2D SHAPES AND3D

OBJECTSGrade 1

Janine SmitsMarch 2009

RationaleSpatial Sense

“Spatial sense can be defined as an intuition about shapes and the relationships among shapes. Individuals with spatial sense have a feel for the geometric aspects of their surroundings and the shapes formed by objects in the environment.” (Walle,187)

“Spatial sense includes the ability to visualize objects and spatial relationships – to turn things around in your mind. It includes a comfort with geometric descriptions of objects and positions. People with spatial sense appreciate geometric form in art, nature, and architecture. They are able to use geometric ideas to describe and analyze their world.” (Walle,187)

Developing geometric reasoning helps students become more comfortable with their environments. “It also positively impacts our ability to think mathematically and to problem solve.” (MMS,2)

Geometry Children naturally make use of spatial sense as the interact with their environment.

During exploratory activities, children touch, construct, and build with 3D objects. As children explore 3D objects, or solids, they establish relationships between objects and begin to consider ways these objects are alike.

Children need opportunities to think and talk about 3D objects and 3D shapes as they play, and to develop language to describe their discoveries.

Having a sense of 2D shapes and being able to relate them to parts of objects in the environment is empowering for children.

Children need opportunities to sort and classify geometric shapes and to investigate their attributes. Being able to organize and describe these shapes lays the foundation for more complex geometrical thinking in later grades.

Geometry and spatial sense are important tools for solving problems and developing mathematical concepts.

From Math Makes Sense – Teacher Guide – Unit 6 Geometry

Outline

Outcomes:SS1.2 Sort 3D objects and 2D shapes using one attribute, and explain the sorting rule.SS1.3 Replicate composite 2D shapes and 3D objects.SS1.4 Compare 2D shapes to parts of 3D objects in the environment.

Learning Activities:Introduction to Geometry – Building Structures – use boxes and build a 3D structureLesson1 – What am I? – discuss 3D objects and their attributes play Bingo withLesson 2 –Object Bingo – discuss objects and play Object BingoLesson 3 – Sorting 3D Objects – sort 3D objects according to ruleLesson 4 – Shape Comparison – build and a replicate castleLesson 5 – Replicating Composite - fill in a larger shape with tangram blocks Lesson 6 – Ketchup and Mustard Day – finish off work from previous lessonsLesson 7 – Centers – work in different centres while teacher at oneLesson 8 – Centers - work in different centres while teacher at one

Assessment:Checklists/comments during and after each lesson.Performance assessment during lesson 7 and 8Handouts during lessons.Listening to in class responses.

Introduction to GeometryTitle: Building StructuresStrand: 2D and 3D ShapesTopic: MathGrade: 1

Critical CharacteristicsC CN ME PS R V TX X X X X

Aims and Goals:Logical Thinking Number Sense Spatial Sense Math Attitude

X X X

Link to English Language Arts:Listening Viewing Reading Speaking Representing Writing

X X X X

Curriculum OutcomesIntroduction to Geometry

MaterialsBoxesCameraActivity box 1Picture of castle and pyramidTapeSharp knife

How will you help students learn this? (Remember: I do; We do; You Do)Before:

Have students come to carpet. Show a picture of a castle and a pyramid. What do you think this castle/pyramid is made of? Why

do you think they used that? Do you think we can make

Management Techniques: Have helper student

call students to circle area.

Ask students who are

a castle/pyramid? We are going to build a castle/pyramid as a group. But

we need to think of some rules first. How do you think we should build the castle/pyramid? Should we build two big ones? Each build a tall one? One big one? What do you think some rules could be? Do you think we should throw the boxes? What happens if people don’t follow the rules? Do you think we should climb in the boxes? Should we break the castle/pyramid?

Split the students into two groups. One group with Miss Enns and the other with me.

not paying attention what happens if we don’t follow rules.

Have students repeat rules back to you.

If students break rules they will receive a warning and then can sit at the round table.

During: Go to group within the classroom and use the boxes to

create a big castle/pyramid. Build the castle/pyramid as big as possible with all the

boxes and objects that you have. When time is almost up have students gather in front of

their castle/pyramid for a picture and then sit on the line. (take pictures of students during activity)

Choose students with their hands up and praise those students.

