1. Flat Surfaces as Two- Dimensional Shapes Unit of Study: 3-Dimensional Shapes Global Concept Guide: 3 of 3

2. Content Development  Students will be exploring the relationship between the three- dimensional shapes and their two-dimensional flat surfaces.  They will identify and distinguish the shapes of the flat surfaces by building three-dimensional shapes from nets that they construct.  Through these tasks, they will also be identifying attributes of solids (i.e. vertices, edges, and faces).  It is difficult for many children to visualize solid figures when they only look at a picture because the entire shape can not be seen. Providing hands-on opportunities to examine three- dimensional figures and to construct them out of their two- dimensional faces will allow students to develop a deeper understanding and therefore make more precise visualizations.

3. Day 1  Voyages Grade 2 Excursions: In Solid Form  Follow the teacher’s edition sections “Setting the Stage” and “Building Conceptual Knowledge.” Students will identify attributes of solid figures and complete the chart Describe that Solid p. 245 in the student edition.  It is not necessary for students to complete the sections for the triangular or square pyramids, the triangular prism or the hexagonal prism  Information in the “Additional Information…” section does not need to be shared  Continue with “Building Skills and Strategies.” Students will explore visualization of hidden sides of solids and complete Which is the Base on p. 246 in the student edition.  Omit hexagonal prism

4. Day 2  Voyages Grade 1 Excursions: Caught in a Net  Skip the “Setting the Stage” section and begin the lesson with the “Building Conceptual Knowledge” section. Students create a human cube and a human rectangular prism with yarn and compare the attributes of both shapes.  Continue with the “Building Skills and Strategies” section where students construct three-dimensional shapes with gumdrops (or marshmallows) and toothpicks (or pretzel sticks).  Focus should be on the cube rather than the rectangular pyramid since the rectangular pyramid is not specified in the first grade standard.  Students complete p. 79 or record in their math notebooks.

5. Day 3  Continue Voyages Grade 1 Excursions: Caught in a Net  Engage – make a net of a rectangular prism from a cardboard box (see first paragraph of “Putting it into Action” section).  Students use bendable straws (or pipe cleaners) and string to build nets of the three-dimensional figures (see “Putting it into Action” section for directions).

6. Enrich/Reteach/Intervention  Reteach/Intervention  Go Math Chapter 11 TE p. 473B Enrich Activity  Use an orange to model how a sphere does not make a circle when flattened. Bring an orange to class and a citrus peeler. Model for the students that when the skin is sectioned into 6 pieces and then peeled, the surface of the orange laid flat does not make a circle. This is proof that a sphere does not have any flat faces, only curved because the face has gaps when peeled back.  Enrich  Go Math Chapter 11 E90 Shapes in Objects  3-D Rummy - Voyages Grade 2 Excursions In Solid Form SE pp. 247 – 249 (TE p. 173) 3-D Rummy

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