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.
Peer Teaching - Geometry Grade 3 5

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:
Give blocks and other objects to students
and instruct them to separate them into
their own categories, they can be whatever
categories the students choose.
In pairs, students will sort the objects into
categories they see fit and be able to
explain why they chose these categories.

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.
Peer Teaching - Geometry Grade 3
Elaboration
What the teacher will do
Teacher will distribute modeling clay or
Playdough and instruct students to create
the following shapes in groups of 2-3:
Cone
Cylinder
Sphere
Cube
Prism (rectangular and triangular)
Teacher will instruct students to draw
their creations from a variety of
perspectives (see appendix for activity
sheet).
Teacher will instruct students to label the
following with the words provided and
toothpicks for the cone, a prism, and a
cylinder.:
Curved surface, Vertex, Face, Base,
Edge
Evaluation
What the teacher will do
Teacher will distribute the activity sheet
checklist at the back of this document so
students have an understanding of what
the shape should look like and how many
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.
6
What the student will do
Students will use the modeling clay to
create the following 3D shapes in a group
of 2-3:
Cone
Cylinder
Sphere
Cube
Prism (rectangular and triangular)
Students will draw their 3D shapes from a
variety of perspectives (see appendix for
activity sheet).
Students will label the following using the
words provided and toothpicks to stick
into the modeling clay the cone, a prism,
and a cylinder:
Curved surface, Vertex, Face, Base,
Edge
What the student will do
Students will use the activity sheet
checklist to guide their shape-making.
Students will self-assess using the exit slip.
Peer Teaching - Geometry Grade 3 7

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
Peer Teaching - Geometry Grade 3 8

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

Peer Teaching - Geometry Grade 3 11

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.
Peer Teaching - Geometry Grade 3 14

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