TouchMath Table of Contents
Module 5 Activity Sheets 101–125 Defining 3-D Shapes
Page
Activity
Sheet
Module Overview
Overview of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Common Core State Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Instructional Strategies for Student Activity Sheets
Defining 3-D Shapes (Activity Sheets 101–114)
• Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Practice
• Define Cone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
• Define Cylinder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
• Define Cube . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
• Define 3-D Rectangle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6–7
• Review Defining 3-D Shapes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
• Objective Review Defining 3-D Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Composing 3-D Shapes (Activity Sheets 115–120)
• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
• Practice
• Compose Cones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Compose Cylinders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Compose Cubes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Compose 3-D Rectangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
• Review Composing 3-D Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
• Objective Review Composing 3-D Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Composing New Shapes (Activity Sheets 121–124)
• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
• Practice
• Use Cones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
• Use Cylinders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
• Use Cubes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
• Use 3-D Rectangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
• Objective Review Composing New Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
101
102–104
105–107
108–110
111–113
114
115
116
117
118
119–120
121
122
123
124
Module Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
• Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Module Closure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Parent/Guardian Communication Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Progress Monitoring Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
125
TouchMath Module Overview
Module 5 Activity Sheets 101–125 Defining 3-D Shapes
Overview of Content
This module focuses on Defining 3-D Shapes. The activities mirror those in the previous module, Defining
2-D Shapes. Distinguishing between defining and non-defining attributes is presented, with defining
attributes of 3-D shapes being identified as the number of faces, edges, and corners. Cones, cylinders, cubes,
and 3-D rectangles (right rectangular prisms) are included. Composing 3-D shapes and composing new
shapes are included as cutting and pasting activities. FlipCards Defining Geometric Shapes 2-D and 3-D
provide additional practice and extend the learning. When students finish this module, they will have had
many experiences distinguishing between defining and non-defining attributes, building shapes, creating
composite shapes, and composing new shapes from composite shapes.
First Grade Common Core State Standards
• 1.G.1.
• 1.G.2.
• 1.G.3.
•
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining
attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quartercircles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular
cylinders) to create a composite shape, and compose new shapes from the composite shape.
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves,
fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or
four of the shares. Understand for these examples that decomposing into more equal shares creates smaller
shares.
Students do not need to learn formal names such as “right rectangular prism.”
Objectives
Prerequisites
• Sort and classify 2-D shapes
• Know square, rectangle, and circle
• Read and write numbers to 12
• Understand true and false
1. To define 3-D shapes
2. To compose 3-D shapes
3. To compose new shapes
Vocabulary
faces • edges • corners (points) • curved edge • straight edge • cone
cylinder • cube • 3-D rectangle (rectangular prism) • compose
Materials
Included TouchMath:
Optional:
Classroom:
• TouchMath PLUS
• Touch2Learn TouchShapes
• TouchMath FlipCards Defining
Geometric Shapes 2-D and 3-D
• Touch2Learn Texture Cards
Crayons or markers counters or other
small objects, solid 3-D models, cutout
3-D paper shapes, construction paper,
glue, pictures of shapes, scissors, a bag,
a box, pictures of everyday objects,
wrapping paper, cardboard tubes, empty
boxes, modeling clay, party hats without
strings, and paper cups
1
© 2011
First Grade Unit 4 Module Guide 5
TouchMath Instructional Strategies: Activity Sheets 101–114
Module 5
Pretest
Pretest: Activity Sheet 101
Name
1
2
3
1
1
2
0
12
4
6
12
8
Verbal directions to students:
• Fill in the bubble.
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circle face
True
False
curved edges
corners
circle face
True
False
curved edge
corners
equal faces
True
False
equal edges
equal corners
sets of equal faces
edges
True
False
equal corners
Pretest: Define 3-D Shapes
101
101
Objective
To define 3-D shapes
Anticipatory Set
Defining 3-D Shapes
Display models of 3-D shapes—cone, cylinder, cube, and rectangular prism. Also display a variety of
everyday objects that represent 3-D shapes (e.g., cans of food, drinking glass, paper towel roll, box, block,
orange, baseball, party hat). Encourage students to explore the objects by picking them up, feeling them,
and talking about them.