Ensure everyone is participating and are building.

After: Come back to carpet. Ask students to explain the differences between the two

castles/pyramid. What did we use to build our castle/pyramid? (boxes) These boxes are cubes in geometry. They are cubes because they have 4 sides and 4 corners called vertices.

Have everyone line up and run through the boxes and destroy our castle.

Ask students with hands up and who are sitting tall, praise expected behaviours.

Adaptive Dimensions: If child is having difficulty working in large space with numerous people they can use

activity box 1 to build their own small castle. If there are too many students to do two groups break groups into 4. Not enough room do one group.

Lesson 1Title: What am I?Strand: 3D and 2D shapesTopic: MathGrade: 1

Critical CharacteristicsC CN ME PS R V TX X X X X

Aims and Goals:Logical Thinking Number Sense Spatial Sense Math Attitude

X X X

Link to English Language Arts:Listening Viewing Reading Speaking Representing Writing

X X X X X

Curriculum OutcomesSS1.2 Sort 3D objects using one attribute, and explain the sorting rule.SS1.4 Compare 3D objects in the environment.

ObjectivesStudents will be able to:

Name 3D shapes Find 3D object in room Sort according to one rule

MaterialsTransition box #1Object bingo sheetsCovers for bingoPrizes

How will you help students learn this? (Remember: I do; We do; You Do)Before: Management Techniques:

Sit in circle area. Remember last day when I we used the boxes, do you

remember the word that I used to describe them? You are 3D and a picture of you is 2D.

Look at the book “Take off with Shapes” by Sally Hewitt

Have helper student call students to circle area.

During: Have a box that you can’t see through with objects in it. One child places his/her hand in the box, feels around,

and describes the attribute of the solid to the remainder of the class without naming it. The teacher or the class may ask for clarification. Possible clarification questions:     - How many sides does your solid have?     - Does it have any curved sides?     - Are any of the sides longer than the others? Are all sides equal?     - Does your solid have any points? How many?

Do this several times Talk about the different attributes that make up

Geometry. (curved, flat, pointy, straight) Take out 3D shape posters, post them in classroom. Draw one object out of the box and ask students to find

that object in the room somewhere. Do this with several different objects. Create a rule for finding objects. Ex. Has straight sides,

has a square corner. Do this several times. Add two rules for finding objects in the classroom. Ex. Has a round face and a point. Have students go to their desks. Handout Object bingo sheets and paper covers. Play bingo. Teacher will describe the object and students

need to figure out what the object is. (Use the language from the charts, so they will have visual as well.) Have students decided on which object it is. Have one student come up and show the picture that they believe the object is. Does everyone agree?

If students are getting restless have them go and point at the shape that is held up.

Let students who are sitting tall and listening go to their desk first.

Praise the students that are sitting tall and listening.

Material managers hand out supplies.

After: Ask students to tell what type of object is being held up

and how they know that it is that object.

Pick students that are finished, standing tall and listening.

Praise the students that are sitting tall and listening.

Have material managers pick up bingo sheets.

Adaptive Dimensions: If students are having a hard time with two rules stick to one rule. If they are finding it

too easy try sorting by more than two rules. Use as few rules for describing objects as possible, if too difficult describe more rules to

get the desired object. If students are confused by descriptions, show the object for bingo and tell the name of it

and ask students to repeat the word.

Assessment and Evaluation: How will you know that they know and can do what you wanted them to learn?

Handout paper Listening to responses Lesson Checklist

SpheresA sphere is a perfectly round ball shape.

Its curved surface is always the same, whichever way you turn it.

They are very good for rolling, throwing and hitting.

Sphere-shapedThey are never perfectly round.

Cubes It has six flat sides, called faces.

The faces are all the same size.

They are very good for building with.

They have eight vertices.

Rectangular PrismsRectangular prisms have six sides.

They have four long faces and two shorter faces.

They fit very well together and are easy to store and to move.

They have eight vertices.

Pyramid

A pyramid is made up of triangle faces that meet together in a point.

Another face joins the bottom end of the pyramid’s triangle faces together.

The bottom end does not have to be a triangle.

The bottom can have three or four vertices.

ConeA cone has one flat side called a face; this face is round.

It has a curved face that makes a point at the other end.

