Kelly Mann
April 22, 2014
Mrs. Garofano/First Grade
Math: Unit 7
Lesson 7.5: Spheres, Cylinders, and Rectangular Prisms
1. Content Area:
3D, sphere, cylinder, rectangular prisms, surface, face, corner, side, solid shapes, museum
2. National and New Jersey State Standards:
CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones.
CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones,
and right circular cylinders) to create a composite shape, and compose new shapes from the
composite shape.1
3. Community Knowledge and Experience:
Students have been working with shapes for the past week and have been introduced to the
concepts of 3-dimensional shapes. Students have been bringing in shapes from home to use in
the shapes museum, so students already have an understanding of what to expect.
4. Purpose/Goal:
To guide the identification of spheres, cylinders, and rectangular prisms; and to facilitate their
characteristics.
5. Objectives:
Learners will be able to:
identify 3D shapes and their characteristics and be able to categorize them.
6. Procedures/Format:
Introduction: After our daily math jobs are done (number of the day, calendar, weather)
we do daily mental math and reflexes. Teacher will use SmartBoard to display sets of base-10
blocks. Have children write the value of each set on their slate. Suggestions: 3 longs and 5 cubes,
4 longs and 11 cubes, 1 flat 2 longs and 16 cubes. These are increasingly more difficult order,
spend time on each with more examples as needed. Ask students to put their slates away and
draw their attention to the can, ball, and box. Pose the question to the class, “Which of these will
roll?” Have a few children come up and try to roll each. Ask the class to share their observations.
Tell children that today they will learn about the shapes of objects in their world.Ask children
how they would describe the ball, the can, and the box.
Expect answers such as the following:
●
The ball is round and smooth.
●
The ball has no flat sides.
●
The can has a curved side and two flat sides.
●
The flat sides of the can are circles.
●
The can will sit on either of its flat sides.
●
All of the sides of the box are flat.
Review the characteristics of these shapes.
How many flat faces does each shape have? The sphere has 0 flat faces; the rectangular prism
has 6; the cylinder has 2. Point to each face as the class counts them together. What are the
shapes of the flat faces? All of the flat faces of the rectangular prism are rectangles. (squares
are special rectangles) The flat faces of the cylinder are circles.
Point to a corner of the rectangular prism, explain that a corner is a point where at least 3 flat
faces meet. A cylinder does not have any corners because its flat faces do not meet. How many
corners does the rectangular prism have? 8 corners. Point to them as the students count aloud.
Development: Review with students what museums are: places to collect, organize, and label
objects. Tell children that they are going to start the Shapes Museum. Help children place objects
they brought from home in the museum next to the correct labels. For now, have children put all
shapes that are not spheres, cylinders, or rectangular prisms into the ‘other’ category. Add some
of your own items into the museum. Children will have fun looking for other shapes that
approximate spheres, cylinders, and rectangular prisms. Actual shapes are often “close, but not
quite” the ideal 3-dimensional shapes; i.e., books are ‘almost’ rectangular prisms. Encourage
children to notice the shapes of objects they see at school and at home.
Conclusion: Students will have the opportunity for the next few days to continue bringing in new
objects to place in the shapes museum. Then students will complete a worksheet exploring the
characteristics of solid figures. Have children record the faces of shapes from the Shape
Museum. They name or draw the shape they have chosen and write an X in the table
corresponding to the shape of the faces. [Enrichment: When children have completed, have them
sort the objects into 3 groups by the shapes of the objects’ faces]
7. Resources:
Math Masters p 212
slate
ball, can, and box
items for Shapes Museum
Student Math Journal 2 page 145
8. Inclusive Instruction:
ELL- Have children model the words curve and flat as attributes of surfaces. They model the
word curve by holding their arms in front of them as though they were holding a large ball. They
model the word flat by placing their hands on a table or desk.
To provide language support for geometry, have children look at the Shapes Museum and describe some
of the shapes. Encourage children to use vocabulary related to plane shapes and solid figures such as side,
corner, surface, flat, face, circle, triangle, square, sphere, cylinder, and rectangular prism.
Enrichment: When children have completed the conclusion task, have them sort the objects into
3 groups by the shapes of the objects’ faces
9. Assessment:
Then students will complete a worksheet exploring the characteristics of solid figures. Have
children record the faces of shapes from the Shape Museum. They name or draw the shape they
have chosen and write an X in the table corresponding to the shape of the faces. [Enrichment:
When children have completed, have them sort the objects into 3 groups by the shapes of the
objects’ faces] Students will also complete a set of math boxes, one question asks students to
recall information about what a prism is, the remaining questions are drawing upon previous
learned concepts to ensure mastery.
Ongoing assessment: recognizing student achievement in our mental math reflexes. Teacher will
assess children’s ability to name numbers represented by base-10 blocks. Children are making
adequate progress if they are able to answer the first and second questions correctly. Some may
be able to answer the third question correctly, as well.
Teacher will be sure to watch for children confusing order of the water cycle.
10.
Applications/Connections/Extensions:
The water cycle ties in many of the different concepts of weather that we have discussed in our
unit.