Resource Overview Quantile® Measure: 530Q Skill or Concept: Recognize the 2‐dimensional elements of 3‐
dimensional figures. (QT‐G‐52) Use manipulatives, pictorial representations, and appropriate vocabulary (e.g., face, edge, vertex, and base) to identify and compare properties of solid figures. (QT‐G‐175) Excerpted from: Gourmet Learning 1937 IH 35 North Suite 105 New Braunfels, TX 78130 www.gourmetlearning.com © Gourmet Learning This resource may be available in other Quantile utilities. For full access to these free utilities, visit www.quantiles.com/tools.aspx.
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3rd Grade
Geometry
Student Expectation: Students will identify, classify, and describe two- and threedimensional geometric figures by their attributes using formal geometric vocabulary
Unit 1 – Lesson 1
The student uses formal geometric vocabulary. The student is expected to identify,
classify, and describe two- and three-dimensional geometric figures by their attributes.
The student compares two-dimensional figures, three-dimensional figures, or both
by their attributes using formal geometric vocabulary.
Study the TEKS . . .
Prior Knowledge
In 2nd grade, the students describe, compare, and identify
two- and three-dimensional figures using attributes such
as number of vertices, faces, edges, and sides, but they are
not required to use formal geometric vocabulary.
Next Steps
3rd
In 4th grade, the students will continue to use formal
geometric language, but the number of attributes will
increase to include identifying and describing different
types of angles as well as parallel and intersecting (including
perpendicular) lines.
Grade
In third grade . . .
Introducing formal geometric language will better prepare the students for learning more
complex terms used in later grades. Many of the terms taught in this unit appear on the
TAKS test. As the teacher, it is important, to model this using the geometric terms and
equally as important to require students to use the terms, so they will become a part of
the students’ math vocabulary.
Gourmet Curriculum Press, Inc.©
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Unit 1 – Lesson 1
Geometry
Student Expectation: Students will identify and classify three-dimensional objects
using their attributes
Focus Activity
Attributes of Geometric Figures
K C
Ap
Teacher note: Although Focus Activities are not normally “homework,” this particular
activity requires each student to identify and classify solid objects found in his/her home’s
pantry or refrigerator as geometric figures. Therefore, this assignment will need to be sent
home several days prior to beginning this unit. The information gathered from this Focus
Activity will be used in Initial Instruction–Part II.
Group size: individual
Materials: parent involvement letter, page 3; “What’s in Your Pantry or Refrigerator?”
chart, page 4; access to a pantry/refrigerator
Before class: Make a copy of the parent involvement letter, page 3, for each student.
Directions:
• Discuss this homework assignment with students. Explain how they will search their
pantry and/or refrigerator at home for items that can be listed under each heading on
the “What’s in Your Pantry or Refrigerator?” chart.
• Set a specific day for the homework assignment to be completed and returned.
• Once the homework has been completed and returned, allow students to share the
different items they found for each figure.
• Challenge the students to think about and discuss why some figures were found more
frequently in pantries and refrigerators.
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Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will identify and classify three-dimensional objects
using their attributes
Focus Activity—Parent Involvement Letter
Attributes of Geometric Figures
Dear Parents:
The following is an introductory activity for our unit on Geometry. Your
student has been given the assignment of searching the pantry and/or
refrigerator in your home for objects that match the shapes at the top of the
attached chart. Students will follow the instructions below:
•
Search in the pantry and/or refrigerator for boxes, containers, jars, cans,
food items, etc., that match the geometric shapes on the chart.
•
Once an object has been identified as having the characteristics of one of
the given shapes, write the name of the object in the appropriate column
on the chart. For example, an orange is a round shape and would be
listed under the column labeled “Spheres.”
•
Try to locate several examples for each shape listed on the chart.
•
If you are unable to find an object in the pantry or refrigerator for one of
the given shapes, list objects you know that have the characteristics of the
shape.
This assignment must be completed and the chart returned to class on
.
