3-D AND 2-D SHAPES

… T H E CL A S S I F

I CA T I O

N OF

INTENDED

FOR…

Subject Math

Grade Level Second Grade

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Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems. • recognizing shapes and their

relationships (symmetry)• identifying, describing,

drawing, comparing, classifying, and building physical models of geometric figures

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COLORADO STATE STANDARDS

STUDENTS WILL KNOW, UNDERSTAND, AND BE ABLE TO…- identify 2-dimensional figures

- rhombus and trapezoid- identify 3-dimensional figures.

- rectangular prism, cone, pyramid- draw a line segment.

- two definitive end points with labels, as opposed to arrows- draw parallel and nonparallel line segments.

- distinguishing using parallel and nonparallel symbols- draw lines of symmetry

- given 2-dimensional figures

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CLASSIFYING

Geometric shapes are classified according to rules.

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CONCEPT OR BIG IDEA

KEY PRINCIPLES

Shapes are used to communicate how people view their environment.

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Geometry provides a system to describe, organize, and represent the world around us.

Students will take a pre-assessment, evaluating knowledge of vocabulary associated with 2-D and 3-D shapes, the idea of parallelism, and the ability to insert a dividing line for given figures (symmetry).

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ACTIVITIES AND PROCESS BEGINNINGS…

Strategy StationsDescription

Allows students to work on tasks that work in concert with one another

Grouping Flexible- Based on

length of activity exposure

- Students’ needs

Misc. - Teacher and student choice

- Frequent or occassional use

Development of learning stations enhances comprehension by utilizing a hands-on approach to the learning process.

Experts Say…

THREE QUESTIONS FOR ANALYSIS

What (Content)

How (Readiness,

Interest, Learning

Style)

Why (Reason)

- Teacher can adjust the degree of difficulty based on ongoing need

- Various products

- Takes student interest into account

- Wide range of project options and modes of expression

- Numerous problem solving strategies

- Assists learner by presenting topics based on readiness

- Increases motivation

- Flexible grouping for tasks

Objective: To guide children as they define, name, and draw line segments.

Readiness: Students will create fact family houses, labeling line segments accordingly (ex. AB).

Enrichment: Students will construct outlines using 100s and 1,000s for table partners to connect while ordering numbers from least to greatest.

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ACTIVITIES AND PROCESS LESSON 1

Objective: To introduce the concept of parallel.

Readiness: Students will use geoboards to construct parallel lines.

Enrichment: Students will create arrays using dice to attain two facts. They will eventually be used to create a rectangle that has corresponding rows and columns.

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ACTIVITIES AND PROCESS LESSON 2

Objective: To guide children as they find lines of symmetry in objects and complete drawings to create symmetrical shapes.

Readiness: Sets of children explore symmetry using pattern blocks.

Enrichment: Students cu symmetrical pictures from magazines and create a symmetry booklet.

Enrichment: Students mirror one another using similar side-by-side motions.

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ACTIVITIES AND PROCESS LESSON 3

ASSESSMENT

S U M M A T I V E

- write fact family- count in the

thousands- order whole

number in the 100s and 1,000s

- draw line segments- identify 2-

dimensional figures

F O R M A T I V E

- identify 3-dimensional figures

- draw a line segment

- draw parallel and nonparallel line segments

- draw lines of symmetry

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