I begin this lesson by reading “Captain Invincible and the Space Shapes”. This book is great for introducing or reviewing three-dimensional shapes. The cartoon art draws the students into this fun and exciting story that is a great vehicle for learning to recognize and define geometric shapes.
If the book isn't available, it can also be found on You Tube.
In the standard 1.G.A.2, some students may have difficulty with combining the 3D shapes, to help those students that have difficulty with this, my advice is to work with children to first identify the two shapes they will be putting together. Doing so will help them break down the shapes later on their own. I ask the following questions to help deepen understanding:
By allowing students to use concrete objects to help them conceptualize creating a new 3D shape, students will learn to make sense of problems (MP1).
In advance, I have 3D shapes labeled and displayed. I then invite children to solve shape riddles. For example:
I repeat with similar riddles to review each shape’s defining attributes.
I then display the Combine 3D shapes.ppt, and, using the first slide, I read aloud the problem this problem:
Mandy stacks one cylinder on top of another cylinder. Carl stacks one cube on top of another cube. What new shapes did Mandy and Carl make?
I hand out cubes and cylinders to students. Having them work in pairs or small groups, I have children first model the problem with cylinders and cubes.
Then displaying the second slide of the PPT, I work through the model with children by having them use a cube and a rectangular prism to represent each of these three new shapes. Then give children time to find additional shapes.
Then I hand out the Combine 3D shapes_worksheets.docx and make sure children understand how to read the chart. I like to hand out 3D shapes to each student, but if there are not enough shapes available, I have children work in pairs or small groups and share the shapes.
Using the first problem on the worksheet, I ask the students:
To close out the lesson, I have students work in pairs and to combine two shapes to make a new shape. Then they describe how they put the shapes together to their partner.