Yesterday we sorted shapes by attributes. We used our new vocabulary words "FACES, EDGES, and VERTICES" to describe three-dimensional shapes. Today we are going to make three-dimensional shapes for a class shape museum. We will use special construction materials to create them.
Math4u grade 2 first term
ماث فور يو جريد 2
math grade 2 first term
math grade 2 first term
شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 first term lesson 50
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
Note to the Teacher: In today’s lesson, students make their own three-dimensional shapes for a class shape museum. This activity builds students’ familiarity and confidence with three-dimensional shapes and helps them take ownership of their learning. It is particularly beneficial for students who enjoy learning by doing.
1.TEACHER DO: Display all of the three-dimensional shapes that you have collected.
TEACHER DO: Show students the construction materials they will be using.
TEACHER SAY: Here is an example I made before class.
TEACHER DO: Show students the shape you created. If possible, show students up close so they can see how it was constructed. Describe how you used the materials to create edges and vertices.
TEACHER SAY: Good. This is a ___________. I could have made any three-dimensional shape that we have learned about. Look at our display of real-world examples. Are there any three-dimensional shapes that may be difficult to make with toothpicks/straws and connectors? Why? Raise your hand if you have an idea.
STUDENTS DO: Raise hand to volunteer. Selected students share ideas about shapes that might be difficult to build and explain why they think so. (Answers might include cylinder, cone, or sphere.)
TEACHER SAY: Yes, the cone, the sphere, and the cylinder may be harder to build since they do not have any straight edges.
TEACHER DO: Hold up cone, cylinder, and sphere and show that the edges are not straight.
TEACHER SAY: These three-dimensional shapes are challenging to build, so you may want to build a three-dimensional shape that has straight edges.
TEACHER DO: Hold up a shape label.
TEACHER SAY: Once you have created a shape, you will make a label so other people will know the name of the shape and how many edges, faces, and vertices it has.
TEACHER DO: Model how to fill out the shape label. Draw an example of the label on the board and fill it in as students watch. Model how to count the faces, edges, and vertices.
STUDENTS DO: Observe teacher filling out label and describing the example shape.
TEACHER SAY: Now it is your turn. I will use Calling Sticks to choose partners. You and your partner will decide what three-dimensional shape you would like to build. Do you have any questions?
TEACHER DO: Use Calling Sticks to choose partners. Once all partners have been assigned, hand out construction materials and shape labels.
STUDENTS DO: Move to sit with partner. Select a three-dimensional shape to build. Work together to build the shape they selected and fill out the shape label.
TEACHER DO: Walk around the classroom, observing students as they build their shapes and fill out their labels. Offer assistance, if necessary. If partners finish building and writing their label before the time is over, have them build a second shape. When Learn time is over, use an Attention Getting Signal to bring the group back.
TEACHER SAY: Great work today. I enjoyed watching you work and talk and build and think about three-dimensional shapes. Talk to your partner and decide which one of you will display the shape for Reflect. Once you have decided, clean up your materials and return to your seat.
STUDENTS DO: Talk to partner to decide who will display the shape for Reflect. Clean up supplies and return to their seats. One partner puts the shape on their desk.
Reflect (5 minutes)
Directions
1.TEACHER SAY: Today we are going to do a Gallery Walk. You will walk around the room looking at your friends’ three-dimensional shapes. Did they build a similar shape to you? What three-dimensional shapes did most people make? What three-dimensional shape was made the least? What do you notice about how the shapes were built? What else do you observe? Walk around for 1 minute quietly. When I clap 3 times, you will stop and go back to your seat.
STUDENTS DO: Walk around classroom looking at other students’ three-dimensional shapes.
TEACHER DO: Give students 1 minute to walk around looking at students’ work and then clap 3 times.
STUDENTS DO: Stop walking and return to their seats when they hear the claps.
TEACHER SAY: Give me a Thumbs Up if you would like to share with the group what you noticed.
STUDENTS DO: Give a Thumbs Up to share. Selected students share observations.
TEACHER SAY: Good work with three-dimensional shapes these past few days. Th ere are three-dimensional shapes are all around us in our world, and now we know more about them. We know their names and their attributes like edges, faces, and vertices. When you are walking home or spending time with your family, see if you notice any three-dimensional shapes. Give yourselves a pat on the back.
STUDENTS DO: Pat themselves on the back.
