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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR2 Collect and Display

Materials

To Gather

Geoblocks Solid shapes

Activity Narrative

The purpose of this activity is for students to sort cubes, cylinders, cones, spheres, and other three-dimensional shapes, including rectangular prisms and triangular prisms. Students describe the shapes with their own language. They may sort and classify shapes by attributes, such as flat or curved sides, number of sides, and number of corners.

This activity uses MLR2 Collect and Display. Advances: conversing, reading, writing.

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization

Launch

Groups of 2
Give each group about 15 geoblocks and solid shapes.
Display a cylinder and a cone.
“Think of one way that these shapes are the same and one way that they are different.” (The cone and the cylinder roll. The cone has a point, but the cylinder doesn't.)
30 seconds: quiet think time
1 minute: partner share
Share and record responses.
“Think about how the shapes are the same and different. Sort them with your partner. Explain how you sorted. Then sort in a different way.”

Activity

10 minutes: partner work time

MLR2 Collect and Display

Circulate to listen for and collect the language students use to describe and identify the shapes. Listen for words such as “flat,” “round,” “side,” “edge,” and “corner,” as well as the number of sides and the names of two- and three-dimensional shapes.
Record students’ words and phrases on a chart and update it throughout the lesson.

Sort some of the shapes into categories in a way that makes sense to you.
Explain to your partner how you sorted the shapes.
Sort some of your shapes into categories in a different way.
Explain to your partner how you sorted the shapes.

Student Response

to access Student Response.

Advancing Student Thinking

If students find only one way to sort the shapes, display a shape and consider asking:

“What do you notice about this shape?”
“How could you sort your shapes, using what you just noticed about this shape?”

Activity Synthesis

Invite students to share their sorts without telling how they sorted.
“How do you think _____ sorted their solid shapes?”
“Are there any other words or phrases that are important to include on our chart?”
As students share responses, update the chart by adding (or replacing) language.
Ask students to clarify the meaning of a word or phrase.
Remind students to borrow language from the chart as needed.

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Bags (brown paper)Geoblocks Materials from a previous activity Solid shapes

Activity Narrative

The purpose of this activity is for students to identify three-dimensional shapes that they cannot see. Students use the attributes shared in the last activity to identify shapes by touch. Students are given a set of shapes they can see and touch in order to identify the shape in the bag. Students use their own language as they identify and describe the shapes, using words such as ”corners,” “sides,” “edges,” and “points,” as well as the number of sides and the names of two- and three-dimensional shapes learned in kindergarten.

Launch

Groups of 2
Give each group access to the bags and 1 of each shape to examine.
Display the chart from the previous activity, a rectangular prism, and a triangular prism.
“What do you notice about each solid shape?” (All the flat sides of this block are rectangles. 2 sides of this block are triangles and the rest are rectangles.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.

Activity

“We’re going to play a game with our shapes. Without looking, each partner will feel a shape inside a bag. Then you and your partner will take turns telling which shape you think it is and how you know. Use language from the chart to help describe the shape. Look in the bag to find out the shape.”
8 minutes: partner work time

Pick a bag.
Do not look at the shape in the bag. Take turns feeling the shape. Think about which shape it is.
Tell your partner which shape it is and why.
Look in the bag to check.
Pick a different bag.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“What helped you identify which shape was in the bag?” (Feeling flat sides or round sides. Feeling the number of corners on the shape.)

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Settings

Language

Audience

Assessment Access

Lesson 1

Shapes That Are Solid

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

1.G.A

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

1.G.A

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

1.G.A

Building Toward