##
* *Reflection: Rigor
Building Santa's Workshop - Section 1: Setting Up the Learning

In this lesson, I added a focus I haven't done when I have taught this lesson in the past. I added in the focus on structure-why does this building stand up or fall down? This question has students think about MP7, make use of structure, in that they are consistently thinking about what patterns they are seeing in buildings that stand up vs. buildings that fall down.

My students particularly noticed that size of shapes matters when they are working to create a strong composite shape. We had a great discussion about 2 composite shapes. One had a small cube on the bottom, while another one had a large cube on the bottom. My question was: Both of these shapes have a cube at the base, why don't they both stand up? This discussion pushed students to notice what aspect of the shape that fell made it not as sturdy.

We had a similar discussion about vertices. Anytime I used a pyramid as the base, the shape fell. This led students to create some conjectures that shapes cannot balance on the apex of a pyramid, and that pyramids are not smart foundations for their shapes.

This repeated concrete practice led to some rigorous take aways about the nature of shapes!

*Rigorous Focus*

*Rigor: Rigorous Focus*

# Building Santa's Workshop

Lesson 10 of 10

## Objective: SWBAT explore how to create composite shapes out of 3D figures.

#### Setting Up the Learning

*5 min*

**CCSS Context:**

This lesson is aligned to 1GA2, which asks students to build composite 3D shapes. Students work to use concrete models (incredibly important in first grade) to build shapes, but then also transition to the abstract as they try to create concrete composite models that match a picture. Students also have to create conjectures about composite shapes that stand up versus composite shapes that fall down.

**Review**:

We have looked at the attributes of 3D shapes and thought about the rules we have for each shape. Today we are going to look at how these shapes fit together.

**Connect:**

Mathematicians use 3D shapes together to make larger, composite shapes. However, we have to pay close attention to the features to put together shapes that will stand.

**Objective:**

Your job today is to build 4 buildings for Santa’s workshops. Your thinking job is: Why do these shapes fit together? Why doesn’t this shape fall down?

*expand content*

#### Opening Discussion

*10 min*

We are going to be using our geoblocks to build different structures. Before we do that, though, we need to think about what we know about these shapes to see if we can figure out how they would fit together. We are going to be building buildings for Santa’s workshop. We have to make sure they will stand up!

**1. I'll present a sphere and cube.**

- Partner talk: Would these be good shapes to use to make a building for Santa? Why or why not?

**2. Share out reasoning. Then I'll replace the sphere with a cylinder.**

- Partner talk: Could you use these two shapes to make a building? Why or why not? How would you have to orient these shapes so they would stand up?

**3. Replace the cube with a cone. **Partner talk: Could you use these shapes to make a building? How?

**Big takeaway question: What makes these shapes fit together? **

This question focuses students on MP7, Look for and make use of structure. This part of the lesson is asking kids to see a pattern across all three shape compositions they have observed. Hopefully they have noticed that the only way shapes can truly stand up is if they both have faces.

*expand content*

#### Student Work Time and Share

*20 min*

**Student Work Time: **

Students all look at Shape A from the Investigations sheet. You can go here to get the master copy.

Students write down the building materials needed to make this building and then build it. If they finish, they write why this building doesn’t fall over.

**Students come back together: **I’ll have a model of the building on the rug for the discussion.

Guiding Questions:

- How did you build this shape?
- Partner talk: How could I rearrange these shapes so I could make a different building that would also stand up?

Teacher models one of the ways students discussed. Why does the building still stand up?

Partner talk: How could I rearrange these shapes so the building would fall?

Model a few ideas. After each structure falls, ask: What about this arrangement meant the building wasn’t stable?

*expand content*

#### Independent Practice

*15 min*

**Students tackle building one of the buildings from Santa's Workshop! I'll explain that they are writing their plans so they can send them to the elves. **

The idea behind the independent practice is that students pick the exact shape to create the structure and make it look just like the building. The reasoning behind this is that students are transferring how shapes are represented in pictures to their real life counterparts.

Find the shapes I used here.

Directions:

1. Choose 1 shape to create.

2. Record which shape (Building A, B, C or D) on your recording sheet. **See attached recording sheet!**

3. Students write down what shapes they used under "Building Materials" and draw the building.

4. Students reorganize their shapes to show another way you could build this building and it would still stand up. They record a drawing of the plan.

5. Students reorganize their shapes so the building will fall down!

Watch the attached Student Teacher Dialogue video to listen into student-teacher dialogue. This student was struggling to make a composite shape that looks just like the model.

*expand content*

#### Closing

*10 min*

Students write a letter to Santa about the building they made. Students are expected to use the shape names and they can use direction words to help explain how to build it. This is aligned to the CCSS emphasis on writing across the curriculum.

Before students write their own letters, I'll quickly model the kind of words they might use in their own explanations such as...

- Sequencing words (first, next, last)
- Positional words (on top, below, beside, to the right, etc)

**Here's the letter: Santa Letter.pdf**

#### Resources

*expand content*

#### Assessment

*25 min*

Assess student understanding of 1.G.A1, 1.GA2, 1.OA.1, and 1.OA.C6 in the attached Shapes Assessment.pdf!

#### Resources

*expand content*

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- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems

- LESSON 1: Prove it!
- LESSON 2: What's your rule?
- LESSON 3: Riddle Me This
- LESSON 4: More Ways Than One
- LESSON 5: More and Fewer: Ways to Make
- LESSON 6: Ways to Make: Hexagon Edition
- LESSON 7: Triangles, Triangles, Triangles
- LESSON 8: Here are the 3D Shapes That I Know
- LESSON 9: Boxes and Blocks
- LESSON 10: Building Santa's Workshop