Say, “We will learn about different kinds of 3-D shapes. A 3-D shape is not flat. It has depth and is a solid
shape.”
Teacher Input/Teacher Modeling
Activity Sheets 102–114
Hold up a common representation of a 3-D shape—cone, cylinder, cube, or 3-D rectangle (rectangular prism)—and describe
that shape in simple language. Describe the edges (straight or curved) and the corners or points. Repeat with another 3-D
object. Name some other everyday things that have that shape.
CHECK FOR UNDERSTANDING: Hold up an everyday object, and ask students to describe that shape and tell what it is used for. [
If some students do not demonstrate understanding, repeat the modeling using another 3-D shape.]
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First Grade Unit 4 Module Guide 5
2
TouchMath Instructional Strategies
Module 5
Activity Sheets 102–104
CONTINUED
Defining 3-D Shapes
Guided Practice: Activity Sheet 102
Name
• Pass around a solid cone, and have students touch the flat surface. Tell them
red
that the flat surface is called a face. Explain that the cone has one circle face.
Pass the cone around again, and have students touch the curved surface and
point of the cone. Tell them that the curved surface is a curved edge and the
point is the corner. [ Note: For cones and cylinders, we have used curved edge rather
than curved surface. This was done to prevent confusion between faces and surfaces for
young learners.]
green
red
blue
green
• Ask children to look around the room to see if they can find some objects that
blue
1
1
1
are shaped like a cone. [ You might want to bring in a few objects and place them
around the room for students to find: funnel, party hat, traffic cone, ice cream cone.]
• Direct students’ attention to the cones on this page. Tell them that the shading
on these cones is used to create a 3-D effect—to show that the shapes are not
flat.
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circle face
curved edge
corner
Define Cone
102
102
• Have students find the largest cone on the page. Ask them to color the face of
the cone red. Then have children point to the corner of the cone and ring the
corner in blue. Lastly, instruct students to color the curved edge green. Have
children point to and say together the three parts of the cone—face, curved
edge, and corner. Tell students to choose one of the other cones on the page
and color the face red, the curved edge green, and ring the corner in blue.
Name
• Demonstrate that the orientation of a shape does not change what it is. Place a
cone facedown in the hands of a student. Ask the class to tell what 3-D shape
the student is holding. Elicit that it is a cone. Then give the cone to another
student, this time laying it on its curved edge. Ask again, “What shape is this?”
Lead the class to recognize that the solid is still a cone. State that although the
orientation of the cone changes, it is still a cone. Lead children to see that all
the shapes on the page are cones, regardless of their size or orientation.
• Guide students as they write how many circle faces (one), curved edges (one),
and corners (one) a cone has.
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Define Cone
103
103
DID YOU KNOW? A line is the only one-dimensional (1-D) shape. A 1-D shape has length
only. An icosahedron, a 3-D shape, has 20 faces made from identical equilateral triangles. It
also has 30 edges and 12 corners (vertices).
Name
Directions: Ring the matching shape.
Guided Practice: Activity Sheet 103
• Direct children to ring each cone on the page. Ask, “How many cones did you
find? How do you know they are cones? Why aren’t the other shapes cones?”
Elicit that the other shapes do not have the attributes of a cone—a circle face,
one curved edge, and one corner.
Directions: Ring the matching size.
Take Home: Activity Sheet 104
• Have students take this page home to work on independently, reinforcing what
Directions: Ring the matching orientation.
they have already learned (attributes of a cone). Or, if any children are having
difficulty, have them complete the page in class with the guidance of a parent
volunteer or paraprofessional.
