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. Givestudents 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 vocabularysheets. Have students add the completed pages to their Geometry Dictionary folder.

sphere a round 3-dimensional solid

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

cylinder a 3-dimensional solid with two congruent circles forits faces and a curved surface connecting them

cube a 3-dimensional solid with six congruent square faces

rectangular prism a 3-dimensional solid with rectangular faces and twocongruent rectangular bases

triangular prism a 3-dimensional solid with rectangular faces and twocongruent triangular bases

triangular pyramid a 3-dimensional solid with triangular faces and a trian-gular base

G••••••trl. y •• ehler,.

"", solids

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• Have students cut apart the eight picture cards and eight label cards from the Super Solids reproducible. Let small groupsof 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 labelsin a mixed-up order. Take your time and match them up. Then repeat the activity and have a partner time you. Try tomatch 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 theeight foam solids in a group (if they are available). The first player picks a label card, a picture card and a foam solid. If allthree match, the player keeps the set and takes another turn. If not, the player puts the pieces back facedown wherethey were and his or her turn is over. Play continues until all sets are matched up.

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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 andplace the circle label inside the 1-circle Venn diagram. Challenge students toidentify a solid that has at least one circular face. (cone, cylinder) Place eachof those solids inside the circle. Arrange the remaining solids around the out-side, explaining that only solids that meet the criteria can go inside the Venndiagram. Guide students as needed in understanding why the sphere belongsoutside 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 rectangleand triangle labels in the non-overlapping sections of the circles. Passouteach of the 8 solids in a set to different students. Direct each student to studyhis solid to see if it has any faces that are rectangles or triangles. Point outthat a square is a type of rectangle. Invite students to place their solids insideor outside the Venn diagram in the corresponding sections and to explain whythey 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 afew examples of where solids would be placed and viJhy.

• Give the group of students an entire set of 8 solids. Have students worktogether to create their own 1-circle, 2-circle and 3-circle Venn diagrams. Forvariety, have one half of the group arrange a Venn diagram and remove thelabel(s). The remaining half studies the completed diagram and adds the miss-ing label(s).

• Have each student choose one sorting per Venn diagram to record and turnin. Direct students to glue the categories in place and to write the name ofeach solid in the appropriate place in the Venn diagram.

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6. An.lyzin, Solids Small Group

~• Students will identify, compare, analyze and classify 2- and 3-dimensional geometric shapes according to their properties.

~I have two facessame shape. ' both are theI do not havI do h e any vertices.

ave a curvedWhat Solid am I? sUrface.

• Make photocopies of the Solids Chart reproducible and give oneto each student.

• Passaround the 3-dimensional solids. Teach or review the termi-nology in the cube and cylinder diagrams at the top of the repro-ducible-face, edge, vertex (plural form is vertices), curved edgeand curved surface. Invite students to point out examples ofeach term on the solids they are holding.

• Read aloud the directions and the chart headings on the repro-ducible. Choose one of the solids, answer the correspondingchart questions, and model how to fill in the row.

• Direct students to complete the chart, working as a group orindividually. Then have them work in pairs or small groups tocomplete the Think About It! section. When everyone has fin-ished, compare and discuss the results.

Extension:

• Riddles-Let students use the information they have learned towrite riddles about solids. Post the riddles at a math center or ona bulletin board. Challenge students to answer them withoutreferring to their charts.

• Hunting for Solids-For a homeworkactivity, challenge students to find 20 real-life examples of the solids (basketball, can,tent, and so on).

vertex

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f"'U Sf'f'"N,d

I edge

t-curvedsurface

Gather the solids below. Hold each solid and countits flat faces or curved surfaces, straight edges orcurved edges, and vertices. Fill in the chart.

How many How many How many

How many curved How many curved verticesfaces does surfaces does straight edges edges does does itit have? it have? does it have? it have? have?

sphere 0 I 0 0 0cone I I 0 I I

cylinder 2 I 0 2 0cube 6 0 12 0 8

rectangular prism 6 0 12 0 8triangular prism 5 0 9 0 6

triangular pyramid 4 0 6 0 4square pyramid 5 0 8 0 5

<:!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 \?rismtriangulgr 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~ _

Name _

Geolnet,ric VocabularyTopic: _

Date ------

sphere

Super Solids

cylinder rectangular triangular.pnsm pyramid

cube triangular.pnsm

[-~

squarepyramid

Name _

I-CircleVenn Diagram

Yellil Pi.,r•• s - A

2-CircleVenn Diagram

Yenn Pi8,r8 •••s-13-CircleVenn Diagram

circle square rectangle triangle

circle square rectangle triangle

Name _

Solids Chart.edge\

Gather the solids below. Hold each solid and countits flat faces or curved surfaces, straight edges orcurved edges, and vertices. Fill in the chart.

curvededge

curvedsurface

How many How many How manyHow many curved How many curved verticesfaces does surfaces does straight edges edges does does itit 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 edgesand 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) plus2. Does that pattern work for your five polyhedrons? _