The following activities are designed for use in centers, with small groups of students. It would be helpful to spread out the activities over a 4-day period, during which each group could visit a different center, in order. Or, you may use the activities as 4 separate lessons, to be taught over a 4-day period.
Center 1: Exploring Physical Models
Objective: To examine, recognize, name, and explore the
properties of simple geometric solids.
Materials:
- Physical models of a cube, cone, sphere, cylinder, rectangular prism, and
triangular prism
Let students handle, examine, and talk about physical models of geometric
solids. Lead the class in generating a list of characteristics for each shape.
Record the information in a chart and post it in the room for reference during
extension activities, other pre-activities, and the main activity of the
lesson.
As students list characteristics, guide them with questions such as:
- Which of the shapes roll?
[sphere, cylinder, cone]
- Which ones don't roll?
[cube, rectangular prism, triangular prism]
- How would you describe this triangular prism?
[It has two triangles that look the same and they are connected by 3
rectangles.]
- How are the cube and rectangular prism alike?
[They each have 6 faces, 8 corners, and 12 edges. Neither one has any
round parts. etc.]
- How are they different?
[The cube has square faces, the rectangular prism has rectangular faces.
The cube is a type of rectangular prism, but the rectangular prism we're
referring to is not a cube.]
- Can you point to the corners, sides, and faces of each solid figure?
- What can you tell me about this shape? What else do you notice?
[Sample response for cone: It's round at one end and comes to a point at
the other. It has only one corner and one edge.]
Center 2: Representing Space Figures
Objective: To match physical models of 3-dimensional shapes with their names and illustrations.
Materials:
- Physical models of a cube, cone, sphere, cylinder, rectangular prism, and
triangular prism
- Shape Cards Sheet cut into shape cards with pictures of geometric solids
- Name Cards Sheet cut into name cards with the names of geometric solids
Matching Illustrations and Solids
Give each group of students a set of physical models of the geometric solids
and a set of pictures of geometric solids cut from Shape Cards Sheet.
Have the students match each solid with its illustration.
As you circulate, observe students' actions and listen to their conversation for ongoing assessment.
As you move among the students ask helpful questions, such as:
- What do you notice about the shape shown on this card?
- Which of the solids is like that?
- What shape are the faces of the figure in the picture?
- Which of the solids has faces in that shape?
Matching Names and Solids
Work with the group to pronounce the names of the 6 solids and match them to the physical models and to the illustrations on the shape cards. Explain that having names for shapes makes it easier to talk about them and makes it easier to describe objects. For example, you can describe a soup can just by saying it has the shape of a cylinder.
Center 3: Faces, Corners, And Edges
Objectives: To recognize and name the shapes of the faces of space figures. To count faces on space figures. To count corners and edges on plane and space figures.
Materials:
- Physical models of a cube, cone, sphere, cylinder, rectangular prism, and
triangular prism
- Physical models of a triangle, square, rectangle, and circle
- Name Cards Sheet cut into name cards with the names of geometric solids
- Face Cards Sheet cut up into cards with illustrations and names of plane, 2-dimensional figures
- (Optional) Number Cards
Sheet cut up into number cards
Have students work in pairs to match each plane figure with the solids that have faces in that shape.
[Note that students will need to match some plane figures with more than one solid.]
Have students create a chart like the one below to show the number and type of faces, as well as the number of corners and edges, on each solid. They can fill in their chart by gluing shape, name, and face cards to the chart, and by either gluing number cards or writing numerals.
Instead of numbers in the middle column, children can use multiple shape
cards. For example:
Encourage students to write or draw any additional ideas they have about the shapes.
As you move among the students, ask questions and give suggestions. For
example:
- This is one corner (or edge or face); can you show me another?
- What can you do so you don't count a face (or corner or edge) more
than one
time?
[Mark it with a piece of tape, keep a finger on it.]
- To see the shape of a face, try holding the solid directly in front of
your
eyes.
[Demonstrate this for the students.]
- Why do you think these two shapes are both called prisms?
Center 4: Shape Spotting - Classroom and Beyond
Objective: To recognize 3-dimensional shapes in the real world.
Materials:
- Physical models of a triangle, square, rectangle, and circle
- Shape Cards Sheet cut into shape cards with pictures of geometric solids
- Name Cards Sheet cut into name cards with the names of geometric solids
- Digital camera(s), if available
Solid Shapes in the Classroom
Ask students to look around the classroom to find examples of the 3-dimensional shapes they have been studying. Have the students label each object to show its geometric shape. They can make labels on index cards by drawing a simple outline of the shape, writing the name of the solid on the card, or pasting the matching name and shape cards from Shape Cards Sheet and Name Cards Sheet.
Solid Shapes Outside the Classroom
Take the class on a walk around the school to identify space figures in the environment. For each one they find, have them say whether it's man-made or natural. If they have a camera, students can take photographs to record the location of each figure and later use these photos to make a bulletin board display or a book for the class library.
During the walk and after, ask questions such as:
- Is this figure exactly like the model in the classroom?
- How is it alike? How is it different?
[Help students understand that they can recognize shapes even when the objects they see are not exactly like the shapes they can imagine.]