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Define Cone
104
104
3
© 2011
First Grade Unit 4 Module Guide 5
TouchMath Instructional Strategies
Module 5
Activity Sheets 105–107
CONTINUED
Defining 3-D Shapes
Guided Practice: Activity Sheet 105
Name
• Show students a solid cylinder. Tell the class that this is another 3-D shape—a
cylinder. Lead children to describe the shape using the terms face and edge—
it has two circle faces, one curved edge (or surface), and no corners. Pass the
cylinder around for students to touch. Ask them to look around the classroom
to find some things that are shaped like a cylinder.
red
green
• Direct students’ attention to the largest cylinder on the page. Ask them to color
the face that they can see red. Then instruct students to color the curved edge
green. Remind them that they are seeing only the top face since this is a picture
of the cylinder and not the solid itself. Have children point to and say together
the two attributes of a cylinder—two circle faces and one curved edge. Tell
students to choose one of the other cylinders on the page that shows its bottom
face, color the face red, and color the curved edge green.
• Be sure students understand that the size and orientation of a shape does not
green
2
1
0
red
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circle faces
curved edge
corners
Define Cylinder
105
105
change what it is. All of the shapes on this page are cylinders although they
have different sizes and orientations.
• Guide students as they write how many circle faces (two), curved edges (one),
Name
and corners (zero) a cylinder has.
Guided Practice: Activity Sheet 106
• Direct students to ring each cylinder on the page. Ask, “How many cylinders
yellow
did you find? How do you know they are cylinders? Why aren’t the other
shapes cylinders?” Elicit that the other shapes do not have the attributes of a
cylinder—two circle faces, one curved edge, and no corners.
• As a review, ask children to color the cones yellow.
Take Home: Activity Sheet 107
yellow
• Have students take this page home to work on independently, reinforcing what
they have already learned (attributes of a cylinder). Or, if any children are
having difficulty, have them complete the page in class with the guidance of a
parent volunteer or paraprofessional.
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Define Cylinder
106
106
Name
Directions: Ring the matching shape.
Directions: Ring the matching size.
Directions: Ring the matching orientation.
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Define Cylinder
107
107
© 2011
First Grade Unit 4 Module Guide 5
4
TouchMath Instructional Strategies
Module 5
Activity Sheets 108–110
CONTINUED
Defining 3-D Shapes
Guided Practice: Activity Sheet 108
Name
• Point out to the class some objects in the classroom that are cubes, such as a toy
box, number cube, building block, etc. Hold up a solid cube, and ask students
to describe what it looks like. Have a volunteer point out the six square faces,
eight equal corners, and 12 straight edges as the class counts together aloud.
all corners
blue
• Direct students’ attention to the largest cube on the page. Ask them to color
the faces that they can see red. Then have children point to the corners of
the cube and ring the corners they can see blue. Lastly, instruct students to
color the edges they see green. Remind them that they are not seeing all the
faces, corners, and edges since this is a picture of the cube and not the solid
itself. Have children point to and say together the three attributes of a cube—
six square faces, eight equal corners, and 12 straight edges. Tell students
to choose one of the other cubes on the page, color the faces red, color the
straight edges green, and ring the corners in blue.
• Guide students as they write how many equal faces (six), equal edges (12), and
s red
all face
all
corners
blue
es
all edegn
gre
all faces
red
6
12
8
all
edges
green
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equal faces
equal edges
equal corners
Define Cube
108
108
equal corners (eight) a cube has.
Guided Practice: Activity Sheet 109
Name
• Direct students to ring each cube on the page. Ask, “How many cubes did you
find? How do you know they are cubes? Why aren’t the other shapes cubes?”
Elicit that the other shapes do not have the attributes of a cube— six square
faces, eight equal corners, and 12 straight edges.
yellow
• As a review, ask children to color the cones and cylinders yellow.
yellow
Take Home: Activity Sheet 110
• Have students take this page home to work on independently, reinforcing what
they have already learned (attributes of a cube). Or, if any children are having
difficulty, have them complete the page in class with the guidance of a parent
volunteer or paraprofessional.
yellow
yellow
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Define Cube
109
109
Name
Directions: Ring the matching shape.
