3rd Grade Geometry - Elementary Math - homeelementarymath.cmswiki.wikispaces.net/.../CMS+Unit+3rd+Grade+Ge… · lesson 3 requires access to computers, ... a 6-sided polygon that

CMS 3rd Grade Geometry

The following unit plan is designed to help students build a deep understanding of 2-d and 3-d

figures and their properties. Students often struggle to recall vocabulary terms related to

geometry because they do not attach meaning to the terms. The lessons below were chosen

because they provide students the opportunity to build meaning as they work with terms such

as “congruence, vertex, and rectangular prism”.

*In order to help students make a connection between coordinate grids and graphing, objective

3.02 (use a rectangular coordinate system to solve problems) will be addressed in Quarter 3.

When preparing for this unit, you may find it helpful to do the following:

Read… “Beyond Vocabulary” in Unit 4, page 148

Read … “Geometric Solids: Types and Terminology” on page 95 of Unit 9, and “Building

Common Vocabulary” page 109.

Take the assessment (included in this document)

CMS 3rd Grade Geometry Unit – Week 1

You may want to schedule time in a computer lab early in the unit as

lesson 3 requires access to computers, If you do not have access

to a computer lab, you may chose to introduce Lesson #3 gradually

to small groups of students during math workshop.

Posting Examples: Throughout this unit,

post examples of shapes and label with

appropriate vocabulary.

Lesson #1: Building

Triangles U.4

Session 3.1

Lesson #2

Squares, Rectangles,

and other

Quadrilaterals

U 4 Session 3.3

Lesson #3

LogoPaths

Lesson #4

Angles of Different

Sizes

U.4 Session 3.4

Lesson #5

Working with Shapes

and Angles U.4,

Session 3.5

Lesson Summary:

Students build

triangles with

straws. They

identify right angles,

vertices, and

congruence in the

triangles they build.

Lesson Summary:

Students identify

right angles,

vertices, and

congruence, as they

build quadrilaterals.

Lesson Summary:

Introduce Logo

Paths Software.

You will want to use

a projector (hooked

up to a computer), a

Smart Board, or go

to a computer lab

for this lesson.

Lesson Summary:

Students explore

quadrilaterals and

find angles in the

classroom.

Lesson Summary:

Students find

angles, make new

triangles and

quadrilaterals, and

explore LogoPaths

software

TMM: Introducing

Quick Images: 2-D.

Unit 4 p. 53-55.

Use Images 1-2

(T52)

TMM: Quick Images:

2-D.

Use images 3-4

(T52)

TMM:

Quick Images: 2-D.

Use images 5-6

(T52)

TMM:

Quick Images: 2-D

Use images 7-8(T52)

TMM:

Practicing Place

Value- as written in

the lesson.

CMS 3rd Grade Geometry Unit – Week 2

Throughout this unit, post examples of shapes and label with vocabulary.

Lesson #6

Sorting Polyhedra

Unit 9 Session 1.1

Lesson #7

What’s My Shape;

Unit 9 Session 1.2

Lesson #8

Building Polyhedra

from Pictures or

Models

Unit 9 Session 1.3

Lesson #9

Building Polyhedra

from Descriptions

Unit 9 Session 1.4

Lesson #10

More Practice with

Shapes and

Assessment

Lesson Summary:

Students sort

geoblocks into

polyhedra and non-

polyhedra and name

3-D shapes.

Lesson Summary:

Students provide

clues for a secret

3-d shape by

identifying the

number of vertices,

faces, and edges.

Lesson Summary:

Students construct

an understanding of

3-dimensional shapes

as they build

polyhedra.

Lesson Summary:

Students build 3-d

shapes according to

specifications.

Lesson Summary:

Students briefly

review shapes during

workshop, then take

the end of unit

assessment.

TMM:

Follow activity as

described in lesson

on page 22.