Thank you for your help with this assignment.
Gourmet Curriculum Press, Inc.©
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Unit 1 – Lesson 1
Geometry
Student Expectation: Students will identify and classify three-dimensional objects
using their attributes
Focus Activity—”What’s in Your Pantry or Refrigerator?” Chart
Attributes of Geometric Figures
Spheres
4
Rectangular
Prisms
Cubes
Cylinders
Gourmet Curriculum Press, Inc.©
Cones
Square
Pyramids
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will use formal geometric vocabulary
Initial Instruction—Part I—Vocabulary
Attributes of Geometric Figures
K
attribute: the specific characteristics and qualities that define each
geometric figure
plane figures: a figure in a plane that is formed by lines that are
curved, straight, or both—(A plane is a flat surface that goes on
and on in all directions.) Plane figures are 2-dimensional and flat.
There is no depth. An example of a plane figure is a square, a
triangle, a circle.
solid figures (or space figures): a figure that has length, width
and height—Solid figures are 3-dimensional and actually take up
“space.” An example of a solid figure is a ball, a box of Kleenex, a
a can of soup, etc.
polygon: a plane figure consisting of three or more connected line
segments
octagon: a polygon with 8 sides
hexagon: a polygon with six sides
pentagon: a polygon with five sides
side: Side has two definitions. One definition is for a plane figure,
and one definition is for a solid figure.
• If you are referring to the side of a plane figure, it is the line
segments that go all around the figure. For example, there are 3
sides in a triangle, 8 in an octagon.
• The side of a solid figure is a plane figure. For example, there
are 6 sides of a box of cereal. All 6 sides are rectangles of various
sizes.
line segment: a section of a line bound by two endpoints
continued on page 6
Gourmet Curriculum Press, Inc.©
5(T)
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will use formal geometric vocabulary
Initial Instruction—Part I—Vocabulary
Attributes of Geometric Figures
vertex: Vertex has two definitions. One definition is for a plane
figure, and one definition is for a solid figure.
• If you are referring to the vertex of a plane figure, it is the point
where the two line segments meet going around the outside
of the figure. This is often referred to as a corner.
corner
vertex
• If you are referring to the vertex of a solid figure, it is the point
where three or more edges of a solid come together.
corner
vertex
curve: a line segment that is not straight
edge: the line segment where two faces of a solid figure meet
edge
face: the flat surface on a solid figure
pyramid: a solid figure in which the base can be any polygon and the
faces are triangles—A pyramid will always come to a pointed top.
prism: a solid figure in which the top and bottom (or left and right
sides if placed horizontally) are parallel and congruent—All other
faces are rectangles.
parallel: lines or planes that are the same distance apart and never
intersect (cross)
6(T)
Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will describe three-dimensional figures using formal
geometric vocabulary
Initial Instruction—Part II
Attributes of Geometric Figures
K
Teacher note: Students will use the information gathered in the Focus Activity homework
assignment “What’s in Your Pantry or Refrigerator?” to describe objects using geometric
vocabulary.
Group size: whole group
Materials: Instructional Strategy, page 8; “What’s in Your Pantry or Refrigerator?”
homework assignment (from Focus Activity); solid shapes or real-life objects that
represent solid shapes; large piece of butcher paper; marker
Before class: Divide the butcher paper into 5 sections, and label them “Solid Figure,”
“Number of Sides,” “Number of Edges,” “Number of Vertices,” and “Number of Faces” to
resemble the chart below; gather solid shapes.
Solid Figure
# of Sides
# of Edges
# of Vertices
# of Faces
Directions:
• Review geometric vocabulary.
• Explain how the students can use their homework assignment to practice using
geometric language.
• Distribute “What’s in Your Pantry or Refrigerator?” homework collected previously,
and follow the Instructional Strategy on the following page.