Directions: Ring the matching size.
Directions: Ring the matching orientation.
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Define Cube
110
110
5
© 2011
First Grade Unit 4 Module Guide 5
TouchMath Instructional Strategies
Module 5
Activity Sheets 111–112
CONTINUED
Defining 3-D Shapes
Guided Practice: Activity Sheet 111
Name
• Point out to the class some objects in the classroom that are 3-D rectangles
all corners
blue
(rectangular prisms), such as boxes or a whiteboard eraser. Hold up a solid 3-D
rectangle, and ask students to describe what it looks like. Have a volunteer point
out the six rectangular faces (three pairs of equal faces), eight equal corners,
and 12 straight edges as the class counts together aloud. Ask, “What other 3-D
shape have you learned about that has these same attributes (cube)?”
all edges
green
all face
s
red
• Direct students’ attention to the largest 3-D rectangle on the page. Ask them
to color the faces that they can see red. Then have children point to the
corners of the 3-D rectangle and ring the corners they can see blue. Lastly,
instruct students to color the edges they see green. Remind them that they are
not seeing all the faces, corners, and edges since this is a picture of the 3-D
rectangle and not the solid itself. Have children point to and say together the
three attributes of a 3-D rectangle—six rectangular faces (three pairs of equal
faces), eight equal corners, and 12 straight edges. Tell students to choose one
of the other 3-D rectangles on the page, color the faces red, color the straight
edges green, and ring the corners in blue.
3
12
8
all
edges
green
all
corners
blue
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ace
all f ed
r
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sets of equal faces
edges
equal corners
Define 3-D Rectangle
111
111
Name
• Guide students as they write how many sets of equal faces (three), straight
edges (12), and equal corners (eight) a 3-D rectangle has.
Guided Practice: Activity Sheet 112
yellow
• Direct students to ring each 3-D rectangle on the page. Ask, “How many 3-D
rectangles did you find? How do you know they are 3-D rectangles? Why
aren’t the other shapes 3-D rectangles?” Elicit that the other shapes do not
have the attributes of a 3-D rectangle—three sets of equal faces, eight equal
corners, and 12 straight edges. As a review, ask children to color the cones,
cylinders, and cubes yellow.
yellow
yellow
yellow
yellow
yellow
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Define 3-D Rectangle
112
112
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First Grade Unit 4 Module Guide 5
6
TouchMath Instructional Strategies:
Module 5
Activity Sheets 113–114
CONTINUED
Defining 3-D Shapes
Take Home: Activity Sheet 113
Name
Directions: Ring the matching shape.
• Have students take this page home to work on independently, reinforcing what
they have already learned (attributes of a 3-D rectangle). Or, if any children are
having difficulty, have them complete the page in class with the guidance of a
parent volunteer or paraprofessional.
Directions: Ring the matching size.
Take Home: Activity Sheet 114
• Have students take this page home to work on independently, reinforcing
what they have already learned (attributes of cones, cubes, cylinders, and 3-D
rectangles). Or, if any children are having difficulty, have them complete the
page in class with the guidance of a parent volunteer or paraprofessional.
Directions: Ring the matching orientation.
STOP: If students have not demonstrated understanding, provide additional practice or remediate.
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Define 3-D Rectangle
113
113
FLIPCARDS: For extra practice, have students use FlipCards Defining Geometric Shapes 2-D and 3-D.
Additional activities for defining 3-D shapes are found in TouchMath PLUS.
Name
Directions: Draw lines to connect the matching 3-D shapes.
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Review Define 3-D Shapes
114
114
7
© 2011
First Grade Unit 4 Module Guide 5
TouchMath Review: Activity Sheets 102–114
Module 5
Objective Review
Defining 3-D Shapes
Say, “You know how to identify 3-D shapes.”