TMM:

Quick Images: 2-D

Use Images 11-12

(T5)

TMM:

Students make

representations for

a rectangle,

trapezoid, and

parallelogram on a

geoboard.

TMM:

Students make

representations on a

geoboard.

TMM:

Students make

representations on a

geoboard.

Follow-Up activities: The activities below are meant to be used throughout the year as quick

10-Minute Math activities. This will provide students the opportunity revisit this concept

throughout the year. You may want to specifically plan time for these by cuting out the squares

below and placing them in your plan book or on your instructional calendar.

Follow-Up Activity #1

Quick Images T54 #15

and 16. After students

draw the images, ask,

“what shape(s) were

used in image 15?are

the 2 shapes congruent?


Have partners complete

Unit 9, SAB p. 25.


Geoboard Shape; Make

a 6-sided polygon that

has at least one obtuse

angle.


Play “Guess My Shape”

as explained in Unit 9,

session 1.2


Congruent Geoboard

Shapes; have students

make a shape on the

geoboard. Next, have

their partner construct a

congruent figure Count

the sides, angles and

vertices to see that the

shape is the same.


Choose 2; place

geoblocks in a bag.

Draw 2. Have students

describe how they are

geometrically similar

(saying both shapes are

wooden does not count).


Make time for students

to practice 2-d shapes,

congruence, and angles

by using LogoPaths

software throughout the

year during workshop.


What am I 3-d: I have at

least 1 square face, I

have 5 vertices. What

shape am I? Have

students create their

own “What Am I? 3-d

puzzles to use

throughout the year.


Play “Guess My Shape”

as explained in Unit 9,

session 1.2


Geoboard Shape; Make

a 4-sided polygon that

has no right angles.

Lesson #1: Building Triangles - Unit 4 Session 3.1

*Prepare for this unit by reading “Beyond Vocabulary” Unit 4, page 148, and pp. 32-34 in the Implementation guide.

Objective:

3.01 Use appropriate vocabulary to

compare, describe, and classify 2-

and 3-dimensional figures

Materials:

Straw building kits (Investigations kit), and extra straws if desired OR

toothpicks and play-doh

Transparency T52 ● SAB p. 37-38

Students will:

Identify the attributes of triangles: three sides, three vertices, and three angles

Recognize right angles

Identify congruent triangles

Ten-Minute Math Activity:

Introducing Quick Images: 2-D. Conduct the activity as described in the

Implementation Guide on pages 32-34 (also explained Unit 4 on pages 53-55.)

After students have made the images, ask; Which shapes did you see? How

did you know the shapes were squares?

Vocabulary:

vertices

angle; right

congruent

Lesson Summary: Use Unit 4 Session 3.1 in it’s entirety

Students build triangles with straws. They identify right angles, vertices, and congruence in the triangles they build.

Lesson Notes: As students build triangles, make sure to keep examples of the following for discussion:

- triangles with a right angle (from problem 2)

- two congruent triangles

Tape a few triangle examples (right angle, congruent triangles) to the “Triangles Have…” chart.

Homework: SAB p. 39

Lesson #2: Squares, Rectangles, and Other Quadrilaterals - Unit 4 Session 3.3

Objective:

3.01 Use appropriate vocabulary to

compare, describe, and classify 2-

and 3-dimensional figures

Materials:

Straw building kits (Investigations kit) and extra straws if desired, OR

toothpicks and play-doh

Transparency T52

SAB p. 45-46

Students will:

Analyze the attributes of quadrilaterals: four sides, four vertices, and four angles

Compare properties of squares and rectangles

Identify a right angle as having a measure of 90 degrees


Quick Images #3 and 4 (T52). After students have made the images, ask;

what do you notice about the triangles?...about the angles…?...are any of the

shapes congruent?

Vocabulary:

Quadrilateral ●Angles,

right

degree

Lesson Summary: Use Unit 4 Session 3.3 in its entirety

Students identify right angles, vertices, and congruence, as they build quadrilaterals.

