Pyramids, Cones, and Cubes

Pyramids, Cones,
and Cubes
Objectives To guide the identification of pyramids, cones, and
cubes;
and to facilitate the investigation of their characteristics.
c
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Teaching the Lesson
Key Concepts and Skills
• Count the flat faces and corners
on solid figures. [Number and Numeration Goal 2]
• Identify and describe solid figures. [Geometry Goal 1]
• Compare and contrast solid figures. [Geometry Goal 1]
• Compose solid shapes.
[Geometry Goal 1]
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
1 2
4 3
Playing the Attribute Train Game
per partnership: pattern blocks,
attribute blocks, folder
Children practice identifying attributes
of shapes.
Ongoing Assessment:
Recognizing Student Achievement
Use an Exit Slip (Math Masters,
page 305). [Geometry Goal 1]
Math Boxes 7 6
Key Activities
Children learn the names of three more
3-dimensional shapes—pyramid, cone,
and cube—and discuss their characteristics.
They move some of the “other” items in the
Shapes Museum to the appropriate
categories and construct cubes and cones.
Ongoing Assessment:
Informing Instruction See page 652.
Key Vocabulary
pyramid cone cube
Curriculum
Focal Points
Math Journal 2, p. 148
Children practice and maintain skills
through Math Box problems.
Home Link 7 6
Math Masters, p. 213
Children practice and maintain skills
through Home Link activities.
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Identifying Shapes Using Touch
Math Journal 2, p. 146
per group: several paper bags each filled
with a different 3-dimensional shape
Children identify 3-dimensional shapes
by touch.
ENRICHMENT
Comparing Prisms and Pyramids
Math Masters, p. 214
prisms and pyramids from the Shapes
Museum
Children compare prisms and pyramids.
EXTRA PRACTICE
Reading About Geometry
Math Masters, p. 305
Children read Cubes, Cones, Cylinders,
& Spheres to practice geometry skills.
Minute Math +
Minute Math ®+, p. 59
Children practice identifying plane
shapes and solid figures.
Materials
Math Journal 2, pp. 146 and 147
Home Link 75
Math Masters, p. 210 (optional); p. 212B
slate models of a pyramid, a cone, and a
cube 3" by 5" index cards items for the
Shapes Museum scissors tape per
small group: 20 twist-ties and 12 straws
(each 4" in length)
Advance Preparation
For Part 1, write the words pyramid, cone, and cube on index cards. Display models of a pyramid and a
cube, each with its name. Place a model of a cone with its name near the Math Message. Be prepared
to add more objects to the Shapes Museum.
For the optional Extra Practice activity in Part 3, obtain a copy of Cubes, Cones, Cylinders, & Spheres
by Tana Hoban (Greenwillow Books, 2000).
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Getting Started
Mental Math and Reflexes
Math Message
Children solve problems like the ones below, recording their answers
on slates.
Name an object that is shaped like
a cone.
Write the number that comes before 30. Circle the digit in the tens place.
02 9
Write the number that comes before 100. Circle the digit in the tens place.
09 9
Write the number that comes after 149. Circle the digit in the tens place.
15
00
Home Link 7 5 Follow-Up
Discuss which facts children think they
know. They should be making progress
on +1, +0, and doubles facts.
1 Teaching the Lesson
Math Message Follow-Up
NOTE You may wish to cut out some cone
templates before the lesson (1 per small
group) in case children have trouble cutting
the templates.
WHOLE-CLASS
DISCUSSION
Children might mention ice-cream cones, party hats, cone-shaped
drinking cups, and traffic cones. Ask children how a cone is
different from a circle or a triangle. Review the difference
between 2- and 3-dimensional shapes. Tell children that they
will learn about more 3-dimensional shapes today.
Discussing the Characteristics
WHOLE-CLASS
DISCUSSION
of Pyramids, Cones, and Cubes
Links to the Future
Children are introduced to the geometric
terms used to identify, describe, and
compare solid figures. The Grade 3 Goal is
for children to appropriately use geometric
language including the terms face, edge,
and base to identify, describe, and
compare spheres, cylinders, rectangular
prisms, pyramids, cones, and cubes.
Ask children to describe the pyramid, cone, and cube. Expect
answers such as the following:
●
The pyramid has all flat faces (or sides).
●
The flat faces of the pyramid that come to a point are all
triangles.
●
The pyramid has the same number of flat faces as corners.
●
The cone has one flat face shaped like a circle and one
curved surface.