• Hold up a cube, and ask children to tell how many edges and corners the shape has and to name the
solid. Then have them tell if the edges and corners are equal or not equal.
© 2011
First Grade Unit 4 Module Guide 5
8
TouchMath Instructional Strategies: Activity Sheets 115–120
Objective
To compose 3-D shapes
Anticipatory Set
Composing 3-D Shapes
[ Note: Composing 3-D shapes on paper is difficult. It is a simulation of the actual work with 3-D shapes. Have students
use clay to build the shapes before beginning the pencil and paper activities.]
Ask children to name shapes that they know. List student responses on the whiteboard. Give clues as
necessary to elicit all shapes covered so far. Say, “We see these shapes everywhere we go.” Show the class
some pictures, and ask children how many different shapes they can find in them. Show several pictures
of buildings, nature, or everyday objects that have recognizable shapes. Lead children to acknowledge that
they viewed many different shapes and the shapes were often put together, or composed, to make new
shapes.
Teacher Input/Teacher Modeling
Activity Sheets 115–120
Hold up two same size squares. Ask what shape each is. Then put the two shapes together to compose a rectangle. Ask, “What
shape did I make?” Elicit that you made a rectangle.
CHECK FOR UNDERSTANDING: Give students various sizes of cutout squares, and have them compose rectangles. [
students do not demonstrate understanding, repeat the modeling using another shape.]
9
© 2011
If some
First Grade Unit 4 Module Guide 5
TouchMath Instructional Strategies
Module 5
Activity Sheets 115–117
CONTINUED
Composing 3-D Shapes
Guided Practice: Activity Sheet 115
Name
• Ask students to tell what 3-D shape they see at the top of the page—cone. As a
review, ask how many faces, edges, and corners a cone has. Tell children they
will build, or compose, a cone using the smaller shapes at the bottom of the
page.
• Model cutting out the shapes along the dotted lines and using them to compose
two cones. For the first cone, paste three of the cutouts in their proper positions
on the cone. You will use the first two pieces in the top row and the first piece
in the bottom row. Then paste the remaining three pieces on the outline of the
second cone. Guide students as they repeat the process.
• Have the class describe the parts they cut out, and lead them to see the
connection to the attributes of the cone—curved edge, pointed corner, circle
face. Discuss that students will not paste the circle face on it because the cone
is placed facedown. However, the face is visible on the second cone because
this cone is faceup.
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Compose Cones
115
115
• Ask students to cut out one of the cones at the top of the page, cut it into three
or four parts, and paste the parts onto another piece of paper to make a cone.
Check their work. Allow children to color their cones.
Name
Guided Practice: Activity Sheet 116
• Ask students to name what 3-D shape they see at the top of the page—cylinder.
As a review, ask how many faces, edges, and corners a cylinder has. Tell
children they will build, or compose, two cylinders and place them on the
cylinder outlines. Suggest that they paste the faces on first, using the dotted
lines as guides. Then have them fit the curved pieces that make up the curved
edge of each cylinder.
• Have children cut out one of the cylinders they just finished composing. Show
them how to cut it into three or four parts and paste the parts onto another
piece of paper to make a cylinder. Check their work. Allow children to color
their cylinders.
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Compose Cylinders
116
116
Guided Practice: Activity Sheet 117
• Ask students to name what 3-D shape they see at the top of the page—cube.
Name
As a review, ask how many faces, edges, and corners a cube has. Tell children
they will compose two cubes and place them on the cube outlines. Suggest
that they paste the front faces on first. Then have them fit the other pieces that
make up the straight edges of each cube.
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Compose Cubes
117
117
© 2011
First Grade Unit 4 Module Guide 5
10
TouchMath Instructional Strategies
Module 5
Activity Sheets 118–120
CONTINUED
Composing 3-D Shapes
Guided Practice: Activity Sheet 118
Name
• Talk about what the shapes on the top of the page might be. Guide students
to talk about the straight edges and what looks to be sets of equal faces.
