a 3-dimensional solid with a circular base and a curved surface that meets at a point

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Ada Atkins
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1 q. Super Solids Whole Class or Small Group Geometric Vocabulary reproducible (2 per student) (pg. 20) Super Solids reproducible (pg. 24) Make photocopies of the Geometric Vocabulary (2 per student) and the Super Solids (1 per student) reproducibles. Give students all three sheets and have them label the vocabulary topic Solids. Show each 3-dimensional solid as you discuss the geometric terms below. Guide students in completing the vocabulary sheets. Have students add the completed pages to their Geometry Dictionary folder. sphere a round 3-dimensional cone a 3-dimensional solid with a circular base and a curved surface that meets at a point solid G trl. y ehler,. cylinder a 3-dimensional solid with two congruent circles for its faces and a curved surface connecting them cube a 3-dimensional rectangular prism a 3-dimensional solid with rectangular faces and two congruent rectangular bases triangular prism a 3-dimensional solid with rectangular faces and two congruent triangular bases "", solids,ph.,. 0 & solid with six congruent square faces <yliodcr E] [j "''0'"',, PY mid~ A triangular pyramid a 3-dimensional solid with triangular faces and a triangular base Have students cut apart the eight picture cards and eight label cards from the Super Solids reproducible. Let small groups of students use the cards to play the following games to practice identifying solids: 15-Second Match-Up-Line up the eight solids (or pictures of them) in a row. Across from them, line up the eight labels in a mixed-up order. Take your time and match them up. Then repeat the activity and have a partner time you. Try to match them up in 15 seconds or less! Concentration-Mix up the picture cards and the label cards and place them facedown in separate groups. Arrange the eight foam solids in a group (if they are available). The first player picks a label card, a picture card and a foam solid. If all three match, the player keeps the set and takes another turn. If not, the player puts the pieces back facedown where they were and his or her turn is over. Play continues until all sets are matched up. o

s. Sorf,inl Solids Small Group ~ Students will identify, compare, analyze and classify 2- and 3-dimensional geometric shapes according to their properties.

2 s. Sorf,inl Solids Small Group ~ Students will identify, compare, analyze and classify 2- and 3-dimensional geometric shapes according to their properties. ~ Foam 3-dimensional solids Venn Diagrams-A and B reproducibles (pg. 25 and pg. 26) Scissors and glue Tell students you will be sorting the 3-dimensional solids by the shapes of their faces. Cut apart the shape labels and place the circle label inside the 1-circle Venn diagram. Challenge students to identify a solid that has at least one circular face. (cone, cylinder) Place each of those solids inside the circle. Arrange the remaining solids around the outside, explaining that only solids that meet the criteria can go inside the Venn diagram. Guide students as needed in understanding why the sphere belongs outside the circle. (A face is a flat shape; a sphere does not have faces.) Model how to sort solids using the 2-circle Venn diagram. Place the rectangle and triangle labels in the non-overlapping sections of the circles. Pass out each of the 8 solids in a set to different students. Direct each student to study his solid to see if it has any faces that are rectangles or triangles. Point out that a square is a type of rectangle. Invite students to place their solids inside or outside the Venn diagram in the corresponding sections and to explain why they go there. Display the 3-circle Venn diagram and invite students to explain how it works, correcting students as needed. Place three labels in the diagram and model a few examples of where solids would be placed and vijhy. Give the group of students an entire set of 8 solids. Have students work together to create their own 1-circle, 2-circle and 3-circle Venn diagrams. For variety, have one half of the group arrange a Venn diagram and remove the label(s). The remaining half studies the completed diagram and adds the missing label(s). Have each student choose one sorting per Venn diagram to record and turn in. Direct students to glue the categories in place and to write the name of each solid in the appropriate place in the Venn diagram. o

3 6. An.lyzin, Solids Small Group ~ Students will identify, compare, analyze and classify 2- and 3-dimensional geometric shapes according to their properties. Make photocopies of the Solids Chart reproducible and give one to each student. Pass around the 3-dimensional solids. Teach or review the terminology in the cube and cylinder diagrams at the top of the reproducible-face, edge, vertex (plural form is vertices), curved edge and curved surface. Invite students to point out examples of each term on the solids they are holding. Read aloud the directions and the chart headings on the reproducible. Choose one of the solids, answer the corresponding chart questions, and model how to fill in the row. Direct students to complete the chart, working as a group or individually. Then have them work in pairs or small groups to complete the Think About It! section. When everyone has finished, compare and discuss the results. Extension: Riddles-Let students use the information they have learned to write riddles about solids. Post the riddles at a math center or on a bulletin board. Challenge students to answer them without referring to their charts. vertex 'dg,~ f"'u Gather the solids below. Hold each solid and count its flat faces or curved surfaces, straight edges or curved edges, and vertices. Fill in the chart. Sf'f' I "N,d edge t-curved surface How many How many How many How many curved How many curved vertices faces does surfaces does straight edges edges does does it it have? it have? does it have? it have? have? sphere 0 I cone I I 0 I I cylinder 2 I cube rectangular prism triangular prism triangular pyramid square pyramid <:!funk About]]:> 0 1. A polyhedron is a 3 D solid with all flat surfaces. Which of your solids are polyhedrons? cube rectangular prism triangular \?rism triangulgr pyramid squgre pyramid 2. Study the polyhedrons in the chart. Compare the number of faces to the number of edges and to the number of vertices. What a,'~ two patterns that you see? _ There are always more edges than faces or vertices. Pyramids have an equal number of faces and vertices. 3. The Swiss mathematician Leonhard Euler found this pattern in polyhedrons: F + V = E + 2. The number of faces (F) plus the number of vertices (V) equals the number of edges (E) plus 2. Does that pattern work for your five polyhedrons?~y_es~ _ Hunting for Solids-For a homework activity, challenge students to find 20 reallife examples of the solids (basketball, can, tent, and so on). ~ I have two faces same shape. ' both are the I do not hav I do h e any vertices. ave a curved What Solid am I? surface.

4 Name _ Geolnet,ric Vocabulary Topic: _

5 Super Solids Date sphere cylinder rectangular triangular. pnsm pyramid cube triangular. pnsm square pyramid [-~

6 Name _ Yellil Pi.,r s - A I-Circle Venn Diagram 2-Circle Venn Diagram

7 3-Circle Venn Diagram Yenn Pi8,r8 s-1 circle square rectangle triangle circle square rectangle triangle

8 Name _ edge \ Solids Chart. Gather the solids below. Hold each solid and count its flat faces or curved surfaces, straight edges or curved edges, and vertices. Fill in the chart. curved edge curved surface How many How many How many How many curved How many curved vertices faces does surfaces does straight edges edges does does it it have? it have? does it have? it have? have? sphere cone cylinder cube rectangular prism triangular prism triangular pyramid square pyramid Gfunk About IE> 0 1. A polyhedron is a 3-D solid with all flat surfaces. Which of your solids are polyhedrons? 2. Study the polyhedrons in the chart. Compare the number of faces to the number of edges and to the number of vertices. What are two patterns that you see? 3.~The Swiss mathematician Leonhard Euler found this pattern in polyhedrons: F + V = E + 2. The number of faces (F) plus the number of vertices (V) equals the number of edges (E) plus 2. Does that pattern work for your five polyhedrons? _

D A S O D A. Identifying and Classifying 3-D Objects. Examples

D A S O D A. Identifying and Classifying 3-D Objects. Examples Identifying Classifying 3-D Objects Examples Have you noticed that many of the products we purchase come in packages or boxes? Take a look at the products below. A) Did you notice that all the sides or