CylindersA cylinder has a circle face at each end.

They are joined together by a curved face.

The cylinder is the same thickness along its whole length.

A cylinder is a very useful shape.

Lesson 2Title: Sorting 3D ObjectsStrand: 2D and 3D ShapesTopic: MathGrade: 1

Critical CharacteristicsC CN ME PS R V TX X X X X

Aims and Goals:Logical Thinking Number Sense Spatial Sense Math Attitude

X X X

Link to English Language Arts:Listening Viewing Reading Speaking Representing Writing

X X X X X X

Curriculum OutcomesSS1.2 Sort 3D objects using one attribute, and explain the sorting rule.SS1.4 Compare 3D objects in the environment.

ObjectivesStudents will be able to:

Describe geometric attributes

Sort by a rule Name 3D shapes

MaterialsChart paper MarkerActivity box #1Sticky tackBingo sheetsBingo coversPrizes

How will you help students learn this? (Remember: I do; We do; You Do)Before:

Call students to carpet area. Review what the shapes are, and what their attributes are. Have students choose an object out of the box and tell

what it is, choose someone to describe that object..

Management Techniques: Have helper student

call students to circle area.

Choose students who are sitting tall, praise

those students to replicate behaviour from other students.

During: Talk about playing Object Bingo last day. Look at one of

the bingo sheets and explain what a black out is. We are going to stand up behind our chair when our whole card is full.

Start out with teacher saying shapes, change to attributes, and then ask a student to pick a shape.

Come back to carpet. Use chart paper and activity box 1 to talk about sorting

rules. Use sticky tack to put blocks on chart paper. Have strips of chart paper to write rules on and take

down to change the rule. Ask students how we can sort these objects into two

groups. What could we write as a rule? Do an example or two. Ask for students help to sort the

items. Ask students to create the rule and then move the objects

to where they belong.

Choose students who are sitting tall, praise those students to replicate behaviour from other students.

Give clear directions as to what I want them to do.

After: What were some of the sorting rules that we used. What

was this shape again? Can someone name me the attributes of this shape?

Choose students who are sitting tall, praise those students to replicate behaviour from other students.

Adaptive Dimensions: If students are having troubles creating rules move back to the carpet area and do more

visual examples. If students are having a hard time as a large group break and work in table groups or

pairs.

Assessment and Evaluation: How will you know that they know and can do what you wanted them to learn?

Listening to responses Lesson Checklist

Lesson 3Title: Sorting 3D ObjectsStrand: 2D and 3D ShapesTopic: MathGrade: 1

Critical CharacteristicsC CN ME PS R V TX X X X X

Aims and Goals:Logical Thinking Number Sense Spatial Sense Math Attitude

X X X

Link to English Language Arts:Listening Viewing Reading Speaking Representing Writing

X X X X X X

Curriculum OutcomesSS1.2 Sort 3D objects using one attribute, and explain the sorting rule.SS1.4 Compare 3D objects in the environment.

ObjectivesStudents will be able to:

Describe geometric attributes

Sort by a rule Name 3D shapes

MaterialsActivity box #1Feely bag Red and green paper

How will you help students learn this? (Remember: I do; We do; You Do)Before:

Call students to carpet area. Feely bag... have students come to the front and put their

hand in the bag and tell what it feels like. What are some of the attributes? What object do you think they feel?

.

Management Techniques: Have helper student

call students to circle area.

Choose students who are sitting tall, praise those students to replicate behaviour from other students.

During: Discuss why that we sort objects. We can sort by

movement, faces (sides), flat, round Give each student a block, if you have a block stand up. Create a rule and have all the students with that rule

stand up, sit down and then eventually move onto go to the lockers and hold their object in front of themselves.

Do this several times to establish rules. Come back to the carpet, sit down. Explain that they are going to go to their tables and as a

group they are going to sort the blocks according to my rule. They can put the ones that follow the rule on the green sheet and the ones that don’t on the red sheet. Walk around and make sure they understand.

Second time one student at table will choose a rule and everyone at their table has to guess what that rule is. Then the next person will have a turn.

Have students put shapes back in the bags. Material managers pick up block bags.

Choose students who are sitting tall, praise those students to replicate behaviour from other students.