Lesson Notes:

If you haven’t done the Logo Paths Lesson (#3), all students will work on building quadrilaterals during math

workshop.

Collect a few examples of rectangles, quadrilaterals, and squares. Hang on a poster and label with the name of the

shape and angle.

Homework: SAB p. 48,

Lesson #3: LogoPaths Software

*Read Unit 4 pp. 139-141 for an explanation of the LogoPaths software. Although the

terms may seem difficult to understand at first, students quickly learn how to manipulate

the software and often end up “teaching” the teacher

Objective:

3.01 Use appropriate vocabulary to compare, describe, and

classify 2- and 3-dimensional figures

Materials:

Shapes and LogoPaths Software (also available

online at pearsonsuccessnet.com)- see Teacher

Online Access pack for more information.

Transparency 52

Students will:

Estimate angle measures for acute, obtuse and right angles

Create various types of 2-dimensional shapes

Ten-Minute Math Activity: Quick Images #5-6 (T52).

After students have made the images, ask; were there

any congruent shapes?... did you see any right angles?

Vocabulary:

Angle

quadrilateral

Before: *See note above. The Shapes/LogoPaths manual is also available on the Elementary Math Wiki at:

http://elementarymath.cmswiki.wikispaces.net/ You may want to print the basic commands (see below) and have a

copy available near each computer.

Using a SMART board or in a computer lab. Have students explore the Get the Toys activity.

During: Have students use Free Explore to create various types of 2-dimensional shapes. Students should record

their work on paper or take screen captures of the screen and paste the screen captures into Word.

After: Discuss their process of creating different 2-dimensional shapes using the LogoPaths software.

Homework: Have students look at pages 120-121 of their Student Math Handbook and answer the question at the

bottom of page 121.

The LogoPaths Software

The Grade 3 software activities include connections to the NCSCOS.

Get the Toys. Students guide the turtle from an “elevator” in the middle of a maze, to a toy and back again.

Only steps in multiples of 10 and turns of 90º may be taken.

Free Explore. Students use the commands to move the turtle in any direction on an empty plane. Students

can draw polygons by telling the turtle how much to move and turn.

Feed the Turtle. Students guide the turtle through a maze, trying to retrieve each piece of food before its

energy runs out. Only steps in multiples of 10 and turns in multiples of 30º may be taken.

http://elementarymath.cmswiki.wikispaces.net/

Below is a list of available commands for moving the turtle. You may want to print this and have it available near computers for students. Command Abbreviation Function Valid Inputs forward fd moves the turtle forward X number of

steps # of steps

back bk moves the turtle backwards X number of

steps

# of steps

left lt rotates the turtle to the left X number of

degrees

# of degrees

right rt rotates the turtle to the right X number of

degrees

# of degrees

home moves the turtle in a straight line back to its starting position

Repeat x (commands) Performs the commands in the brackets X

number of times # of repetitions,

valid command(s) in

the brackets

Lesson #4: Angles of Different Sizes - Unit 4 Session 3.4

Objective:

3.01 Use appropriate vocabulary

to compare, describe, and

classify 2- and 3-dimensional

figures

Materials:

Straw building kits (in Investigations kit) and extra straws if desired.

4”x8” straw rectangle, moveable angle (see p.101 for details)

SAB p. 49-50

Student Math Handbook pp. 122-123 for reference.

Student Math Handbook pp. 121 for homework

Transparency 53

Students will:

Understand angle size as the degree of turn

Compare the size of angles


Quick Images #7 and 8 (T53). After students have

made the images, ask; what do you notice about the

triangles?...about the triangles…?...are there any acute

angles in these images?

Vocabulary:

Parallelogram ●Angles; acute, obtuse, right

Quadrilateral ●Vertices

degree ● congruent

Lesson Summary: Use Unit 4 Session 3.4 in its entirety.

