Wichita falls ISD
Topic Planner
3rd Grade Math
Topic 12: Shapes and Solids
Lessons: 1 – 5
Time Frame: 7 days
Revised TEKS Check- Before the Chapter
Reteach/review GAP Alerts from last school year.
Students may not have experienced:
• Classify and sort two and three-dimensional figures based on the attributes.
• Determine the area of rectangles using multiplication.
• Decompose composite figures formed by rectangles to determine the area of the
original figure using additive property of area
• Decompose two congruent two-dimensional figures into equal-sized parts and
express the area of each part as a unit fraction.
• Determine the perimeter of a polygon or a missing length when given perimeter and
remaining side lengths.
• Solve problems involving addition and subtraction of time intervals in minutes using
pictorial models or tools.
• Determine when it is appropriate to use measurements of liquid volume (capacity) or
weight.
• Determine liquid volume (capacity) or weight using appropriate units and tools.
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Objectives
Skills: The student will be able to…
Use attributes to recognize examples of quadrilateral and draw examples of
quadrilaterals that do not belong to any of these subcategories.
Classify and sort two- and three-dimensional solids based on attributes using formal
geometric language.
Use problem-solving model that incorporates analyzing given information.
TEKS
3.6A, 3.6C, 3.6D, 3.6E, 3.7B
3.7C, 3.7D, 3.7E
TEKS
Readiness: 3.6A
Supporting: 3.6B, 3.7A
Process Skills: 3.1A, 3.1B,
3.1C, 3.1D, 3.1E, 3.1F, 3.1G
ELPS: 1A, 2I, 3B, 3E, 4C, 4F
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Performance Indicators:
By the end of the lesson the student will be able to…
Lesson 12-1: identify and classify quadrilaterals.
Lesson 12-2: identify solid figures by name and describe their attributes.
Lesson 12-3: identify and describe the different attributes of a rectangular prism.
Lesson 12-4: consider different attributes to sort a set of solid figures in different ways.
Lesson 12-5: look for smaller squares inside a larger square to find the total number of squares in a design.
Lesson Information
Activities
• Lone STAAR Rigorous Problem Solving+ must be consistently used. •
• THINK Framework must be incorporated into your problem
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solving strategies:
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T: Talk about the problem
Wichita Falls ISD (2014-2015)
3M Topic 12
Vocabulary
Solid figure – a figure that has a length,
width, and height
Face – the flat surface of a solid figure
Square – a parallelogram with four right
The Mathematical Process Standards must be incorporated into
instruction as appropriate throughout the school year.
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revised 7/23/14
H: How can it be solved?
I: Identify a strategy to solve the problem
N: Notice how your strategy helped you solve the problem
K: Keep thinking about the problem. Does it make sense? Is there
another way to solve it?
• Suggested strategy for problem solving: CUBES:
C: Circle the numbers
U: Underline the question
B: Box in key words
E: Eliminate what you DON’T need
S: Does your answer make sense?
Suggested Activities:
• Introduce Topic using Children’s Literature Suggestions: When
A Line Bends… a Shape Begins by Rhoda Gowler Greene; Shapes,
Shapes, Shapes by Tana Hoban; So Many Circles, So Many Squares
by Tana Hoban; If You Were A Polygon (Math Fun Series); by
Michael Dahl, Tyrannosaurus Math by Michelle Markel; The
Greedy Triangle by Marily Burns; Captain Invincible and the Space
Shapes (Math Start) by Stuart Murphy
• Activities in enVisionMath 2.0
Math and Science STEM pg 671A
On-Level and Advanced Activity Center pg 677A
Math and Science STEM pg 683A
On-Level and Advanced Activity Center pg 689A
• Make shapes with popsicle sticks
• Marshmallow Shapes Shape Building*
• Edible 3D Shapes
• “If I Were a Quadrilateral” Song
• Geometry Brochure*
• Shape Short-a-Snack Activity*
• 3D Shape Sorting Life-Size Activity
• Geometric Goody Day: A good culminating activity is called
Geometric Goody Day. Have students bring a snack that
represents a shape (2-D or 3-D) that has been studied. They need
to bring enough for every student to get one. Each student
presents the snack they brought to the class, reporting about its
shape and attributes. Afterwards, each student gets one. The
students can sort them on the paper plate by attributes or you
can make a class graph.
• What’s In the Box? - Put a 3-dimensional shape in a box, give clues
and kids guess the shape or kids can ask questions to figure out
the shape
• Play Which One Does Not Belong? - Choose 4 solids and have
students choose which one does not have the same attributes.
(Ex. Sphere, triangular prism, rectangular prism, and a cube. The
sphere does not belong because it does not have any faces.)
• Play “I Spy” with objects in the room. “I Spy a cylinder…” etc
• Fly Swatter game a.k.a. SPLAT. Divide students into two groups.
Tape fly pictures with names of a 2D or 3D shape on the board.
Teacher calls out attributes of a shape. One student from each
team approaches the board with a fly swatter. The first one to
swat the correct name gets a point.