Give clear directions as to what I want them to do.

After: Ask groups to share one of their sorting rules.

Choose students who are sitting tall, praise those students to replicate behaviour from other students.

Adaptive Dimensions: If students are having troubles creating rules move back to the carpet area and do more

visual examples. If students are having a hard time as a large group break and work in table groups or

pairs.

Assessment and Evaluation: How will you know that they know and can do what you wanted them to learn?

Listening to responses Lesson Checklist

Lesson 4Title: Shape ComparisonStrand: 2D and 3D ShapesTopic: MathGrade: 1

Critical CharacteristicsC CN ME PS R V TX X X X X

Aims and Goals:Logical Thinking Number Sense Spatial Sense Math Attitude

X X X

Link to English Language Arts:Listening Viewing Reading Speaking Representing Writing

X X X X X

Curriculum OutcomesSS1.2 Sort 2D objects using one attribute, and explain the sorting rule.SS1.4 Compare 2D shapes to parts of 3D objects in the environment.

ObjectivesStudents will be able to:

Understand and use 2D terms

Can find similarities and differences

Can sort according to one rule

MaterialsActivity sheet pg 1462D shapesCut out shapesWhite paper

How will you help students learn this? (Remember: I do; We do; You Do)Before:

Sit in circle area. Look at the book “Take off with Shapes” by Sally

Hewitt. Where have you seen shapes like this?

Management Techniques: Have helper student

call students to circle area.

During: Have a box that you can’t see through with objects in it. Have a student select a shape. What can they tell the

group about the shape? Do this several times Talk about the different attributes that make up these

shapes.

Ask students who may not have their hands up to ensure comprehension

Have helper choose students to go back to tables.

Hold up two shapes. Which shapes is taller, wider, other ways they are alike or different?

Explain shape book, what needs to go here, what needs to go there. I want everyone to fill the information in first and draw the picture at the end.

Explain that we are going to try sorting these shapes but we are going to do it differently.

We are each going to have a shape and we have to sort through the shapes on the table and find the ones that look like ours.

When we find all our shapes we are going to make a picture out of them. You can glue them into whatever you want them to be. For example I had all the shapes that had rounded edges and I made this. Someone else might have a shape that has four corners, or one point.

I want it to be the best picture ever because I want to take a picture to show my teacher and I want to put them in your math books so you can show your mom and dad.

Come back to carpet if there is time.

Circulate around room to make sure everyone understands.

Give me 5, give me 10.

Have material managers hand out shapes.

If time do the other bulleted items.

After: Share one of the things that were in the shape book and

tell about it. Ask the students who would like to share their art work

to stand up. If it is not our turn to talk then we should be looking at the person who is talking.

What shape did you have?

Ask students who are standing tall and quiet.

Adaptive Dimensions: If students are confusing objects and shapes go back and explain the differences. If this is too easy go onto next lesson.

Assessment and Evaluation: How will you know that they know and can do what you wanted them to learn?

Art work for sorting Listening to responses Lesson Checklist

circle triangle square rectangle star

Lesson 5

Title: Replicating Composite ShapesStrand: 2D and 3D ShapesTopic: MathGrade: 1

Critical CharacteristicsC CN ME PS R V TX X X X X X

Aims and Goals:Logical Thinking Number Sense Spatial Sense Math Attitude

X X X

Link to English Language Arts:Listening Viewing Reading Speaking Representing Writing

X X X X X X

Curriculum OutcomesSS1.3 Replicate composite 2D shapes and 3D objects

ObjectivesStudents will be able to:

Describes shapes used in composite shape

Can create composite shape Can reproduce a given composite shape

MaterialsThe Warlord's Puzzle by Virginia Walton Pilegard Illustrations by Nicolas Debon or Emperor’s Gift from Big Math Book pg 37.OverheadOverhead sheet of page 151Handouts of pg 39,40

How will you help students learn this? (Remember: I do; We do; You Do)Before:

Have student come to carpet Read The Warlord's Puzzle by Virginia Walton Pilegard

Illustrations by Nicolas Debon or read the Emperor’s Gift from Big Math Book pg 37.

Show a tangram puzzle.

Management Techniques: Have helper student

call students to circle area.

During: What do you notice about the shapes in a tangram?