Determine that they are 3-D rectangles.
• Model cutting out the shapes along the dotted lines and using them to compose
two 3-D rectangles. Guide students as they repeat the process.
Guided Practice: Activity Sheets 119–120
[ These two pages are to be used together.]
• Have students cut out the parts on page 119 and paste them to compose the
various 3-D shapes on page 120. Talk about the attributes of the shapes, and
discuss which parts will form the faces, corners, and straight or curved edges.
• Ask volunteers to point to their completed shapes, say the names of the shapes,
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Compose 3-D Rectangles
118
118
and tell how many edges, faces, and corners each one has.
Additional activities for composing all 3-D shapes are available in TouchMath PLUS.
Name
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Review Composing 3-D Shapes (Use with page 120)
119
119
Name
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Review Composing 3-D Shapes (Use with page 119)
120
120
11
© 2011
First Grade Unit 4 Module Guide 5
TouchMath Review: Activity Sheets 115–120
Module 5
Objective Review
Composing 3-D Shapes
Say, “You know how to compose 3-D shapes.”
• On paper, trace different shapes that build a cone, cylinder, cube, or 3-D rectangle when pasted
together. Show the parts to the class, and have them tell the 3-D shape it will make and how they
know.
© 2011
First Grade Unit 4 Module Guide 5
12
TouchMath Instructional Strategies: Activity Sheets 121–124
Objective
To compose new shapes
Anticipatory Set
Composing New Shapes
Show pictures from magazines and books to illustrate for children how geometric shapes are all around
them and how they can be combined to make new shapes.
Say, “You will learn how to compose new shapes using pictures.”
Teacher Input/Teacher Modeling
Activity Sheets 121–124
Show children a picture of a tall, rectangular building that has many windows and doors. Point out the different shapes that can
be seen on the building, including the building itself (rectangle), the doors and windows (squares and rectangles), and perhaps
some decorations that are defined shapes.
CHECK FOR UNDERSTANDING: Play a game of I Spy using students’ knowledge of combining shapes to make new shapes. Say, “I
spy a shape with two circles,” and have students guess where it is. If they can’t find it, add clues about its color or size. Repeat, using
other shapes and clues.
13
© 2011
First Grade Unit 4 Module Guide 5
TouchMath Instructional Strategies
Module 5
Activity Sheets 121–122
CONTINUED
Composing New Shapes
Guided Practice: Activity Sheet 121
Name
• Have students identify the 3-D shapes they see in the picture at the top of the
page. Elicit that there are six cones. Discuss the attributes of the cones—one
circle face, one curved edge, and one corner.
• Direct students’ attention to the six cones at the bottom of the page. Have them
cut out the cones and place them on the cones in the picture. Check that they
have placed each cutout cone appropriately to match each ice cream cone’s
orientation.
• Ask, “What else can you build with these cones?” Allow time for students to be
creative and build other figures or pictures using the cone pieces. For example,
they might draw a highway scene using the cones as highway markers.
Guided Practice: Activity Sheet 122
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Use Cones
• Ask children to identify the 3-D shapes they see in the picture at the top of the
121
121
page. Elicit that there are five cylinders. Discuss the attributes of the cylinders—
two circle faces, one curved edge, and zero corners. Lead children to note that
although the sizes of the cylinders vary, some tall, some short, they are all still
cylinders. Discuss some real-world examples of cylinders, such as soup cans,
tuna fish cans, tennis ball cans, oatmeal boxes, or highway bridge columns.
Name
• Tell students to cut out the six cylinders at the bottom of the page and place
them on the cylinders in the picture. Check that they have placed each cutout
cylinder appropriately to match each cylinder’s orientation and size.