Students explore quadrilaterals and find angles in the classroom. * You may want to create a sample of

the homework assignment for students to view *

Lesson Notes: Remember to collect, post, and label student representations with the appropriate vocabulary words

above.

Homework: Shape activity (see below)

Lesson #4 Homework: Name: ________________________

On the grid below, draw a picture that contains at least 3 quadrilaterals and 2 triangles. Then answer

the questions below.

1. How many vertices are in your drawing? __________________

2. Trace over your right angles in red. How many right angles are in your drawing? __________

3. What quadrilaterals did you use in your drawing? (See Student Handbook Page 121): ___________

_______________________________________________________________________

Lesson #5: Working with Shapes and Angles - Unit 4 Session 3.5

Objective:




figures

Materials:

Straw building kits (in Investigations kit) and extra straws if desired.

4”x8” straw rectangle, moveable angle (see p.101 for details)

SAB p. 52-53

Student Math Handbook pp. 122-123

Different Sized Angles chart

Students will:

Understand angle size as the degree of turn ●Identify attributes of triangles and quadrilaterals

Compare the size of angles


Follow activity as described on page 129

Vocabulary:

Parallelogram ●Angles; acute, obtuse


Students find angles, make new triangles and quadrilaterals, and explore LogoPaths software

Lesson Notes:

Collect a few examples of angles. Hang on a poster and label with the name of the angle.

Homework: Have students read pages 122-123 in their Students Math Handbook and answer the questions at the

bottom of page 123.

Read Unit 9, pages 95-96 to prepare for week2. The first lesson in this unit gives students the opportunity to look

carefully at the attributes of 3-d shapes. Consequently, students will build a stronger understanding of the shapes

and their names, as well as their properties.

Lesson #6: Sorting Polyhedra – Unit 9 Session 1.1

Objective:




figures

Materials:

Geometric solids- label according to the directions on page 95, Unit 9

SAB 3-5

Students will:

Describe the properties of polyhedra ●Distinguish between prisms and pyramids

Distinguish between polyhedra and non-polyhedra


Follow activity as described on page 22

Vocabulary:

Prism ●Edge ● Face

Pyramid ●Vertex

Lesson Summary: Use Unit 9 Session 1.1 in its entirety. Students sort geoblocks into polyhedra and non-

polyhedra and name 3-D shapes.

Lesson Notes: You will need to slightly modify the Introduction on page 23. (omit the sentence about perimeter

and area, as well as the sentence containing “how many cubes fit in boxes”).

Homework: SAB pgs. 3-5

Lesson #7: What’s My Shape? Unit 9 Session 1.2

Objective:




figures

Materials:

Rules for playing What’s My Shape” written on chart paper and posted (see

p. 29 Unit 9 for a list)

SAB 7

Geometric Solids

Students will:

Describe the components and properties of different classes of solids such as polyhedra

Ten-Minute Math Activity: Quick Images #11-12

(T53). After students have made the images, ask; which

image contains the most right angles?... how could you

check? (corner of a piece of paper)…. Which image

contains more quadrilaterals?

Vocabulary:

Prism ●Edge

Pyramid ● Face


Students provide clues for a secret 3-d shape by identifying the number of vertices, faces, and edges.

Lesson Notes: Read U.9 pages 108 and 109 before modeling the game for students. Students will most likely need

to reference SAB p. 8 for the specific names of geometric solids.

Homework: SAB 7

Lesson #8: Building Polyhedra from Pictures or Models- Unit 9 Session 1.3

Objective:




figures

Materials:

SAB 8

Geometric Solids

Straw building kit (used in lesson #1) OR toothpicks and play-doh

Geoboards and rubber bands

Students will:


Build polyhedra

Ten-Minute Math Activity: Geoboard Quick Create

Distribute Geoboards. Have students use their rubber bands to make…

1. two congruent quadrilaterals. Once all students have made their figures,

briefly discuss (students can share with a partner, a few students could share

with the class, etc.). The idea is to have students connect the words “congruent”

and “quadrilaterals” to the shapes they’ve made.

