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* *Reflection: Standards Alignment
Great Buildings of the World: Create Your Own! (Day 1) - Section 2: Direct Instruction

In hands-on lessons like this it is possible to get so excited and involved in the activity that one loses sight of the underlying standards. It's important to state the objective in all lessons but in a lesson series like this it's especially important that students are directly reminded of the math focus of their activity.A

Shape definitions are deceptively easy. That is why so many people still think of squares and rectangles as mutually exclusive when, of course, we know that a square is just a special type of rectangle with 4 equal sides. It's a category within a category.

This layering of categories is complicated and it is worth continual conversation. Let's look at the definition of a parallelogram, for example. A parallelogram has 2 sets of parallel sides, with the opposite sides being of equal lengths (and the opposite angles are equal in size). A parallelogram can be divided into a (right) triangle and a trapezoid. A rhombus is a parallelogram with four equal sides. While we usually think of a rhombus as "diamond" shape, (2 acute and 2 obtuse triangles), the definition of a rhombus actually doesn't specify this. A "kite" has 2 sets of parallel sides w/2 acute and 2 obtuse angles. All kites are rhombuses. All rhombuses are not kites. All squares are rhombuses. All rhombuses are not squares.

Prior to teaching shapes, I make sure I have a reference list handy!

*Shared Attributes and Category Definitions*

*Standards Alignment: Shared Attributes and Category Definitions*

# Great Buildings of the World: Create Your Own! (Day 1)

Lesson 5 of 9

## Objective: SWBAT create buildings using different combinations of 3D solids, applying their understanding of faces comprised of simple polygons.

Third grade students are "waking up" to the world around them. One aspect of this consciousness is noticing fundamental overarching natural elements. I've found that one idea they really get excited about is form follows function. This idea is presented at the most basic level. A great example is to consider tableware. Both a fork, and a spoon, are used to move food from the plate (let's hope) to the mouth. How does their form determine what function they serve in this process?

I use this example to open a discussion with students a few of the possible links between form and function in architecture using these examples: Great Buildings - Form and Function.

While students are working today, they are to keep in mind how the polygons and 3 dimensional solids they use reflect the purpose of the great building they are creating.

#### Resources

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#### Direct Instruction

*8 min*

I show the students the shapes reference page and 3 dimensional solid reference page that they will have at their side as they work on the construction of their great building.

I give students this example of how to create a model, step by step.

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#### Construction Activity

*45 min*

Prior to the math portion of this lesson, students write answers to the questions about the purpose, design, and meaning behind their planned great building. Their thinking is guided by Creating My Own Great Building -Thinking it Through.

This can be done as a combined oral and written language exercise and it takes approximately 45 minutes for them to brainstorm, write and share their answers.

Then students use Creating My Own Great Building - Directions to guide them through the steps of the actual building construction. There are intentional constraints on the building sides in order to insure that they do not create a situation in which building the roof is too difficult. After they complete their first building many of them go on to create additional structures as a free math choice/home study assignment.

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#### Students Reflection

*5 min*

Students share the specifics of some piece of this work which they feel is successful, something with which they engaged in productive struggle, or something they learned. They stand in front of the class and speak in complete sentences with specific vocabulary.

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##### Similar Lessons

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- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: Polygons: Introduction & Investigation
- LESSON 2: Polygons - Explore the Possibilities
- LESSON 3: Searching for Shapes in Architecture (Day 1)
- LESSON 4: Use Google Drive for a Great Shapes and Building Activity!
- LESSON 5: Great Buildings of the World: Create Your Own! (Day 1)
- LESSON 6: Great Buildings of the World: Create Your Own! (Day 2)
- LESSON 7: Great Buildings of the World: Create Your Own! (Day 3)
- LESSON 8: Final Construction and the Building Inspection
- LESSON 9: A Math and Reading Lesson: The Story Behind a Very Famous Building!