●
The curved surface of the cone comes to a point.
●
The cube has 6 flat square faces. It has 8 corners.
Mention that a cube is a special rectangular prism whose faces
are all squares of the same size.
Help children move all objects shaped like pyramids, cones, and
cubes out of the “other” category of the Shapes Museum and into
the appropriate categories. Ask them to name objects in the
classroom that approximate those shapes.
Social Studies Link Show children images of the pyramids
in Egypt. Discuss the purposes of the pyramids and how
they were built.
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Student Page
Reviewing the Six
WHOLE-CLASS
DISCUSSION
Date
LESSON
76
Pictures of 3-Dimensional Shapes
3-Dimensional Shapes
corner
flat faces
(Math Journal 2, p. 146)
curved surfaces
Direct children’s attention to the 3-Dimensional Shapes Poster on
journal page 146. Ask questions such as the following:
●
Which shapes come to a point? Cone and pyramid
●
Which shapes have only flat surfaces? Pyramid,
rectangular prism, and cube
●
Which shape has no flat surfaces? sphere
●
Which shapes have both flat and curved surfaces? Cylinder
and cone
sphere
cube
rectangular prisms
cylinders
cones
Adjusting the Activity
Have geometric models available for children to hold up in response to
the above questions. Continue with questions like the following:
• What do a cone and a pyramid have in common? They both have at least
one flat face, and they both come to a point.
• How are a cone and a pyramid different? A cone has a curved surface and
one flat face; a pyramid has several flat faces but no curved surface.
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
Identifying the Shapes of
V I S U A L
INDEPENDENT
ACTIVITY
pyramids
146
Math Journal 2, p. 146
137-150_EMCS_S_SMJ_G1_U07_576396.indd 146
NOTE You may want to enlarge journal
page 146 to poster size. Display the poster
for easy reference.
NOTE In geometry, a cone is defined as
a closed 3-dimensional shape. It has a flat
face (a lid) shaped like a circle. You need not
mention this to the class at this time.
Various Objects
(Math Journal 2, pp. 146 and 147)
Children refer to the 3-Dimensional Shapes Poster on journal
page 146 as they identify the shapes of the objects shown on
journal page 147 and record their names.
Student Page
Date
LESSON
76
Making Cubes and Cones
2/2/11 9:47 AM
SMALL-GROUP
ACTIVITY
(Math Masters, p. 212B)
Tell children that they will be making cubes and cones. For the
cones, give each group scissors, tape, and one copy of Math Masters,
page 212B on construction paper. For the cubes, provide straws and
twist-ties. Begin by modeling for children how to make a cone:
Identifying 3-Dimensional Shapes
What kind of shape is each object?
Write its name under the picture.
1.
2.
rectangular prism
3.
cylinder
4.
1. Cut out the cone template from Math Masters, page 212B.
This consists of two pieces: the circle and the half-circle.
2. Fold the half-circle so that the tab on one edge of the
half-circle can be taped to the inside of the other edge.
sphere
5.
cone
6.
3. Fold the tabs on the circle. Tape the tabs to the outside of the
folded half-circle to secure the circle at the base of the cone.
Next model for children how to make a cube:
1. Remind children how they used twist-ties and straws to
make a rectangular prism in Lesson 7-5.
pyramid
cube
Math Journal 2, p. 147
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2. Illustrate the same directions (see page 647) used for the
rectangular prism, using only 4" straws this time. First
make two squares from 4" straws. Then connect them
together with four 4" straws.
Ongoing Assessment:
Informing Instruction
Watch for children who have difficulty
recognizing a 3-dimensional shape given its
2-dimensional representation. Direct children
to the Shapes Museum to find
3-dimensional shapes that correspond to
those shown on journal page 147.
3. When you are finished constructing the cube, ask children
how the cube you made and rectangular prism you made are
different. Sample answer: The cube’s faces are all squares
of the same size; the rectangular prism’s faces are all
rectangles but not all squares.
Assist children as they construct these shapes. When children are
finished, have them add their shapes to the Shapes Museum.
Art Link Children can work in small
groups to construct creatures out of
boxes and paper-towel tubes. They
cut 2-dimensional shapes out of construction
paper and glue them on the boxes as eyes,
noses, ears, and other features.
2 Ongoing Learning & Practice
Playing the Attribute Train Game
PARTNER
ACTIVITY
Algebraic Thinking Children identify attributes of shapes by
playing the Attribute Train Game. For instructions, see Lesson 7-2.
