The focus of this lesson is to understand the attributes of three-dimensional shapes. At the beginning of the lesson students learn how three-dimensional shapes differ from two-dimensional shapes. After learning the names of several three-dimensional shapes, students look for real-world examples of these shapes in the classroom. During the Guess My Shape game, you model how to describe a target shape using a list of attributes. This is intended to help students gain familiarity with each shape and its attributes before playing the game with a partner. Through practice and exploration, students learn to identify and describe the attributes of several three-dimensional shapes.
Say, “We have already talked about attributes of two-dimensional shapes like circles, squares, triangles, and pentagons.” Show these two-dimensional shapes. “You will notice that these shapes are all flat. Today we will explore and talk about three-dimensional shapes.” Show examples of three-dimensional shapes. “What do you notice about these shapes?” Possible observations might include the following:
- They are not flat.
- They are made of different shapes.
- They have sides and edges.
- They have vertices, just like two-dimensional shapes.
- Some have curved surfaces.
“Each of these shapes has a name. I’m going to list their names for you.” Identify and list on chart paper each three-dimensional shape, including cone, sphere, cylinder, pyramid, cube, rectangular prism.
“Three-dimensional shapes are not flat. They have length, width, and height. We can see examples of three-dimensional shapes in the classroom. This is a sphere. A globe is a sphere. Can you think of any other examples of a sphere?” Ask students to turn and talk with a partner about objects that are spheres, and then share their ideas with the class. Record student responses on chart paper or on the board. Repeat this discussion with other three-dimensional shapes, such as a rectangular prism (tissue box), cylinder (pencil holder), and cube (number cube).
“This is a wonderful list. Now we are going to create these three-dimensional shapes.” Distribute a small handful of Play-Doh to each student. Allow students to experiment with the Play-Doh to create various three-dimensional shapes.
Review vocabulary associated with three-dimensional shapes, such as faces, vertices, edges, and bases. As you discuss the attributes of each shape, ask students to create the shape using Play-Doh.
Guess My Shape
Display all of the three-dimensional shapes in a row where all students can see them easily. Secretly select one of the three-dimensional shapes and write its name on a piece of paper, keeping the paper hidden from students. Then describe the attributes of the secret three-dimensional shape by giving clues. Students should try to figure out the shape by listening to the clues.
After each clue is given, call on students to explain which shapes fit the clue. Encourage students to use geometry vocabulary to describe/explain the shape.
If desired, you can point to a shape and ask if that particular shape fits the clue just given. Students will need to explain why the shape fits or does not fit the clue.
After several clues, allow students to guess the secret shape that is written on the paper. Students must explain how they figured out the three-dimensional shape. Some sample clues might be:
- “has ___ edges”
- “has ___ vertices”
- “has ___ faces”
- “The shape rolls.”
- “I see a circle.”
- “has some triangular faces”
After several examples, have one or two students choose a secret shape and give clues to the class.
In order for all students to have experience with the Guess My Shape game, place students in pairs and give each pair a small set of three-dimensional shapes.
One student in the pair should line up the three-dimensional shapes on his/her desk and choose one to be the secret shape. Students should then state clues about the attributes of the secret shape. By listening to the clues, the other student should try to figure out the secret three-dimensional shape. Partners should switch roles several times.
Circulate around the room and observe students while they play the game.
You will have opportunities to assess students through discussions and questions while they are playing Guess My Shape with a partner. You may need to place students in small groups to further clarify their understanding or assess their learning.
Sample questions with which to assess student understanding include:
- “What is the name of this three-dimensional shape?”
- “Which shapes roll? Why is this?”
- “Explain why this shape is a cube.”
- “Tell me a real-life example of a cylinder.”
- “How many edges does a ______ have?”
- “How many vertices are on a ______?”
Extension:
The following geometry activities may be used in your classroom to meet the needs of your students during the year.
- Routine: This quick game can be played during transition times throughout the year. The goal of the game is for students to figure out the color, size, and name of the shape on the card in your pocket by looking at the attributes and asking yes or no questions.
Pocket Shapes
- Print out in color and cut apart the Pocket Shapes cards (M-2-5-3_Pocket Shapes.doc). Also print out and cut apart the attribute cards (M-2-5-3_Attribute Cards.doc).
- Hide one of the Pocket Shapes cards in your pocket.
- Place the set of attribute cards where all students can see them.
- Instruct students to think of questions about the shape on the card in your pocket that can be answered with a “yes” or “no.” Students should use the attribute cards to think of questions.
- Have students guess the color, size, and name of the shape on the card in your pocket. This game can be made more difficult by having students think of “yes” or “no” questions without using the attribute cards.
- Small Group: Students who need more practice with three-dimensional shapes can play the following games:
Geometry Bingo
Place the Geometry Bingo shape cards (M-2-5-3_Geometry Bingo Shape Cards.doc) in a bowl. Have a player pull a card from the bowl and check whether there is a shape on his/her game board (M-2-5-3_Geometry Bingo Game Board.doc) that matches the attribute listed on the card. If there is a matching shape on the game board, the student may place a game marker on this shape on the board. If there is no shape on the game board that matches the attribute on the card, play passes to the next player.
Continue the process with each student until someone gets three markers in a row on his/her game board.
Mystery Box
Place a small three-dimensional shape inside an empty tissue box. Students will take turns reaching in the box, feeling the shape, and writing their guesses on chart paper or on the board. Students will share their guesses and explain why they chose that shape. Repeat with different three-dimensional shapes.
- Expansion: Have students who firmly grasp the concepts presented in this lesson try this more challenging activity. The student should select a three-dimensional object and write a short paragraph to justify why the object is or is not a specific type of three-dimensional shape. For example, if the student chooses a can of soup, the written paragraph might be: “I know this is a cylinder because it has two ends that are circles. It is tall, so it has height like a cylinder. It can roll like a cylinder.”
If the student chooses a drinking glass that is wider at the top than at the bottom, the written paragraph might be: “This has two round ends, and it rolls, but it is not the same size on the top and bottom. It is like a cylinder, but it is not a cylinder.”
This activity provides more in-depth analysis of the object and the shapes that make it up because the student must compare and contrast attributes in order to determine why the figure is not a cylinder (or other familiar shape). Putting all of this in writing also requires a higher level of thinking, so it is a good option for students who have mastered the skills of this lesson.
- My Shape Book: Students should look through magazines to find pictures of real-life two- and three-dimensional shapes. Hand out the Shapes in My World booklet project (M-2-5-3_Shapes in My World.doc) to each student. Students should cut out the shapes and glue them into their books. They must also draw an example of each shape and describe its attributes.