Gourmet Curriculum Press, Inc.©
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Unit 1 – Lesson 1
Geometry
Student Expectation: Students will describe three-dimensional figures using formal
geometric vocabulary
Initial Instruction—Part II
Attributes of Geometric Figures
Questioning Technique
Instructional Strategy
Say: When we describe a figure it is important to use geometric vocabulary.
Ask: Why would this be important? (If everyone uses the same words, then we are
able to understand what is being described. It also will help us when we are older to
understand more complex geometry skills.)
Say: Let’s use the objects you found in your pantry or refrigerator to practice talking
like 3rd grade geometry students.
Say: Let’s look at this chart and write the name of the shape in this first column (write
“sphere,” “rectangular prism,” etc). One way to describe this object using geometric
vocabulary would be to tell about its attributes or characteristics. Attributes include
the number of sides, number of edges, number of vertices, and number of faces.
Select a solid shape, and hold it up for students to inspect.
Say: Identify one attribute for this object. (Accept any of the attributes from the
chart, and write the information in the correct column.)
Say: Now let’s fill in the rest of the attributes for this object. (Write the correct
information in the remaining columns. When complete, have a student read the
description of the object using the information on the chart. Continue adding other
objects to the chart in the same manner. Be sure to use different shapes, so students
can practice describing a variety of figures.)
Teacher note: The following is a sample of what the chart may look like.
Solid Figure
8
# of Sides
# of Edges
# of Vertices
# of Faces
rectangular
prism
6
12
8
6
sphere
0
0
0
0
Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will compare figures by their attributes
Initial Instruction—Part III
Attributes of Geometric Figures
C
Teacher note: Students will compare two-dimensional and three-dimensional figures, or
both, using formal geometric vocabulary to create a T-chart.
Group size: whole class
Materials: Comparison T-charts, transparency pages 10-12; completed chart from Initial
Instruction–Part II; solid objects or real-life objects that represent solid objects (optional)
Before class: Tape the chart from Initial Instruction–Part II on the board or wall; gather
remaining materials.
Directions:
• Review the chart from Initial Instruction–Part II. Place the Comparison T-chart,
transparency page 10, on the overhead. Explain how students are going to compare
two- and three-dimensional figures. They can use the information from the Initial
Instruction chart to help them.
• Locate the information about a cube from the large chart. Have students give
statements about a cube using that information, and write each statement as a
bullet under the appropriate title. An example of the bullet statements for a cube
include:
• a three-dimensional object
• has 6 sides
• has 12 edges
• has 8 vertices
• Ask students to identify a two-dimensional object that is similar to a cube (square).
Now have students give bullet statements that describes the attributes of a square,
such as the following:
• a two-dimensional figure
• has 4 sides
• has 0 edges
• has 4 vertices (corners)
• Write the bullet statements under the second column. Discuss similarities and
differences of these two shapes.
• Follow the same procedure for transparency page 11, comparing circles and spheres,
and transparency page 12, comparing cylinders and cones.
Teacher note: Bullet points must cross-correlate between columns. If a bullet on one
side does not have a matching point in the other column, then space is skipped on the
corresponding side of the other column.
Gourmet Curriculum Press, Inc.©
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Unit 1 – Lesson 1
Geometry
Student Expectation: Students will compare figures by their attributes
Initial Instruction—Part III—Comparison T-chart
Attributes of Geometric Figures
Cube
10 ( T )
Square
Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will compare figures by their attributes
Initial Instruction—Part III—Comparison T-chart
Attributes of Geometric Figures
Circle
Sphere
Gourmet Curriculum Press, Inc.©
11 ( T )
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will compare figures by their attributes
Initial Instruction—Part III—Comparison T-chart
Attributes of Geometric Figures
Cylinder
12 ( T )
Cone
Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will describe and identify two-dimensional figures
using formal geometric vocabulary
Initial Instruction—Part IV
Attributes of Geometric Figures
S
Optional Reading Activity
Teacher note: After reading Patchwork Quilt by Valerie Flournoy, students will have the
opportunity to create a quilt square incorporating shapes they have studied in class.
