SOLIDS, SOLIDS, EVERYWHERE

MASTER TEACHER  Colleen McGran

GRADES 1-3

OVERVIEW
Solid shapes are all around us.  Students will understand that these shapes have names and faces.  They will examine how the shapes are the same, and how they are different.  They will create geometric nets to form a cube.  Students will examine objects in their environment and classify them according to shape and as living or non-living.

ITV SERIES
Mathica's Mathshop 203 - "Wicked Weather"

LEARNING OBJECTIVES
Students will be able to:
*define what a face is in a solid object
*distinguish between two dimensional objects and solids
*identify familiar shapes  on a solid
*create a cube using a four by three net
*classify objects according to shape
*graph objects according to shape and as living or non-living
*explain how solid shapes are the same and how they are different

MATERIALS
(per student)
piece of paper labeling solid shapes and same/different
12"x9" piece of paper divided into 3" squares
T chart (paper folded in half to allow two sides)

(per group of 3 or 4)
solid shapes:  cube, square based pyramid, triangular prism, hexagonal prism
and cylinder
11 cubes for "Piles of Smiles game"

(whole class)
graph
chart paper

VOCABULARY
cube:  a solid having six square faces square based pyramid:  a solid having one square face and four triangular faces
faces:  flat surfaces of many solid shapes triangular prism:  a solid having three rectangular faces and two triangular faces
hexagonal prism:  a solid having two hexagon faces and six rectangular faces
rectangular:  a four sided figure where two sides are longer then the other two and the corners have right angles.
corners:  where two lines meet
cylinder:  a solid shaped like a long pole or tube with two circular faces solid:  a shape that is not hollow and is three dimensional
geometric nets:  patterns for solid shapes
strategy:  a plan to achieve a goal

PRE-VIEWING ACTIVITIES
Show the students a square and a cube.  Using a venn diagram to record
responses, ask students how the shapes are alike and how they are different.
Do the same with a triangle and a triangular prism.

Show the students the solid shapes and explain that they will compare and
learn about these shapes.  Some of the words used to define the shapes may
seem familiar to them, but may have a different meaning.  Explain that they
will be learning about solid shapes and will be creating some of the shapes.

FOCUS FOR VIEWING
To give students a specific responsibility while viewing tell them to listen
for the names of each solid shape.  Tell them to listen for vocabulary words
and what they mean.  Explain that they will see Mathica and the Witch try to
make cubes out of nets, an activity that they too will be doing.  

VIEWING ACTIVITIES
Begin the video when Mathica is looking out of the window.  Pause  when Mathica says, "How about a square based pyramid?"  Ask students how the shapes are the same and how they are different.  Record their answers on a T chart with the two shapes posted on it.  Ask them how they would define a cube and a square based prism  (cube has 6 square sides, prism has one square face and 4 triangular faces).  Ask the students what the meaning of "face" is when discussing solid shapes (one side of the shape)

Resume video.  Pause when Mathica says, "Mmm, a triangular prism."  Have students predict how these shapes are the same and how they are different.  Again, record their answers on a chart.  Ask them to define a triangular prism (a solid having 2 triangular sides and 4 rectangular sides).

Resume video.  Pause  when Mathica says, "What would you say to a hexagonal prism magician?"  Have the students predict how the triangular prism and hexagonal prism are the same and different.  Record their  answers on a T chart and post near the other two charts.  Ask the students to define a hexagonal prism (a solid having 6 rectangular faces and 2 hexagonal faces).  Ask them where in the environment have they seen a hexagon before (stop sign).

Resume video.  Pause when Math Magician says, "Next, a cylinder.  What is the same and what is different about it pray tell?"  Discuss corners and come up with a class definition for what they are.  Talk about same and different between a hexagonal prism and a cylinder.  Post their responses on a chart to be put near the others.

Resume video.  Pause when the Witch is saying, "Eenie, Meenie, Miny, Moe."  Ask the students whose method will work better for determining which net will fold into a cube, Mathica's or the Witches.  Accept all responses.  Ask what Mathica meant by "Let me picture it".  Have students predict which will fold into a cube.  Ask why they think so, have them justify their response.

Resume video.  Pause when Mathica says, "I'll bet the orange one will and the yellow one won't."  Ask why Mathica made this prediction.  Examine how the nets are different and discuss what makes a cube a cube.

Resume video.  Stop video when Mathica asks, "How many different nets can you make?"

POST-VIEWING ACTIVITIES
Give each student a sheet of 12"x9" piece of paper divided into 3" cubes.  Have the students work in pairs to create geometric nets that will form a cube.  On each side of the cube have students write something they learned about solid shapes.  Share how they made the cube and what they learned with the group.

Ask the students what was meant by using strategy when the Math Magician and the Witch were playing the "Piles of Smiles" game.  Put 11 cubes in a center with directions of how to play.  (The object of the game is to create two unequal groups of whole numbers until you can create no more.)  Explain that they will have an opportunity to develop a strategy when they visit the center.

Give each student a chart with a cube, cylinder, triangular prism, and hexagonal prism across the top.  Take a walk around the school having students note objects found with each shape in their environment.  Walk inside and outside the school.  Have them draw a picture or label the object placing it under the appropriate column.  For example a tree trunk may be a cylinder.  After the walk put all objects on a a class chart and graph the results.  Break the graph up further into living and non-living objects.  This will help students see that solids and shapes are in all objects.  Have the students write three questions about the graph.  Answer the questions as a whole group.

ACTION PLAN
Invite an architect to come in and share how they use shapes in their work.  
Design a playground using solid shapes.
Identify shapes in foods eaten.

EXTENSION
Science
In groups of three or four have students build a structure using solid shapes.  Tell them that they want to build a structure that will withstand wind.  After they create the structure, test it by having them blow on it, using a hair dryer, and using a fan.  Discuss and compare which structure withheld the most wind and possibilities as to why it was the strongest.

Art and Writing
Create an animal using solid shapes.  Write directions for how to make the animal.

Design a playground using solid shapes.  Explain what the equipment is made of and how it would be used.

Language Arts
Create a shape book labeling each shape and giving a description of each.

Social Studies
Visit the grocery store.  Chart how many goods are packaged in each different shape.  Discuss how the shapes are the same and different from a solid ( they are hollow to hold the objects, and solid when the object is in them).  Note which shape is seen the most and discuss why this might be.

Updated:  April 01, 2008