Wichita Falls ISD (2014-2015)
3M Topic 12
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angles and all sides the same length
Rhombus – a parallelogram with all sides
the same length
Rectangular prism – a solid figure with six
rectangular faces
Triangular prism – a solid figure with two
triangular faces
Cube – a solid figure with six same-size
squares as its faces
Cone – a solid figure with a circle as its
base and a curved surface that meets at a
point
Cylinder – a solid figure in the shape of a
ball
Sphere – a solid figure in the shape of a
ball
Vertex – the point where two rays meet to
form an angle and the point where the
sides of a polygon meet. The vertex is also
the point where three or more edges meet
in a solid figure and the pointed part of a
cone.
Edge – a line segment where two faces
meet in a solid figure
Bases – flat surfaces of solids that can roll
The Mathematical Process Standards must be incorporated into
instruction as appropriate throughout the school year.
2
revised 7/23/14
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Additional Information
Materials/Resources
enVisionMath 2.0 textbook Teacher’s Edition pg 653A-696C
Topic 12 Parent Letter
Topics 9-12 Benchmark Test and Key
3D Shapes Song from YouTube
3D Shapes: Vertices, Edges, and Faces from YouTube
Dina Zike’s Big Book of Math
Geometric Vocabulary and Shapes PowerPoint
Blank Geometric Vocabulary and Shapes PowerPoint
Use Geodot Paper or geo boards to make a shape. Have students
copy the shape on their own paper or board
Introduce the 3 dimensional shapes with solids or concrete
models. Pass them around and discuss their attributes.
3D Shapes poem
Quadrilateral Classification Chart
Geometry Brochure
Teaching Math to Struggling Students
Gilmore Math Rap and Harlem Shake from YouTube
Trapezoid Song from YouTube
Quadrilateral Anchor Chart
Dinah Zike’s Big Book of Math
STAAR Ready Instruction**+
Measuring Up to the TEKS: STAAR Edition**
Motivation Math (2014 Edition)**
o Units 27, 28, 31
Motivation Math**+
Countdown to the Math STAAR**+
STAAR Fast Focus**+
Supporting STAAR Achievement+
Plastic coins, paper money, spinners, dice, graph paper
STAAR Master**+
Textbook Correlations:
enVisionMath 2.0 TE Volume 2A
enVisionMath 2.0 Interactive Student
Textbook
• Lone STAAR Rigorous Problem Solving:
Cluster 1 Set6, Cluster 2 Set 16, Cluster 3
Set 26, Cluster 4 Set 36, Cluster 5 Set 46,
Cluster 6 Set 76, Cluster 10 Set 96
• Digital Resources: Today’s Challenge,
Geometric Vocabulary PowerPoint
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Notes from Council
Two days are allocated in this topic for
re-teaching and assessment.
Combine foldables into Math Journals
Send Home/School Connection Letter
home at the beginning of each topic.
This can be found in the Topic 1 folder
and the Teacher’s Resource Masters.
Incorporate Lone STAAR Rigorous
Problem Solving sets throughout the
topic as fits in your schedule at least 3
times a week.
*free download from Teachers Pay Teachers - A
free subscription is required for
www.teacherspayteachers.com in order to
download any material from TpT.
**availability depends on each campus
+ use items/activities aligned to the revised TEKS
Misconceptions/Underdeveloped Concepts
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Students name figures incorrectly.
Students may incorrectly call a circle and an oval a polygon.
Students may incorrectly classify triangles.
Some students may not realize that any four sided figure is a quadrilateral.
Students may incorrectly think that congruent figures only need to have the same shape or size.
Students may have trouble distinguishing figures that have symmetry from figures that do not have symmetry.
Students may incorrectly think that any line that passes through the center of a figure is a line of symmetry.
Students may have difficulty identifying and describing solid figures.
Students may have difficulty identifying faces, edges, and vertices.
Students may have difficulty comparing three dimensional figures
Students may confuse the terms face, edge, and vertex. Students that visualize the terms in relation to the
classroom: a face is like a wall; an edge is like the place where two walls meet; a vertex is like a corner where
two walls and a floor meet. You can make signs posting that around the room as a visual reminder.
Wichita Falls ISD (2014-2015)
3M Topic 12
The Mathematical Process Standards must be incorporated into
instruction as appropriate throughout the school year.
3
revised 7/23/14
Parent Resources
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enVisionMath 2.0 Textbook
Download the free BouncePages app on your smartphone or tablet via your mobile app store. For Topic 12
scan the following pages with the visual learning icon: pg 662, 668, 674, 680, 686, and 702.
http://www.khanacademy.org/
Mr. R’s Songs for Teaching http://www.youtube.com/user/mathsongs1
http://www.khanacademy.org/
www.thinkthroughmath.com
www.xtramath.org
www.mathplayground.com
www.softschools.com
www.dad’sworksheets.com
www.poptropica.com
www.kidsmathgamesonline.com
www.brainpop.com
www.coolmath4kids.com
Wichita Falls ISD (2014-2015)
3M Topic 12
The Mathematical Process Standards must be incorporated into
instruction as appropriate throughout the school year.
4
revised 7/23/14