AUGUSTA COUNTY SCHOOLS
CURRICULUM MAP
MATH
Submitted By CLES
CONTENT:
2.16 The student will identify, describe, compare, and contrast plane and solid geometric figures (circle/sphere, square/cube,
and rectangle/rectangular prism).
TOPIC:
Geometry
CONTENT
What do your students need to
KNOW?
DEMONSTRATORS
What do your students need to be
able to DO?
All students will know:
Students will:

Understand the differences
between plane and solid figures
while recognizing the interrelatedness of the two.

Understand that a solid figure is
made up of a set of plane
figures.

Trace faces of solid figures to
create the set of plane figures
related to the solid figure.

Identify and describe plane
and solid figures, according to
the number and shape of their
faces, edges, and vertices
using models.


Determine similarities and
differences between related
plane and solid figures, using
models and cutouts.
Compare and contrast plane
and solid geometric figures
according to the number and
shape of their faces (sides,
bases), edges, vertices, and
angles.
ASSESSMENT
How will you assess what your
students ALREADY KNOW, and assess
WHAT THEY’VE LEARNED?
Pre-test: Use solid figures. Have
students name each one.
Place solid figures on a table. Provide
name cards. Have students match the
name card to the shape.
Assessment: Why is it important to
use the vocabulary we learned today?
How can you describe a rectangular
prism based on its faces, edges,
vertices, and angles?
Does this solid figure look similar to
any of the plane shapes we have
learned about? If so, which one?
.
ACTIVITIES
HOW will you teach it?
Visual/Spatial Lesson: On the white board
before class draw and label the following
shapes: circle, square, triangle, rectangle,
hexagon, trapezoid and parallelogram.
Have students study the plane figures and
then draw their own on index cards. In
small groups have the students put all of
their cards in the center of the table. Have
students say the name of the shape on the
card as they sort the cards into piles of the
same shape. (Have students save their
cards for the next lesson)
Verbal/Linguistic Lesson Objective: to
develop the math terms plane shapes,
circles, square, triangle, rectangle,
hexagon, trapezoid, and parallelogram.
Before the lesson make Vocabulary cards.
Discuss the meaning of the plane shapes.
Have volunteers put the vocabulary words
on the Math Word Wall. Have students say
each word and write on their card from the
previous lesson.
Visual/Linguistic lesson Objective: to
develop the math terms vertices, vertex,
angle, face, edge, solid figure, cube,
sphere, rectangular prism, triangular
pyramid. Repeat the lesson above and add
theses words to the Math Word Wall.
Ask each student to bring an object from
home that is three –dimensional but
resembles a plane shape such as a circle,
square, or rectangle (cereal box, tennis
ball, dice) Assemble these objectives in
front of the room. Ask the students how
these objects could be sorted. Have
students share their ideas. The goal is for
them to articulate how three-dimensional
objects can relate to plane geometric
shapes- a cube to a square, a rectangular
prism to a rectangle, and a sphere to a
circle.
Use the other vocabulary words to describe
three dimensional objects and how they
relate to geometric shapes. Lesson plans in
detail for this can be found on the Virginia
Department of education website under
Mathematics Enhanced Scope and
Sequence reporting category:
Measurement, topic: Investigating plane
and solid geometric figures.
KinestheticLesson objective: to construct a
cube and identify its faces, edges, and
vertices. Have students use 4 toothpicks
and clay to build a square. Ask them to
build 2 of these squares. Ask children to
lay the square on construction paper and
trace it. Have them cut out 6 of the paper
squares. Have students stick 4 toothpicks
into the the clay of one of their squares
facing upward. Have them set the other
square on top of the toothpicks to form a
cube. Explain that the construction paper
represents the faces, the toothpicks
represent the edges and the clay
represents vertices.
DIFFERENTIATION
How will you meet the needs of all
students?
1. Set up a learning station
with a basket of solid figures
where students can
investigate objects.
Distribute comparing figure
charts and have students
record data about the faces,
edges, vertices, and angles
found in solid figures.
2. Have students make a book
of magazine pictures to
illustrate solid figures.
3. Have students create clay
creatures based on solid
figures.
4. Tessellations (for the
advanced) Students fill the
screen with colorful
tessellations as they practice
copying, pasting, and moving
graphics.
5. Invent a Figure. Students
create a closed figure by
counting sides and corners,
and then give it a name. Use
a dot grid .
RESOURCES
1. Harcourt Math Teacher
Edition, Volume 2
2. Virginia Department of
Education
Mathematics Enhanced
Scope and Sequence Grade 2
3. Laminations.nctm.org
4. Visit the learning site at
www.harcourtschool.com
5. Evan Moor Math Activities
on the Computer
TEACHER NOTES:
Literature Connection:
The Village of Round and Square Houses by Ann Grifalconi
Solid Surprises by C.C. Paris
Shape Up! By David A. Adler.
Anno’s Math Games III by Mitsumasa Anno
Mathamusements by Raymond Blum
The Shape of Things by Dayle Ann Dodds

Checklist of Math Activities and Checklist of Computer Skills included in the Evan
Moor Math Activities on the Computer