The purpose of this activity is for students to reason about attributes of three-dimensional shapes, including edge lengths and volume. Students select a few shapes from premade cards and create their own card to complete a Which Three Go Together? activity. If there is time, students can facilitate their Which Three Go Together? with another group.

• Choose groups to share the different reasons the shapes they chose or drew go together. 
• Ask groups to share their completed Which Three Go Together? and ask the class to share reasons the images go together.
• As each group shares, continually ask others in the class if they agree or disagree and the reasons why.

The purpose of this activity is for students to reason about attributes of three-dimensional shapes, including edge lengths and volume. Students select two shapes from premade cards and create their own to complete a Which Three Go Together? activity. If there is time, students can facilitate their Which Three Go Together? with another group.

• Choose groups to share the different reasons the shapes they chose or drew go together.
• Ask groups to share their completed Which Three Go Together? and ask the class to share reasons the images go together.
• As each group shares, continually ask others in the class if they agree or disagree and the reasons why.

The purpose of this activity is for students to design their own Which Three Go Together? activity and describe the mathematical ideas they wanted others to notice in their images. If students struggle to decide on a focus of their design, it may be helpful to give them a topic such as “properties of shapes” or “fractions.”

• “¿Qué ideas matemáticas querían que los demás observaran acerca de las imágenes que dibujaron?” // “What mathematical ideas did you want others to notice about the images you created?”
• As each group shares, continually ask others in the class if they agree or disagree and the reasons why.