![]() "Remember the posters we created are on the board if you need ideas for a truth about your shape. ![]() For example If I was a sphere I might say ‘The truth about me is I have no sides’ then anyone else whose shape had no sides would cross the circle then whoever is left in the middle will be the next to give a truth about their shape." Ask the groups for ideas on how we can cross the circle safely and help make the game fun and fair for everyone. “In this game you are going to be the shape you are wearing 1 person will stand in the center of the circle and say something that is true about them as their shape. “For this game I am going to give everyone a post-it note to stick on their shirt that has a picture of one of our shapes on it.” Hand out post-it notes and have students stick to the front of their shirts, teacher can take one to start off. *Note: Mark each student's place in the circle with tape, a chair or a carpet square to help them identify open spaces Postit notes or cards with shapes on them (1) Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (1) Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) build and draw shapes to possess defining attributes. (C) classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices (B) classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. (E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language (D) identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language (A) classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language GOALS: To identify geometric shapes by name To be able to match pictures of geometric shapes with their names To define properties of geometric shapesġst Grade Shapes: rhombus, hexagon, trapezoid, spheres, rectangular prismĢnd Grade Shapes: Triangular Prism, Rectangular Prism, Pyramid, Cylinder, Cone What properties do geometric shapes have? What are the names of geometric shapes and what do look like? ![]() TOPIC: Geometric Shapes and their Properties ![]()
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