• Ask, “What else can you build with these cylinders?” Allow time for students
to be creative and build other figures or pictures using the cylinder pieces.
For example, they might draw an outdoor scene with a cylinder-shaped water
tower or building.
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Use Cylinders
122
122
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First Grade Unit 4 Module Guide 5
14
TouchMath Instructional Strategies
Module 5
Activity Sheets 123–124
CONTINUED
Composing New Shapes
Guided Practice: Activity Sheet 123
Name
• Repeat the process used on page 122. Have students identify the shapes they
see in the picture—cubes. Then have them cut out the cubes at the bottom
of the page and place them on the matching cubes in the picture. Invite the
class to build other shapes and pictures using the cutout cubes and share their
results.
Guided Practice: Activity Sheet 124
• Repeat the process used on page 122. Ask students to identify the shapes they
see in the picture at the top of the page—3-D rectangles (rectangular prisms).
Then have them cut out the 3-D rectangles at the bottom of the page and place
them on the matching shapes in the picture. Invite the class to build other
shapes and pictures using the cutout 3-D rectangles and share their creations.
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Use Cubes
123
123
Module 5
Objective Review
Composing New Shapes
Name
Say, “You learned that shapes can be combined to make new shapes.”
• In a box, place a variety of sizes of 3-D shapes cut out of colored
construction paper—cones, cylinders, cubes, and 3-D rectangles.
Have children reach in and pull out three or four shapes. Instruct
them to paste the shapes on a piece of paper and use them to
compose a picture.
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Use 3-D Rectangles
124
124
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© 2011
First Grade Unit 4 Module Guide 5
TouchMath Review: Activity Sheets 102–125
Module 5
Review
Defining 3-D Shapes
Say, “You know how to identify 3-D shapes.”
• Place a variety of sizes of all four 3-D solids in a bag. Have children close their eyes, reach into the bag,
and name the solid they select by touching and counting its faces, edges, and corners.
Say, “You know how to compose 3-D shapes.”
• Show students a variety of 3-D solids in different sizes. Have each student choose a solid, trace its
face(s) onto a piece of paper, and then cut out the shape. Place all the cutout shapes in a pile, and have
students sort them by size and by shape.
Say, “You can make new shapes or pictures using various size 3-D shapes.”
• Have children reach into a bag of various size 3-D shape cutouts and take out four shapes each. Have
them make a picture using these shapes.
Module 5
Test
Posttest: Activity Sheet 125
Name
1
1
1
2
1
0
6
12
8
3
12
8
Verbal directions to students:
• Fill in the bubble.
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circle face
True
False
curved edge
corner
circle faces
True
False
curved edge
corners
equal faces
True
False
equal edges
equal corners
sets of equal faces
edges
True
False
equal corners
Posttest: Define 3-D Shapes
125
125
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16
TouchMath Module Closure
Differentiated Instruction
Defining 3-D Shapes
Remediate
Reinforce
Challenge
• Give each student an object or a solid.
• Lay out different kinds of materials
• Play What Am I? Tell one partner to
Direct them to trace around one
face of the object. Have them look at
their pictures while listening to these
directions, “Hold up your left hand if
you drew a circle. Hold up your right
hand if you drew a square. Stand up if
you drew a rectangle.” Have children
trade objects, and repeat the activity.
• Have children work in groups.
(e.g., wrapping paper, cardboard
tubes, empty boxes, party hats without
strings, and paper cups). Let children
put the pieces together using tape or
glue to make something new. Discuss
the different 3-D shapes they used.
Locate additional activities for
identifying and composing 3-D
shapes in TouchMath PLUS.
Give them an assortment of 3-D
objects shaped like cubes, cones,
3-D rectangles, and cylinders. Ask
students to sort the objects by the
number of faces. Then have them sort
the objects by the number of corners.
Finally, have them sort the objects by
the number of edges.
choose a 3-D shape and give clues to
the other partner, such as, “I have two
round faces and a curved edge. What
am I?” Have children switch roles and
repeat the activity.