Group size: whole class
Materials: a copy of Patchwork Quilt by Valerie Flournoy; 6” x 6” square (construction
paper works best); markers/crayons; index cards; glue; poster boards; scissors; yarn
Before class: Obtain a copy of the book; cut paper into 6” x 6” squares. Gather remaining
materials.
Directions:
• Introduce the book Patchwork Quilt. Have students predict what the story will be
about based on the title. Also allow them to share personal stories or experiences with
quilts.
• Read the story aloud taking notice of different shapes and patterns throughout the
story. Remind students that patchwork quilts are made up of many different shapes
and patterns.
• Give each student a square piece of paper and explain how they will make a square
for a class patchwork quilt. They must create a quilt square that has at least 3 different
shapes from the ones studied in class.
• Students should first plan their design before sketching it in pencil onto the square
paper. Once the design has been sketched, students can use markers/crayons to color
their design.
• When students are finished with their square, give them an index card. Each student
will write a description of his/her quilt square by using geometric vocabulary
to describe his/her design. In order to keep track of matching quilt squares and
descriptions, write a corresponding number on each.
• Collect all squares and glue them onto the poster board(s) to resemble a quilt. Collect
the index card descriptions.
• Display the quilt, so all students can see it. Read each description, and allow students
to determine which quilt square is being described. Use yarn to connect the quilt
squares with the corresponding description.
Gourmet Curriculum Press, Inc.©
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Unit 1 – Lesson 1
Geometry
Student Expectation: Students will describe and identify two-dimensional figures
using formal geometric vocabulary
Initial Instruction—Part V
Attributes of Geometric Figures
Optional Reading Activity
K
S
Teacher note: After hearing the story Captain Invincible and the Space Shapes by Stuart J.
Murphy, students will use geometric vocabulary to describe different plane figures to
create a new story.
Group size: whole class
Materials: Captain Invincible and the Space Shapes by Stuart J. Murphy; white paper; markers
or crayons; writing tool
Before class: Obtain a copy of Captain Invincible and the Space Shapes; gather paper (1 piece
per student) and other materials.
Directions:
• Read the story aloud to the class.
• Discuss the space shapes mentioned in the story. Explain how each student
will create a page for a new book by describing a plane shape using geometric
vocabulary.
• Assign each student a plane figure (more than one student can have the same
figure). Each student will draw a picture using the characters and setting of the
book. He/She will incorporate the assigned plane shape into the picture.
• Following the story line of the book, students will write a short new situation for
Captain Invincible to escape from and what or how the given plane shape could
be used for to help in his escape. Students must also follow the story format and
describe their plane shape using geometric vocabulary just as Captain Invincible
does in the book.
• Collect finished pictures and collate them together to make a book. As a class,
write an introduction and conclusion for the new version. Share the new story
with the class.
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Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will describe figures using formal geometric vocabulary
Initial Instruction—Guided Practice
Attributes of Geometric Figures
Ap
Teacher note: Use this Guided Practice as a whole-group discussion to assess students’
ability to use vocabulary from the Initial Instruction.
Group size: whole group
Materials: shapes, pages 16-17; real-life or wooden solid shapes; answer key, page 45
Before class: Make 1 copy of the shapes, pages 16-17, and cut out each shape; gather reallife objects or wooden solid shapes.
Directions:
• Display each plane and space shape.
• Allow students to give oral descriptions of the attributes of each shape using correct
geometric vocabulary.
• Possible sample responses:
• square—4-sided figure; all sides are equal length
• pentagon—a polygon with five sides and five corners
Gourmet Curriculum Press, Inc.©
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Unit 1 – Lesson 1
Geometry
Student Expectation: Students will describe figures using formal geometric vocabulary
Initial Instruction—Guided Practice—Shapes
Attributes of Geometric Figures
16
Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will describe figures using formal geometric vocabulary
Initial Instruction—Guided Practice—Shapes
Attributes of Geometric Figures
Gourmet Curriculum Press, Inc.©
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