Running Head: Peer Teaching - Geometry Grade 3
Peer Teaching Module: Grade Three Geometry
Chapter 20 - Geometric Thinking and Geometric Concepts
Ashley MacDonald
St. Thomas University
15 February 2017
Peer Teaching - Geometry Grade 3 2
Elementary and Middle School Mathematics: Teaching Developmentally (4th ed.)
Van der Walle, Karp, Bay-Williams, McGarvey & Folk (2015)
Chapter 20 - Summary
Big Ideas:
1. What makes shapes alike and different can be determined by geometric properties.
For example, shapes have sides that are parallel, perpendicular, or neither; they
have line symmetry, rotational symmetry; or neither; they are similar, congruent, or
neither
2. Shapes can be moved in a plane or space. These changes can be described in terms
of translations (slides), reflections (flips), and rotations (turns).
3. Shapes can be described in terms of their location in a plane or in space. Coordinate
systems can be used to describe these locations precisely. In turn, the coordinate
view of shape offers ways to understand certain properties of shapes, changes in
position, and how they appear or change in size.
4. Three-dimensional shapes can be seen from various views. The ability to
perceive shapes from different viewpoints helps us understand relationships
between two- and three- dimensional [3D] figures and mentally change the
position and size of shapes.
Van der Walle et. Al 2015, p. 396
This chapter focuses on geometric concepts and different levels of geometric thinking.
Firstly, level 0 of the Hiele level of geometric thinking is visualization, wherein students
know what shapes look like (Van der Walle et. al., 2015 p.397). In level 1, students
understand the different classes of shapes rather than individual shapes (Van der Walle
et. al., 2015 p.398). In level 2 of geometric thinking, students know the properties of shapes
and the relationships between properties of geometric objects (Van der Walle et. al., 2015
p.399). Level 3 is deduction, where students move from thinking about properties to
reasoning or proving related to the properties and level 4 if rigour, where students think
of deductive axiomatic systems for geometry (Van der Walle et. al., 2015 p.400). For 3D
Peer Teaching - Geometry Grade 3 3
shapes, this chapter focuses on sorting and classifying shapes. Students should first explore
their own classifications with groups such as all have triangles all have a point and all
able to roll (Van der Walle et. al., 2015 p. 403).
For this lesson, the focus will be on 3D objects and shapes, and on the big idea number 4,
three-dimensional shapes can be seen from various views. The ability to perceive shapes
from different viewpoints helps us understand relationships between two- and three-
dimensional figures and mentally change the position and size of shapes (Van der Walle et.
al., 2015 p. 396). Students will get the chance to manipulate objects, categorize
three-dimensional shapes, and look at shapes from a variety of perspectives in order to
understand their properties.
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Topic: Grade 3 Length of lesson: Date 15 February
Geometric Thinking 2 lessons of 60 2017
and Geometric minutes
Concepts
Materials:
Modeling clay or playdough
Building blocks
Toothpicks
Chart paper/whiteboard
Labels (Appendix)
Sorting activity sheet (Appendix)
New Brunswick Curriculum:
GCO: Shape and Space
SCO: SS6 - Describe 3D objects according to the shape of the faces, and the
number of edges and vertices.
NCTM:
Grades 35 Expectations: In grades 35 each and every student should
identify, compare, and analyze attributes of two- and three-dimensional shapes
and develop vocabulary to describe the attributes;
classify two- and three-dimensional shapes according to their properties and
develop definitions of classes of shapes such as triangles and pyramids;
investigate, describe, and reason about the results of subdividing, combining, and
transforming shapes;
explore congruence and similarity;
make and test conjectures about geometric properties and relationships and
develop logical arguments to justify conclusions.
Student Goals:
I can tell the difference between 2D and 3D shapes.
I can sort 3D shapes into categories.
I can build 3D shapes with modeling clay/playdough.
I understand that 3D shapes look different at different angles.
I can label edges, faces, bases, and vertices on a 3D shape.
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Pre-Lesson: Engagement
What the teacher will do What the student will do
Introduce the lesson: Todays lesson is Reflect on the questions the teachers ask
about geometric shapes. and engage in a think-pair-share.
Ask the following questions, introduce a Answer the questions to complete a
think-pair-share, and record answers on full-class discussion about geometric
chart paper or the whiteboard: shapes, giving the difference between 2D
Whats the difference between a 2D and 3D as well as some common examples
and 3D shape? of the shapes.
Can you give me an example of a 2D
shape?
Can you give me an example of a 3D
shape?
Where do you see some of these
shapes?
Post I can statements on chart paper or the
board.
Exploration
What the teacher will do What the student will do
Students will be in pairs: In pairs, students will sort the objects into
Give blocks and other objects to students categories they see fit and be able to
and instruct them to separate them into explain why they chose these categories.
their own categories, they can be whatever
categories the students choose.