Ongoing Assessment:
Recognizing Student Achievement
Exit Slip
Use an Exit Slip to assess children’s ability to recognize attributes of
attribute blocks. Have each child draw and color at least three shapes
from his or her train on the Exit Slip (Math Masters, page 305). Children are
making adequate progress if their shape train follows the rules of the game.
[Geometry Goal 1]
Math Boxes 7 6
Student Page
Date
(Math Journal 2, p. 148)
LESSON
Math Boxes
76
Mixed Practice Math Boxes in this lesson are linked
to Math Boxes in Lessons 7-2 and 7-4. The skills in
Problem 4 preview Unit 8 content.
1. Draw what comes next.
Writing/Reasoning Have children write, draw, or
verbalize an answer to the following question: What
patterns do you see on the number grid? A reasonable
answer should describe place-value patterns in rows and columns.
Sample answer: Going across the ones place changes by one. Going
down the tens place changes too.
2. Subtract.
7
-0
5-5=
7
5
-3
4
-2
2
2
3. What time is it?
11
10
12
4. Complete this part of the
number grid.
2
104 105 106
3
8
114
4
7
6
0
1
9
5
Fill in the circle next to the
best answer.
A.
9:30
B.
6:09
C.
7:45
D.
6:45
Home Link 7 6
115 116
124 125
126
134 135
136
144 145
146
Home Connection Children trace flat faces of
3-dimensional objects and identify the shapes they have
drawn. A Word List containing the names of shapes is
provided on the Home Link page.
Math Journal 2, p. 148
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INDEPENDENT
ACTIVITY
(Math Masters, p. 213)
80–81
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ACTIVITY
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Home Link Master
Minute Math+
Name
WHOLE-CLASS
ACTIVITY
Date
HOME LINK
Tracing Shapes
76
Family
Note
Use Minute Math+, page 59, to provide more practice identifying
plane shapes and solid figures.
54–58
The class has been working with 2-dimensional and 3-dimensional shapes. For today’s Home
Link, help your child find 3-dimensional objects and then trace around one face of each
object. Some examples are the bottom of a box, the bottom of a can, and the bottom of a
cup. Use the back of this sheet and other sheets if you want. For each tracing, help your
child find the name for the shape in the Word List and write the name on the tracing.
Please return this Home Link to school tomorrow.
1. Find 3-dimensional shapes with flat faces (sides).
On the back of this page, trace around one face of
each shape.
3 Differentiation Options
READINESS
Identifying Shapes Using Touch
Write the name of the shape on each tracing.
Word List
SMALL-GROUP
ACTIVITY
circle
trapezoid
rhombus
triangle
not a polygon
rectangle
other polygon
p
g
2. Fill in the blanks.
71
ENRICHMENT
Comparing Prisms and
py g
70
To explore the attributes of solid figures, have children describe
3-dimensional shapes. Each group takes a paper bag containing a
3-dimensional shape. Without looking in the bag, each child takes
a turn reaching into the bag and feeling the object. Once all of the
children have described the object, they can remove it from the
bag and compare it to the shapes pictured on journal page 146.
hexagon
Practice
5–15 Min
(Math Journal 2, p. 146)
square
72
74
73
Math Masters, p. 213
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INDEPENDENT
ACTIVITY
5–15 Min
Pyramids
NOTE The shapes that are placed in the
paper bags can come from the Shape
Museum or from a set of geometric solids.
(Math Masters, p. 214)
To compare and contrast the attributes of prisms and pyramids,
have children construct a Venn diagram. Children take the
pyramids and prisms from the Shapes Museum and sort them
into the two groups. They list the common attributes in the
overlapping section of the Venn diagram and the distinct
attributes in the appropriate sections of the diagram. Have
children discuss the similarities and differences they have listed
in their diagrams.
EXTRA PRACTICE
Reading About Geometry
Teaching Master
Name
LESSON
76
Date
Comparing Prisms and Pyramids
SMALL-GROUP
ACTIVITY
5–15 Min
(Math Masters, p. 305)
Literature Link To provide practice with geometry skills,
read Cubes, Cones, Cylinders, & Spheres by Tana Hoban
(Greenwillow Books, 2000). On an Exit Slip (Math Masters,
page 305), have children draw something shaped like a cube that
is in their classroom.
Math Masters, p. 214
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Name
LESSON
7 6
Date
Cone Template
TA
B
TA
B
B
TA
T
AB
Copyright © Wright Group/McGraw-Hill
T
A
B
212B
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