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. Lesson #1: Building Lesson #2 Lesson #3 Triangles U.4 Squares, Rectangles, LogoPaths Session 3.1 and other Quadrilaterals U 4 Session 3.3 Lesson Summary: Lesson Summary: Lesson Summary: Students build Students identify Introduce Logo triangles with right angles, Paths Software. straws. They vertices, and You will want to use identify right angles, congruence, as they a projector (hooked vertices, and build quadrilaterals. up to a computer), a congruence in the Smart Board, or go triangles they build. to a computer lab for this lesson.

Posting Examples: Throughout this unit, post examples of shapes and label with appropriate vocabulary.

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)

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 explore quadrilaterals and find angles in the classroom.

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

TMM: Quick Images: 2-D

TMM: Practicing Place Value- as written in the lesson.

Use images 7-8(T52)

CMS 3rd Grade Geometry Unit – Week 2 Throughout this unit, post examples of shapes and label with vocabulary. Lesson #6

Lesson #7

Sorting Polyhedra Unit 9 Session 1.1

What’s My Shape; Unit 9 Session 1.2

Lesson Summary: Students sort geoblocks into polyhedra and nonpolyhedra 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. TMM: Quick Images: 2-D Use Images 11-12 (T5)

TMM: Follow activity as described in lesson on page 22.

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 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: 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?

Follow-Up Activity #2 Have partners complete Unit 9, SAB p. 25.

Follow-Up Activity #3 Geoboard Shape; Make a 6-sided polygon that has at least one obtuse angle.

Follow-Up Activity #4 Play “Guess My Shape” as explained in Unit 9, session 1.2

Follow-Up Activity #6 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).

Follow-Up Activity #7 Make time for students to practice 2-d shapes, congruence, and angles by using LogoPaths software throughout the year during workshop.

Follow-Up Activity #8 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.

Follow-Up Activity #9 Play “Guess My Shape” as explained in Unit 9, session 1.2

Follow-Up Activity #5 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. Follow-Up Activity #10 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: Materials: 3.01 Use appropriate vocabulary to  Straw building kits (Investigations kit), and extra straws if desired OR compare, describe, and classify 2toothpicks and play-doh and 3-dimensional figures  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: Vocabulary: Introducing Quick Images: 2-D. Conduct the activity as described in the  vertices Implementation Guide on pages 32-34 (also explained Unit 4 on pages 53-55.)  angle; right After students have made the images, ask; Which shapes did you see? How  congruent did you know the shapes were squares? 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 2and 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 Ten-Minute Math Activity: Vocabulary: Quick Images #3 and 4 (T52). After students have made the images, ask;  Quadrilateral what do you notice about the triangles?...about the angles…?...are any of the right shapes congruent?  degree

●Angles,

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). Vocabulary: After students have made the images, ask; were there  Angle any congruent shapes?... did you see any right angles?  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.

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

forward

fd

back

bk

left

lt

right

rt

moves the turtle forward X number of # of steps steps moves the turtle backwards X number of # of steps steps rotates the turtle to the left X number of # of degrees degrees rotates the turtle to the right X number of # of degrees degrees moves the turtle in a straight line back to its starting position

home Repeat x (commands)

Valid Inputs

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 Ten-Minute Math Activity: 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? Lesson Summary: Use Unit 4 Session 3.4 in its entirety.

Vocabulary:  Parallelogram  Quadrilateral  degree

Students explore quadrilaterals and find angles in the classroom.

●Angles; acute, obtuse, right ●Vertices ● congruent

* 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: 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. 52-53  Student Math Handbook pp. 122-123  Different Sized Angles chart

Students will:  Understand angle size as the degree of turn  Compare the size of angles Ten-Minute Math Activity: Follow activity as described on page 129

●Identify attributes of triangles and quadrilaterals Vocabulary:  Parallelogram

●Angles; acute, obtuse

Lesson Summary: Use Unit 4 Session 3.5 in its entirety 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: Materials: 3.01 Use appropriate vocabulary  Geometric solids- label according to the directions on page 95, Unit 9 to compare, describe, and  SAB 3-5 classify 2- and 3-dimensional figures Students will:  Describe the properties of polyhedra ●Distinguish between prisms and pyramids  Distinguish between polyhedra and non-polyhedra Ten-Minute Math Activity: Vocabulary: Follow activity as described on page 22  Prism ●Edge ● Face  Pyramid ●Vertex

Lesson Summary: Use Unit 9 Session 1.1 in its entirety. polyhedra and name 3-D shapes.

Students sort geoblocks into polyhedra and non-

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: Materials: 3.01 Use appropriate vocabulary  Rules for playing What’s My Shape” written on chart paper and posted (see to compare, describe, and p. 29 Unit 9 for a list) classify 2- and 3-dimensional  SAB 7 figures  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  Pyramid

●Edge ● Face

Lesson Summary: Use Unit 9 Session 1.2 in its entirety 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: Materials: 3.01 Use appropriate vocabulary  SAB 8 to compare, describe, and  Geometric Solids classify 2- and 3-dimensional  Straw building kit (used in lesson #1) OR toothpicks and play-doh figures  Geoboards and rubber bands Students will:  Describe the components and properties of different classes of solids such as polyhedra  Build polyhedra Ten-Minute Math Activity: Geoboard Quick Create Vocabulary: Distribute Geoboards. Have students use their rubber bands to make…  Prism ●Edge 1. two congruent quadrilaterals. Once all students have made their figures,  Pyramid ● Face 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 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: 3.01 Use appropriate vocabulary to compare, describe, and classify 2- and 3-dimensional 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:  Describe the components and properties of different classes of solids such as polyhedra  Build polyhedra Ten-Minute Math Activity: Geoboard Quick Create Vocabulary: (see lesson # 8 for more details)  Prism Have students make:  Pyramid 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? Lesson Summary: Use Unit 9 Session 1.4 in its entirety. Students build 3-d shapes according to specifications. Homework:

●Edge ● Face

SAB 23

Lesson #10: More Practice with Shapes and Assessment Objective: Materials: 3.01 Use appropriate vocabulary  Geometry Assessment (see below) to compare, describe, and classify 2- and 3-dimensional figures Students will:  Use appropriate vocabulary to compare, describe, and classify 2- and 3-dimensional figures Ten-Minute Math Activity: Vocabulary: None today, explanation below. 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. What shape did you build? ________________________________________ How many sides does this shape have? ___________

How many vertices? __________

3. Build a polyhedron that has exactly 3 rectangular faces and 2 triangular faces. What shape did you build? ________________________________________ How many sides does this shape have? ___________

How many vertices? __________

4. Build a polyhedron that has exactly 8 vertices and 6 faces. What shape did you build? ________________________________________ How many sides does this shape have? ___________

How many vertices? __________

5. Build a polyhedron that has exactly 5 vertices and 5 faces. What shape did you build? ________________________________________ How many sides does this shape have? ___________

How many vertices? __________

3rd Grade Geometry Mini 1. Circle the figure with the most acute angles.

Name _________________ 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 6. The shapes in

Nan made a picture of a butterfly using the following shapes:

5. How many acute angles are in her picture?

the circle follow my rule. The shapes outside the circle do not. What’s my rule?

a. equal sides c. four sides

b. square corners d. rectangles

Write the letter of the shape to match its name:

7. Rectangular Prism _____

A B C Look at this figure.

8. Sphere _____

D

9. Pyramid _____

10. Cone _____

E 13. Circle the figure below that has 8 edges.

11. Draw a figure that is congruent here:

12. How do you know your figure is congruent?

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?