Students will categorize, define, and list the characteristics of three-dimensional shapes. Students are going to: 
- Acknowledge and illustrate three-dimensional forms with predetermined characteristics. 
- Determine the shapes of pyramids, spheres, cylinders, cones, cubes, and rectangular prisms.

- How are real-world scenarios or problems represented or sketched using spatial relationships, such as shape and dimension? 
- How are relationships in mathematical contexts described by patterns? 
- How can identifying regularity or repetition help with problem-solving efficiency? 
- How can mathematical reasoning and problem-solving be aided by applying the properties of geometric shapes?

- Base: The bottom of a three-dimensional figure.
- Cone: A solid figure that has a circular base and one vertex.
- Cube: A rectangular solid having six congruent square faces.
- Cylinder: A three-dimensional figure with two circular bases, which are parallel and congruent.
- Edge: Where two faces of a three-dimensional figure meet.
- Face: A flat surface that is part of a three-dimensional figure.
- Prism: A three-dimensional figure that has two congruent and parallel faces that are polygons. The remaining faces are parallelograms.
- Sphere: A three-dimensional figure that has all points the same distance from the center.
- Three-Dimensional (3-D) Shape: Existing in three dimensions; having length, width, and height.
- Vertex (plural Vertices): The corners of a polygon.

- three-dimensional shapes (cone, sphere, cylinder, pyramid, cube, rectangular prism, others as available)
small set of three-dimensional shapes for each group of two (cone, sphere, cylinder, pyramid, cube, rectangular prism, and others can be created using nets found at: http://edgalaxy.com/numeracy/2012/8/22/great-collection-of-3d-shape-nets-to-print-and-make.html )
- Pocket Shapes cards (M-2-5-3_Pocket Shapes)
- attribute cards (M-2-5-3_Attribute Cards)
- Geometry Bingo shape cards (M-2-5-3_Geometry Bingo Shape Cards)
- Geometry Bingo game board (M-2-5-3_Geometry Bingo Game Board)
- chips or markers for the Geometry Bingo game (e.g., small cardboard circles, pennies, etc.)
- a bowl (to hold the Geometry Bingo shape cards)
- Assessing Three-Dimensional Shapes worksheet (M-2-5-3_Assessing Three-Dimensional Shapes and KEY)
- copies of the Shapes in My World booklet for each student (M-2-5-3_Shapes in My World)
- copies of the exit ticket (M-2-5-3_Exit Ticket Lesson 3 and KEY)
- chart paper
- drawn examples of two-dimensional shapes: circle, square, triangle
- math journals or lined paper
- magazines
- Play-Doh or clay
- scissors
- glue

- M-2-5-3_Assessing Three-Dimensional Shapes and KEY is an assessment that can be completed with paper and pencil to gauge progress.
- To evaluate students' comprehension, use the exit ticket (M-2-5-3_Exit Ticket Lesson 3 and KEY). Each student should have a copy of their exit ticket. Once the lesson is over, distribute the tickets and gather them from the students as they leave the room.

Direct Instruction, Modeling, Active Participation, and Scaffolding 
W: Explain to the class the names of the three-dimensional shapes. 
H: Identify the distinguishing characteristics of common classroom items and additional real-world examples that match the descriptions of the three-dimensional shapes. 
E: Assign students to guess a shape that is unknown based on verbal descriptions that you or other students give. 
R: Ask students to identify different three-dimensional shapes in pairs by describing them and speculating on their names. 
E: Evaluate students' comprehension of the various shape features, providing individualized support as necessary. Utilize the exit ticket to evaluate students' comprehension of the characteristics of three-dimensional shapes as well. 
T: Let students engage in a range of games and exercises to enhance their comprehension of the characteristics of three-dimensional shapes. 
O: This lesson teaches students about the characteristics of three-dimensional shapes and how they vary from two-dimensional shapes. 

Understanding the characteristics of three-dimensional shapes is the main goal of this lesson. Students are taught the differences between two- and three-dimensional shapes at the beginning of the lesson. Once students have acquired the names of multiple three-dimensional shapes, they search the classroom for actual examples of these shapes. In the Guess My Shape game, you practice describing a target shape with a set of attributes. The goal of this is to get students acquainted with each shape and its characteristics before they play the game in pairs. Students can identify and describe the characteristics of a variety of three-dimensional shapes through practice and investigation.

Say, "We've already discussed the characteristics of two-dimensional shapes, such as triangles, pentagons, squares, and circles." Present these two-dimensional shapes. "These shapes are all flat, as you will see. Today, we'll examine and discuss three-dimensional shapes." Display some three-dimensional shape examples. "What strikes you as unique about these shapes?" The following are examples of possible observations:

They aren't flat.
They are composed of different shapes.
They have sides and edges.
Like two-dimensional shapes, they also have vertices.
Some surfaces are curved.

"Every one of these shapes has a name. I'll give you a list of their names." All three-dimensional shapes, such as cones, spheres, cylinders, pyramids, cubes, and rectangular prisms, should be identified and listed on chart paper.

"Shapes in three dimensions are not flat. They are tall, wide, and long. In the classroom, there are examples of three-dimensional shapes. It's a sphere. A sphere is a globe. Do you have any more sphere-related examples in mind?" Students should turn to talk with a partner about sphere-shaped objects before sharing their thoughts with the class. Write the students' answers on the board or chart paper. Continue this conversation using other three-dimensional objects, like a cube (number cube), cylinder (pencil holder), and rectangular prism (tissue box).

