Lesson 3D Objects Grade Level 1

Subject Math Time Frame 45 minutes

Developed By Andie Gingrich

Learning Outcomes: What relevant goals will this unit address?

GLO: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them.

SLO:

Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule.

Compare 2-D shapes to parts of 3-D objects in the environment.

Essential Questions: What provocative questions will foster inquiry into the content?

What is a 3D object?

How are 3D objects related to 2D shapes?

What are real life examples of 3D objects?

Learning objectives:
Knowledge: Skills:
What knowledge will student acquire as a What skills will students acquire as a result of this
result of this unit? unit?

Students will know… Students will be able to…

• what a 3D object is. (has three • identify/name different 3D objects

dimensions - height, length, width) verbally. (ex. name the ball as a sphere)
• what is the differences between a • sort similar 3D objects into groups and
3D object and a 2D shape. (3D verbally explain their sorting rule. (ex. sorts
objects take up space and volume and all the balls into the same category because
2D shapes are flat) they are all spheres and have no faces, sorts the
• what a face is, what a corner rectangular prism and the cube into the same
(vertex) is, and what an edge is on category because they both have 6 faces).
a 3D object.
• that 2D shapes make up 3D
objects. (ex. a cube has 6 square
faces)
• examples of 3D objects in their
lives. (ex. soccer ball is a sphere,
cereal box is a rectangular prism, etc…)
 Stage 1: Desired Results
General
Learning Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
Outcome(s) relationships among them.

Specific
Learning Compare 2-D shapes to parts of 3-D objects in the environment.
Outcome(s)
Students will…
Learning 1. describe what a 3D object is - verbally
Objec>ve(s) 2. describe the types of 3D objects - verbally (ex. sphere, cube, etc…)
3. iden@fy an example of a 3D object in their environment

Stage 2: Assessment Evidence

Summa>ve Forma>ve
1. None 1. Conversa@on during lesson
Assessment Assessment

Stage 3: Learning Experience

1. Wooden block objects: sphere, cube, cone,
Play: pyramid, cylinder, rectangular prism,
Tech hGps:// Resources triangular prism.
to Do www.youtube.com/ to Bring 2. Real life objects: Toblerone box, Party hat,
watch?v=3-QwWFkz5hw can, @ssue box, ball, cube wrapping box,
picture of the pyramids.
Time Content/Descrip>on Notes
Review 2D shapes from Miss Penna’s lesson

Review why 2D shapes are “2D”

(they can go flat against the page and can only be measured up
(height) and across (width)) Use her anchor
chart to remind
4 min
Review the shapes and the class generated examples of 2D shapes (use the students of
her anchor chart) her lesson

Talk about about why objects are “3D” - 3 dimensions height, width,
and length
(they take up spaces and can be measured up, down, across)
Call them table
Transi>on: group by table
2 min When I saw the magic word students will SILENTLY move to their table group - can
group to inves>gate their objects…. “GO” award points to
quietness
 Object inves>ga>on

At each table group students will have a full set of wooden objects to I will float
explore. between tables
(with other
5-8 min Students will explore the objects on their table: adults in room)
• What is similar between objects? to see what
• What is different between objects? students think
• What do you no@ce about the objects? of the shapes.
• Do you seen any of the 2D shapes from Miss Penna’s lesson in the 3D
objects?
Call them table
Transi>on: group by table
2 min When I saw the magic word students will SILENTLY move back to the group - can
carpet to watch our video on 3D objects…. “GO” award points to
quietness
VIDEO DISCLAIMER:
Adults used to call 3D objects “3D shapes” un@l they realized that was
This is
confusing for students.
important so
~1 min students don’t
In this video they use the old name “3D shapes”. In grade 1 we are
get mixed up
clever and we will know that they really mean 3D OBJECTS
later.
Use thumbs up to see if students understand this.
 Introduc>on - 0:00-1:49
Play this whole sec@on but STOP AT 1:49 TO ASK STUDENTS WHAT SHAPE
THAT IS! ——— Answer: square

Cube - 1:49-2:30 - HOLD UP dice as real life example

PAUSE TO COUNT faces, edges, and corners TOGETHER Youtube video:
THEN, Fill in the anchor chart hGps://
• 6 faces www.youtube.c
• 12 edges om/watch?v=3-
• 8 corners QwWFkz5hw

Rectangular prism - 2:30-3:06 - HOLD UP >ssue box as example

PAUSE TO COUNT faces, edges, and corners TOGETHER
THEN, Fill in the anchor chart Hold up each of
• 6 faces the “real life”
• 12 edges examples and
• 8 corners show the three
dimensions/
Triangular prism - 3:06-3:35 - HOLD UP Toblerone box as example ways to measure
PAUSE TO COUNT faces, edges, and corners TOGETHER it, how many
THEN, Fill in the anchor chart faces, edges, and
• 5 faces corners it has
• 9 edges and IF it has a
• 6 corners curved surface.
3:54 - PAUSE TO CHECK UNDERSTANDING OF CURVED FACE
15
minutes
Cylinder - 3:35-4:25 - HOLD UP can of soup as example
PAUSE TO COUNT faces, edges, and corners TOGETHER Pause the video
THEN, Fill in the anchor chart frequently to fill
• 2 faces in the anchor
• 1 CURVED face chart and to
• 2 edges check student
• 0 corners understanding

Cone - 4:25-5:04 - HOLD UP party hat as example

PAUSE TO COUNT faces, edges, and corners TOGETHER
THEN, Fill in the anchor chart Use the video
• 1 faces as a review of
• 1 CURVED face 2D shapes
• 1 edges versus 3D
• 0 corners objects and a
teaching tool
Sphere - 5:04-5:27 - HOLD UP smile ball as example for faces,
PAUSE TO COUNT faces, edges, and corners TOGETHER corners, and
THEN, Fill in the anchor chart edges of 3D
• 0 faces objects.
• 1 CURVED face
• 0 edges
• 0 corners

STOP VIDEO AT 5:27!

 Complete the
Conclusion:
anchor chart
• Close the youtube video.
finishing
• Finish the anchor chart.
touches so it
2 min • Ask students for a thumbs up about 3D objects (forma@ve
can be hung up
assessment)
during Math
• Ask if there are any ques@ons before we move on.
centres next
• If none allow students to get ready for lunch @me.
week.

Reflec>ons
and Follow
Up