SWBAT describe defining attributes of three dimensional shapes.

Today your students will be introduced to 3-D shapes and investigate their defining attributes. The class will also play a game where they use their sense of touch to determine a hidden block.

10 minutes

You will be using Shape Cards for this activity. I have included a sample copy from the Investigations Program. The cards have a copyright so I could not include all of the shapes from the set. You will have to make up your own.

I have the students sit on the carpet and face the Smart Board. They will each need a pencil, blank sheet and a clipboard.

*"I am going to show you a shape. I will flash it for a few seconds. I want you to look t the shape and then draw it. I want you to think of the features of the shape as you draw it. I will flash the shape twice (15 seconds between each time). This way you will be able to check your work. When you are done, I will display the image again and ask you to tell me what you noticed about the shape and who it helped you draw it." *

In this activity, I want students to focus on the defining attributes of a shape (triangle has three sides, three vertices, and is closed). Later on in the lesson the students will focus on non-defining attributes (color, width, size). This allows students to meet CCSS.MATH.CONTENT.1.G.A.1.

20 minutes

Advanced Preparation: You will need a few sets of geometry blocks. These consist of 3 dimensional blocks of cylinders, prisms, and spheres. Today I am only going to focus on cubes, triangular and rectangular prisms.

**"We will spend the day looking at new shapes. Most of the year we have worked with 2-D shapes. Today we will look at 3-D shapes. They are called 3-D shapes because they have height, length, and width. I want to show you a few shapes; if you think you know the name, I would like you to say it out loud."**

I then proceed to show them a cube, a rectangular prism, and a triangular prism. The CCSS doesn't expect first graders to learn the names of these shapes, but, towards the end of the year, I like to introduce them to the vocabulary.

As I show them each shape, I ask them to tell me different shapes they see within a rectangular prism. The idea is that they will talk about the rectangle that make up each side. I will use this to introduce the terms faces and sides.

**"You are now going to break up into teams of two and use Attribute Chart For 3D Shapes to write down things that you notice about each shape. You will take one of each block with you. I want you to focus on the shapes that make up the block, and the number of sides, faces, and corners. You should record your observations under the appropriate column. We will then gather back and share out some of our observations."**

In this activity, the students are identifying defining attributes (e.g., triangles are closed and three-sided) (CCSS.MATH.CONTENT.1.G.A.1).

30 minutes

I gather the students back in a circle on the carpet.

*"We are now going to use the 3-D blocks to play a game. In order to play you will need a paper bag and the blocks."*

NOTE: I have mixed up my blocks into bigger bins. This way there are duplicate blocks in each bin. To give you an idea I have 12 sets of blocks in three bins.

*"This game will be played in teams of two. One person will hide their eyes. The other person will first find two identical blocks. They will put one of them in a bag and the other on the floor in front of them. They will then put 9 more blocks on the floor to create a pile of 10 blocks.*

*The person hiding their eyes will then open their eyes and reach into the paper bag (without looking into it). They will use their hand to feel the block and then try to find the matching block on the carpet. Once they make their guess, they compare it with the block in the bag."*

There is a video, Blocks in a Bag, that models my introduction to this game and a video, Students Playing the Game, of students playing it with each other.

This activity has students recognizing that shapes having specified attributes, such as a given number of angles or a given number of equal faces (CCSS.MATH.CONTENT.2.G.A.1). This is a 2nd grade CCSS expectation but acts as an introduction in 1st grade.

The students are explaining to themselves the meaning of a problem by identifying attributes with their hands. Then they are looking for entry points to its solution by identifying possible shapes that match. They analyze givens, constraints, relationships, and goals (CCSS.MATH.PRACTICE.MP1).

5 minutes

I will ask the students to meet me on the carpet and hand out their sheet for today's Mad Minute exercise. This routine was introduced in a previous lesson. Please check out the link to get a full overview of this routine.

I want to really focus on fact fluency and build upon the students ability to solve within ten fluently (CCSS.MATH.CONTENT.1.OA.C.6). I am going to use the Mad Minute Routine. This is a very "old school" routine, but I truly feel students need practice in performing task for fluency in a timed fashion. Students need to obtain fact fluency in order to have success with multiplicative reasoning. Students who don't gain this addition fact fluency by the end of 2nd grade tend to struggle with the multiplicative reasoning in third. Having this fluency also allows them to work on more complex tasks because the have the fact recall to focus on the higher level concepts.