"This list is excellent. We are going to make these shapes in three dimensions now." Give each student a tiny handful of Play-Doh. Permit students to create a variety of three-dimensional shapes by experimenting with the Play-Doh.

Go over the terminology related to faces, bases, edges, and vertices of three-dimensional shapes. Ask students to use Play-Doh to create the shape as you go over its characteristics.

Guess My Shape

Place all of the three-dimensional shapes in a row so that every student can see them. Choose a three-dimensional shape in secret, then write the shape's name on a piece of paper that you hide from the students. Next, provide hints to explain the characteristics of the hidden 3-D shape. After hearing the hints, students should attempt to determine the shape.

Ask students to identify which shapes match each clue after it has been given. Encourage your students to explain or describe the shape using vocabulary from geometry.

If you'd like, you can indicate a shape and inquire as to whether or not it matches the recently provided clue. Students will have to justify whether the shape matches the clue or not.

Let students guess the secret shape written on the paper after we provide them with multiple hints. Students are required to explain how they calculated the three-dimensional shape. Here are a few examples of clues:

"has ___ edges"
"has ___ vertices."
"has ___ faces."
"The shape rolls."
"What I see is a circle."
"has a couple of triangle faces."

Once multiple examples have been given, ask one or two students to select a secret shape and provide the class with hints.

Assign students to pairs and provide each pair with a limited number of three-dimensional shapes so that every student has an opportunity to play the Guess My Shape game.

In pairs, one student should arrange the three-dimensional shapes on his or her desk and designate one as the secret shape. Next, they should give hints regarding the characteristics of the hidden shape. The other student is supposed to try to decipher the hidden three-dimensional shape by listening to the clues. A couple should alternate roles multiple times.

While the students are playing the game, go around the room and watch them.

As they play Guess My Shape with a partner, you will have the chance to evaluate the students through dialogue and questions. To further elucidate their comprehension or evaluate their learning, you might need to put your students in small groups.

Here are some sample questions to gauge students' comprehension:

"What do you call this three-dimensional shape?"
"What shapes roll? Why is this the case?"
"What makes this shape a cube?"
"Give me an example of a cylinder in real life."
"What is the number of edges on a ______?"
"On a ______, how many vertices are there?"

Extension:

You can use the following geometry exercises in your classroom to help your students meet their needs this year.

Routine: Throughout the year, you can play this short game at transitional moments. The objective of the game is for students to use the attributes and yes/no questions to identify the shape, color, and name of the card in their pocket.

Pocket Shapes

1. Cut the Pocket Shapes cards (M-2-5-3_Pocket Shapes) apart after printing them out in color. Additionally, print the attribute cards (M-2-5-3_Attribute Cards) and cut them apart.
2. Stow a Pocket Shapes card away in your pocket.
3. Stack the attribute cards so that every student can see them.
4. Give students the task of formulating inquiries concerning the form on the card in your pocket that has a "yes" or "no" response option. To come up with questions, students should utilize the attribute cards.
5. Ask students to identify the shape, color, and name of the card that is in their pocket. If students are asked to come up with "yes" or "no" questions without using the attribute cards, the game can be made more challenging.

Small Group: The games below are suitable for students who require additional practice with three-dimensional shapes:

Geometry Bingo

Arrange the Geometry Bingo shapes cards in a bowl. Ask a player to take a card out of the bowl and see if the shape on his or her M-2-5-3_Geometry Bingo Game Board corresponds to the feature stated on the card. Students can put a game marker on a shape on the game board that matches if there is one. Play moves on to the following player if there isn't a shape on the game board that corresponds with the feature on the card.

With every student, carry on the procedure until someone's game board has three consecutive markers.

Mystery Box

Fill a tissue box that is empty with a tiny three-dimensional object. Students will make guesses on chart paper or the board by taking turns reaching inside the box, feeling the shape, and writing their conclusions down. As they share their guesses, students will explain their shape choice. Proceed with varying three-dimensional shapes.

Expansion: Give this more difficult task to students who have a firm understanding of the lessons covered in this class. After choosing a three-dimensional object, the student should compose a brief paragraph explaining why the object is or is not a particular kind of three-dimensional shape. For instance, if the student chooses a can of soup, the written response might read, "I know this is a cylinder because it has two ends that are circles. It is tall, so it has the same height as a cylinder. Like a cylinder, it can roll."

For example, if the student selects a drinking glass with a wider top than the bottom, the written paragraph could read, "This has two round ends, and it rolls, but the top and bottom are not the same size. It resembles a cylinder but isn't one."

Because the student must compare and contrast attributes to determine why the figure is not a cylinder (or other familiar shape), this activity offers a deeper analysis of the object and the shapes that make it up. Students who have mastered the skills in this lesson might consider writing all of this down because it also calls for a higher level of thought.

My Shape Book: Students can find images of actual two- and three-dimensional shapes by searching through magazines. Distribute the M-2-5-3_Shapes in My World booklet project to every student. After cutting out the shapes, students should glue them into their books. Each shape must also be illustrated, along with a description of its characteristics.