2. A figure with at least 2 right angles. Repeat procedure above

Vocabulary:

Prism ●Edge

Pyramid ● Face

Lesson Summary: Use Unit 9 Session 1.3 in its entirety. Students construct an understanding of 3-dimensional

shapes as they build polyhedra.

Lesson Notes: * You will want to build some of the polyhedra yourself before teaching this lesson*

Homework: SMH p. 127-128. Have students answer the question on the bottom of page 128.

Lesson #9: Building Polyhedra from Descriptions- Unit 9 Session 1.4

Objective:




figures

Materials:

SAB 8

Modified M13 (see below)

Geometric solids

T 102

Straw building kit (used in lesson #1) or toothpicks and play-doh

Students will:


Build polyhedra

Ten-Minute Math Activity: Geoboard Quick Create

(see lesson # 8 for more details)

Have students make:

1. a triangle with 1 right angle, and a triangle with 3 acute angles. Ask, students

to “check” their right angle with a piece of paper.

2. a parallelogram and a trapezoid. Ask, What difference do you see in the

angles of these 2 figures?

Vocabulary:

Prism ●Edge

Pyramid ● Face

Lesson Summary: Use Unit 9 Session 1.4 in its entirety.

Students build 3-d shapes according to specifications.

Homework: SAB 23

Lesson #10: More Practice with Shapes and Assessment

Objective:




figures

Materials:

Geometry Assessment (see below)

Students will:

Use appropriate vocabulary to compare, describe, and classify 2- and 3-dimensional figures


None today, explanation below.

Vocabulary:

Lesson Summary:

Students briefly review shapes during workshop, then take the end of unit assessment.

Lesson Notes:

Prior to the assessment, allow time for students to participate in a “mini” workshop with the following available:

1. Shapes/LogoPaths software

2. Straw building kits

3. Exploring Angles

4. What’s my Shape activity

Homework: Teacher Choice

Building Polyhedra: (Modified from M13) Name: ______________________

1. Build a polyhedron that has exactly 6 square faces.

What shape did you build? ________________________________________

How many sides does this shape have? ___________ How many vertices? __________

2. Build a polyhedron that has exactly 1 square face and 4 rectangular faces.



3. Build a polyhedron that has exactly 3 rectangular faces and 2 triangular faces.



4. Build a polyhedron that has exactly 8 vertices and 6 faces.



5. Build a polyhedron that has exactly 5 vertices and 5 faces.



3rd Grade Geometry Mini Name _________________

1. Circle the figure with the most acute angles.

2. What shape does this can resemble?

a. cone

b. cylinder

c. sphere

d. cube

3. How many faces does a rectangular prism

have?

4. What part of the cube is

the arrow touching?

a. vertex b. edge

c. side d. face Nan made a picture of a butterfly using the

following shapes:

5. How many acute angles are in her picture?

6. The shapes in

the circle follow

my rule. The

shapes outside the

circle do not.

What’s my rule? a. equal sides b. square corners

c. four sides d. rectangles

Write the letter of the shape to match its name:

7. Rectangular Prism _____ 8. Sphere _____ 9. Pyramid _____ 10. Cone _____

A B C D E

Look at this figure.

11. Draw a figure that is congruent here:

12. How do you know your figure is congruent?

13. Circle the figure below that has 8 edges.

14. Which statement best describes this

figure?

a. The shape has all flat surfaces. b. Four of the faces are shaped like rectangles c. The shape has 9 edges. d. Two of the faces are shaped like triangles.

15. I have congruent edges, eight vertices, and

six faces, what shape am I?

Documents

3rd Grade Geometry - Elementary Math - homeelementarymath.cmswiki.wikispaces.net/.../CMS+Unit+3rd+Grade+Ge… · lesson 3 requires access to computers, ... a 6-sided polygon that