Embedded Files
Core concept: 2D shapes can be identified in the features of 3D objects.
3D UFOs – 35 minutes
3D UFOs – 35 minutes
There is a galaxy out in space where the aliens are extremely interested in learning about mathematics and becoming mathematicians, just like you. The aliens have travelled to Earth and landed with their UFOs. Here is a picture of their UFOs. The aliens want their UFOs to look like 3D objects that we have here on Earth.
There is a galaxy out in space where the aliens are extremely interested in learning about mathematics and becoming mathematicians, just like you. The aliens have travelled to Earth and landed with their UFOs. Here is a picture of their UFOs. The aliens want their UFOs to look like 3D objects that we have here on Earth.
Explain that parts of the UFOs are concealed by clouds of smoke making it difficult to see all the features. Ask students to turn and talk with a partner and to name the 2D shapes they can see.
Explain that parts of the UFOs are concealed by clouds of smoke making it difficult to see all the features. Ask students to turn and talk with a partner and to name the 2D shapes they can see.
Display various 2D shapes and 3D objects on the floor. Ask students to ‘eye-spy’ if they can see a 2D shape on a 3D object that is the same as one they spotted on the UFOs picture.
Display various 2D shapes and 3D objects on the floor. Ask students to ‘eye-spy’ if they can see a 2D shape on a 3D object that is the same as one they spotted on the UFOs picture.
- What 2D shapes can you see? Can you air-write a 2D shape you saw?
- I wonder which UFO that shape belongs to. What do you think?
- I wonder if the same 2D shape can be seen on another UFO. Did you ‘eye-spy’ this shape on more than one UFO?
- I wonder what 2D shapes we cannot see. What 2D shapes do you think are hidden behind the clouds of smoke?
- I wonder what 3D objects the aliens used to make their UFOs if these are the features we can see. What do you think?
Ask:
Ask:
- What are the different possibilities that Jasmine could pull out first?
- If she pulls out a red sock first, is it certain that she will pull out another red sock?
- Is it certain that she will always get a pair of socks the same colour?
- Is it certain that she will always get a pair of socks of different colours?
Students Think-Pair-Share the possible outcomes. Record the results on the board for all students to see.
Students Think-Pair-Share the possible outcomes. Record the results on the board for all students to see.
Replace the socks, shuffle the container, and choose another student to pick 2 more socks without looking. Do this at least 6 times and keep a record of the colours that the students pick each time.
Replace the socks, shuffle the container, and choose another student to pick 2 more socks without looking. Do this at least 6 times and keep a record of the colours that the students pick each time.
Look at the class results and ask students if their predictions were correct.
Look at the class results and ask students if their predictions were correct.
Ask:
Ask:
- How do you know that is a circle/square/triangle/rectangle?
- Show me a shape that is not a circle/square/triangle/rectangle. How can you be sure?
- How would you explain the difference between (select two 2D shapes)?
- Can you name a real-life item that is this object? Can you find an example in the classroom that looks like your chosen UFO?
- What are you wondering about?
Consolidation and meaningful practice: Feature sort – 10 minutes
Consolidation and meaningful practice: Feature sort – 10 minutes
Instruct students to sort the objects into at least 2 groups based on their features (for example, 2D shapes on faces of 3D objects, number of sides, colour, flat or curved) and to explain their sort. Ask:
Instruct students to sort the objects into at least 2 groups based on their features (for example, 2D shapes on faces of 3D objects, number of sides, colour, flat or curved) and to explain their sort. Ask:
- Can you find an object in the class that belongs in one of your groups? Why does it belong?
- Can you find an object in the class that does not belong in any of your groups? Why does it not belong?
- Is there an object that reminds you of one of the UFOs from the previous lesson? How? What features in particular?
- Is there an object whose features you are wondering about?
- Instruct groups to sort their objects in a different way and explain the new sort.
Students capture their sort on a digital device or draw it using writing materials and annotate the image to explain their sort.
Students capture their sort on a digital device or draw it using writing materials and annotate the image to explain their sort.
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