• Have students create 3-D shapes
using play dough or modeling clay.
Assign pairs of students a specific
shape, and encourage them to work
together to create it. Guide students
to find examples in the classrooms.
Remind them to be sure their shape
has the correct number of faces,
edges, and corners. Allow time for
students to share their creations.
Discuss how other students made the
same shape in different ways (size,
orientation, color).
Real World Connections
•
Look for 3-D shapes as you walk or ride to school or go on errands. Share your findings by drawing a picture or telling what
you find with words. Talk about how the shapes are alike and different.
•
Notice 3-D shapes in the environment, and tell others about them. For example, tell a parent or guardian that the box of
oatmeal you see at the grocery store is a cylinder.
Literature Connections
•
•
•
•
Captain Invincible and the Space Shapes by Stuart J.Murphy
Cubes, Cones, Cylinders & Spheres by Tana Hoban
All Sorts of Shapes by Hannah Reidy
Block City by Robert Louis Stevenson
Final Tasks
•
•
17
Send Parent/Guardian Communication Letter. (Use school letterhead. Spanish version available on TouchMath PLUS.)
Document results on Progress Monitoring Record. (Make multiple copies as needed.)
© 2011
First Grade Unit 4 Module Guide 5
Dear Parent/Guardian,
Your child has completed Unit 4, Module 5 of the TouchMath program, mastered the test, and
demonstrated understanding in identifying 3-D shapes and their defining attributes.
In Module 6, the focus is on fractions of geometric shapes, emphasizing halves, thirds, fourths,
and fifths. Using circles and rectangles, the activities begin with tracing the fractions, coloring the
corresponding number of same-size parts, and cutting and pasting the parts into a whole. Students
will put the fractional parts in order from least to greatest to help them understand that the more
parts a shape is divided into, the smaller each part is. Terms we will use in class include one half,
halves, one third, thirds, one fourth, fourths, one fifth, and fifths. Please use this vocabulary at
home and encourage your child to use it.
The most important concept now is to understand that fractions represent same-size pieces of an
object. To reinforce this idea, have your child look for things that are divided into equal parts. For
example, windowpanes on a house may be divided into parts, and a dog or cat food dish may be
divided into parts. Then ask your child to determine what fraction one of those parts represents
(e.g., If a window is divided into four sections, one part is one fourth). Have fun! See it! Say it! Hear
it! Touch it! Partition it!
Once we have completed this module, I will send you a letter summarizing the important concepts
your child has mastered through this unit.
If you have questions, please contact me.
Sincerely,
Parent/Guardian Tip:
While waiting in line or at the doctor’s office, practice basic fractions together. Have your child fold a piece of
paper into halves, thirds, fourths, or fifths. Tell your student to use a crayon to draw in the fold lines and then
color and write the fraction for one part of their shape, 1/2, 1/4, 1/3, or 1/5. Ask your student to explain how
they know the part they labeled is one half, one third, one fourth, or one fifth.
w w w. t o u c h m a t h . c o m
Student Name
Defining 3-D Shapes
Defining 3-D Shapes
Skills
Composing 3-D Shapes
Composing New
Shapes
Activity Sheets 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125
First Grade Unit 4, Module 5
TouchMath Progress Monitoring Record
Pretest: Defining 3-D Shapes
Define Cone
Define Cone
Define Cone
Define Cylinder
Define Cylinder
Define Cylinder
Define Cube
Define Cube
Define Cube
Define 3-D Rectangle
Define 3-D Rectangle
Define 3-D Rectangle
Review Defining 3-D Shapes
Compose Cones
Compose Cylinders
Compose Cubes
Compose 3-D Rectangles
Review Composing 3-D Shapes
Review Composing 3-D Shapes
Use Cones
Use Cylinders
Use Cubes
Use 3-D Rectangles
Posttest: Defining 3-D Shapes
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