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Activity 1

15 mins

What Is the Missing Shape?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR7 Compare and Connect

to see where instructional routines fit in your journey.

Materials

To Gather

Geoblocks

Tools for creating a display

Activity Narrative

The purpose of this activity is for students to describe the attributes of three-dimensional shapes and to identify these shapes, based on their attributes. The activity encourages students to build on their understanding of two-dimensional shapes to describe three-dimensional shapes. When students describe the attributes of solid shapes clearly to others, they use language precisely, including making connections to the attributes of two-dimensional shapes (MP6).

In previous grades, students identified and named spheres, cylinders, cones, and cubes. Students may be able to recognize rectangular prisms and pyramids as solid shapes, but students are not expected to use these terms.

This activity uses MLR7 Compare and Connect. Advances: representing, conversing.

Launch

Groups of 4
Give each group of students a collection of solid shapes (sphere, cone, cylinder, cube, rectangular prism, square pyramid), a piece of chart paper, and markers.
“Kiran is missing one of the solid shapes from his collection. He has drawn two posters to help find the shape.”
Display the previously prepared poster or image:
“Which solid shape could be Kiran’s shape?” (It’s hard to tell from the flat shape. It could be a cone or pyramid.)
Display the previously prepared example poster or image:
“Which solid shape could be Kiran’s shape?” (Students hold up or name the pyramid.)
As needed, ask, “How would you describe the faces of a solid shape?” (It’s a flat part of the solid shape. It looks like a flat shape. The edges make up the sides of the shape.)
“Which poster is more helpful? Explain.” (The poster that describes all the faces. The other poster could be a lot of solid shapes.)

Activity

“I’m going to assign each group a solid shape. Make a poster for your shape. You can use words, numbers, and pictures. Other groups should be able to figure out which shape you had by looking at your poster.”
Assign each group either a cylinder, a sphere, a cone, or a rectangular prism.
5 minutes: small-group work time
Consider asking:
- “What attributes will be most important to list?”
- “What could you draw to illustrate your shape?”
- “What is the name of your solid shape?”
As groups finish, display the posters around the room.

Activity Synthesis

MLR7 Compare and Connect

“As you look at other groups’ posters, think about the details that help you imagine or name the shape.”
5 minutes: Gallery Walk
“What is the same and what is different about the ways that groups described their solid shape?” (Many groups gave details about the faces of the shapes, and some groups described objects that look like their shape.)

Activity 2

20 mins

Card Sort: Sort and Build Solid Shapes

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Card Sort

to see where instructional routines fit in your journey.

Materials

To Copy (from Blackline Masters)

Card Sort Sort and Build Solid Shapes Cards

Sort and Build Solid Shapes Handout

To Gather

Scissors

Tape

Activity Narrative

The purpose of this activity is for students to recognize and describe the attributes of two-dimensional and three-dimensional shapes. Students are given cards containing figures composed of two-dimensional shapes. They sort these shape designs in the way that makes sense to them, which may include reasoning about how the shape designs relate to three-dimensional shapes. This sorting task gives students opportunities to analyze the figures closely and make connections, based on their attributes (MP7).

After sorting, students come together to discuss how they sorted their shape designs, before they cut and fold two shape designs into cubes. Listen for the way students describe shape designs that are composed of equal-size shapes and solid shapes that have equal-size faces. They will continue to describe equal-size shapes in the next section.

Representation: Internalize Comprehension. Provide students with a sorting mat and one possible category to get started with. Allow students to create at least one other category.
Supports accessibility for: Organization

Launch

Groups of 2
Give each group of 2 students a set of shape design cards and access to solid shapes.
“We are going to describe and sort cards that show a design made up of different shapes.”
Display Card D:

“What do you notice? What do you wonder?” (I see 4 triangles. 3 triangles are the same. 1 triangle has shorter sides. What is the name of this shape? Would this shape make a solid shape?)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.

Activity

“Work with your partner to sort your cards into categories in a way that makes sense to you.”
5 minutes: partner work time
Monitor for groups who sorted by:
- Category of shape (all triangles, all quadrilaterals).
- Total number of shapes.
- Presence or absence of one shape (has squares, no squares).
Consider asking:
- “What shapes make up this design?”
- “Which solid shapes have faces that match these shapes?”
- “Why did you group these shape designs together?”
- “What do the shape designs in your groups have in common?”
Invite 2–3 previously selected groups to share.
“Which shapes are made up of equal-size shapes? Explain how you know.” (B, E, and H. All the squares are the same size in B and E. All the triangles are the same size in H.)
“Work with your partner to answer the questions. Give me a signal when you have discussed each question and are ready to make a cube.”
10 minutes: partner work time
When students are ready, give the cube pattern handout, scissors, and tape to each group of 2 students. Each student gets 1 page.

Activity Synthesis

Invite 1–2 groups to share their cubes.
“When you and your partner were folding, you started with different designs, but both made cubes.”
Draw or display a design with different size squares, such as:

“Some of you noticed that a cube has 6 square faces. Would this shape fold to make a cube?” (No, it has 6 squares, but some aren’t the same size.)

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Lesson 4

Solid Shapes

Warm-up

Notice and Wonder: What Is That Shape?

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

What Is the Missing Shape?

Standards Alignment

2.G.A.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Card Sort: Sort and Build Solid Shapes

Standards Alignment

2.G.A.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have a correction or suggestion?

Standards Alignment

2.G.A.1

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?