Explanation
What the teacher will do What the student will do
The teacher will explain that there are Students will ask questions based on the
certain elements to 3D shapes: explanation.
curved surface, vertex, face, base, edge
Show a chart that demonstrates what these
terms mean (Appendix). This will help the
students understand why they may have
sorted the shapes the way they did.
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Elaboration
What the teacher will do What the student will do
Teacher will distribute modeling clay or Students will use the modeling clay to
Playdough and instruct students to create create the following 3D shapes in a group
the following shapes in groups of 2-3: of 2-3:
Cone Cone
Cylinder Cylinder
Sphere Sphere
Cube Cube
Prism (rectangular and triangular) Prism (rectangular and triangular)
Teacher will instruct students to draw Students will draw their 3D shapes from a
their creations from a variety of variety of perspectives (see appendix for
perspectives (see appendix for activity activity sheet).
sheet).
Students will label the following using the
Teacher will instruct students to label the words provided and toothpicks to stick
following with the words provided and into the modeling clay the cone, a prism,
toothpicks for the cone, a prism, and a and a cylinder:
cylinder.: Curved surface, Vertex, Face, Base,
Curved surface, Vertex, Face, Base, Edge
Edge
Evaluation
What the teacher will do What the student will do
Teacher will distribute the activity sheet Students will use the activity sheet
checklist at the back of this document so checklist to guide their shape-making.
students have an understanding of what
the shape should look like and how many Students will self-assess using the exit slip.
of the elements they require when they
label
At the end of the lesson, the teacher will
give students the self-assessment exit slip
found in this document
Teacher will observe students and take
notes using anecdotal records.
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Differentiation
Notes on the lesson
Teacher Resources:
A circle is not a valentine by H. Zimmermann
https://www.youtube.com/watch?v=KN0Pa05ZvyE
http://www.teachingideas.co.uk/subjects/3d-shape
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References
National Council of Teachers of Mathematics. (n.d.). Geometry. Retrieved February 11,
2017, from http://www.nctm.org/Standards-and-Positions/Principles-and-
Standards/Geometry/
Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M., McGarvey, L. M., & Fold, S. (2015).
Elementary and middle school mathematics: Teaching developmentally. (4th ed.)
Toronto, ON: Pearson.
New Brunswick Department of Education and Early Childhood Development. (2010).
Mathematics Grade 3 Curriculum. Retrieved February 10, 2017. Retrieved from
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/
Math-Grade3.pdf
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Appendix:
Activity sheets
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The following is for the teacher to cut up and stick to toothpicks for students to label:
Curved surface Curved surface Curved surface
Vertex Vertex Vertex
Vertex Vertex Vertex
Vertex Vertex Vertex
Vertex Vertex Vertex
Vertex Vertex Vertex
Face Face Face
Face Face Face
Face Face Face
Base Base Base
Edge Edge Edge
Edge Edge Edge
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Name: .
Its all about perspective!
Draw your shape from 3 different angles.
One side One side One side
Shape name:
--------------------
Shape name:
--------------------
Shape name:
--------------------
Shape name:
--------------------
Shape name:
--------------------
Shape name:
--------------------
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Name: .
Cone Traits
circular base
1 vertex
1 curved surface
Cylinder Traits
2 circular bases
no vertex
1 curved surface
Prism Traits
2 identical bases
all other faces are rectangles
shape of the base tells what type of prism it is
Pyramid Traits
1 base (polygon)
all other faces are triangles (meet at a vertex)
shape of the base tells what type of pyramid it is
Cube Traits
6 square faces (all the same size)
8 vertices
12 edges (all equal)
Shpere
Round, ball-shaped
Can roll
Peer Teaching - Geometry Grade 3 13
Name: .
Exit Slip
Check () the box that fits your learning today.
Goal: Yes! Almost there! Still working!
I can tell the difference between 2D
and 3D shapes and give examples.
I can sort 3D shapes into categories.
I can build 3D shapes with playdough.
I understand that 3D shapes look
different at different angles.
I can label edges, faces, bases, and
vertices on a 3D shape.
--------------------------------------------------------------------------------------------------------------------
Name: .
Exit Slip
Check () the box that fits your learning today.
Goal: Yes! Almost there! Still working!
I can tell the difference between 2D
and 3D shapes and give examples.
I can sort 3D shapes into categories.
I can build 3D shapes with playdough.
I understand that 3D shapes look
different at different angles.
I can label edges, faces, bases, and
vertices on a 3D shape.
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Anecdotal Records Sample
Amanda Timmy Suzy Emily
Can create shapes
Can identify
shapes
Can identify
properties of
shapes
Emma Tanner Shelby Veronica
Can create shapes
Can identify
shapes
Can identify
properties of
shapes
Blake Francine Adam Rozy
Can create shapes
Can identify
shapes
Can identify
properties of
shapes
Mitchell Andy Laura Karli
Can create shapes
Can identify
shapes
Peer Teaching - Geometry Grade 3 15
Can identify
properties of
shapes
