidan?

“Podemos poner el/la ___ ____ el/la ___.”

Encima de

Debajo de

Al lado de

bajo

Adentro de

en

INICIAR
1

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Escoge tu forma favorita y usa el micrófono para describirla.

EXPLORAR
2

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¿Qué construimos?

¿La forma se queda igual...o cambia?

RESUMIR
3

This slide is animated. Use actual student responses or these samples. You may choose to show some shapes that do match and some that don’t. Have each student give a one sentence description of their construction. Encourage students to use accurate shape names and location descriptions.

Discuss:

Does the shape stay the same and just grow bigger like the cylinders?
Does it change shape like the cylinder and the half-sphere?
Are there shapes you can stack that match like the cylinder and the half-sphere?
Are there shapes that stack but don’t match like the cylinder and the cube?
What happens when you put shapes next to each other?
What happens when you rotate a shape?
→ Core Math to Emphasize

New shapes can be composed from simple 3-dimensional shapes. Sometimes faces match when 3-D shapes are composed.

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Lesson 8: Milestone Task

Whole Class or Groups: Launch-

Remind students of how they have been looking at the attributes of shapes. Provide a word bank or refer to the anchor chart as needed.
Read the directions to the task with students and clarify any questions.
What shape is this? How do you know?
What is the name of this part of your shape?
What shape is the face of this block?

Independent work: Explore - Seesaw Lesson 8 (Spanish)- Milestone Task

Students may use incomplete sentences or record their answers as needed.

Students identify a cube and a cylinder and describe their attributes.

Whole Class or Groups: Summarize- Milestone Task 3-D Shapes Rubric Teacher

Have 2-3 students share what they wrote or drew about the cube and the cylinder. Connect student language to formal language as needed.

Core Math to Emphasize: Three-dimensional shapes can be named and described based on their defining attributes.

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¿Qué forma es esta? ¿Cómo lo sabes?

¿Qué es el nombre de esta parte de la forma?

¿Qué forma tiene la cara de este bloque?

INICIAR
1

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EXPLORAR
2

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EXPLORAR
2

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Sólidos geométricos

RESUMIR
3