(there are different shapes. Some shapes are the same. Some are different sizes.)

Can you describe the shapes for me? (three vertices, three straight sides)

What happens when you combine two shapes?

Have material managers hand out blank piece of paper and tangram set to each pair of students.

Walk around room making sure all

Use the overhead to show different shapes. Ask students to create new shapes and describe them.

Have students go back to their desk and get into partners. Hand out paper and tangram set to each pair. Ask students to create new shapes and draw those shapes

on their paper. Describe their shape to their partner. Demonstrate tangram shapes on pg 151 Show pg 39,40 “Tangrams in Action, K-4” Hand out and work on pg 39,40 If finished early give a new shape to create.

students know what to do

Material managers hand out pg 39,40

After: Have students come to overhead and show their

composite shape. What shapes did you use? What shape did you make?

Have material managers collect both pieces of paper.

Have students put their tangram pieces back in the box as I walk around.

Adaptive Dimensions: If using 3 shapes is too difficult do less shapes to create composite items. If it is too easy use more than 4 shapes to create composite shapes,

Assessment and Evaluation: How will you know that they know and can do what you wanted them to learn?

Handout paper Listening to responses Lesson Checklist

Composite Figures

A figure (or shape) that can be divided into more than one of the basic figures is said to be a composite figure (or shape).

Emperor’s Gift

Once upon a time, there was an emperor celebrating his birthday. All the people of the land made him beautiful gifts and lined up to present them to him. One person, the tile-maker made the most beautiful square tile for the emperor. He measured the tile very carefully to make sure the sides were all the same length, polished its flat face until it shone, and then carried it to the emperor. As the tile-maker approached the mighty ruler, he became very nervous. His hads shook and his knees knocked together in fear. When the tile-maker took a step forward, his knees gave out from underneath him! He stumbled and fell, and the tile – the beautiful tile – crashed to the ground, breaking into 7 pieces.

Since that day, people have been trying to put the 7 pieces back together again into the original square. It is very challenging! This puzzle has been around a very long time. It even has a name – this set of 7 shapes is called a tangram.

Lesson 6

Title: Ketchup and Mustard DayStrand: 2D and 3D ShapesTopic: MathGrade: 1

Critical CharacteristicsC CN ME PS R V TX X X X X X

Aims and Goals:Logical Thinking Number Sense Spatial Sense Math Attitude

X X X

Link to English Language Arts:Listening Viewing Reading Speaking Representing Writing

X X X X X X

Curriculum OutcomesSS1.2 Sort 3D objects and 2D shapes using one attribute, and explain the sorting rule.SS1.3 Replicate composite 2D shapes and 3D objects.SS1.4 Compare 2D shapes to parts of 3D objects in the environment.

ObjectivesStudents will be able to:

Name 2D and 3D shapes Can reproduce a given composite shape

Can use shapes to create a picture

MaterialsMaterials from lessons 5 and 6

How will you help students learn this? (Remember: I do; We do; You Do)Before:

Sit in carpet area. Look at tangrams. What was this called again? When we combine shapes it

is called a composite shape.

Management Techniques: Have helper student

call students to circle area.

During: Discuss what needs to be completed. Start with the

composite shapes handouts from lesson 6. Explain that they have to show me that they are done and have a sticker on both sides before going on to the next activity.

Next activity is finishing up the shapes pictures. I want you to try and make something out of the shapes not just paste shapes in different places. Show an example of one of the pictures that has shapes that look like something. We are putting the pictures up on the bulletin board so

Use stickers to show that they have the composite shapes handout finished.

they need to be very nice. When both activities are finished we will split into two

groups and very quietly walk around the school and see what shapes we can find and draw or write them on their clipboard.

After: Can anyone tell me what we learned about shapes today?

(that they are in everything that we see) Are some shapes used in certain things more than others?

Look back through slides if need be. I wonder why those shapes are used more.

Adaptive Dimensions: If it is too hard for specific students ask for class help to find a shape in the picture. If it is too easy have students find specific shapes that may not be as visible.

Assessment and Evaluation: How will you know that they know and can do what you wanted them to learn?

Handout paper Listening to responses Lesson Checklist

Lesson 7 and 8Title: Centers

Strand: 2D and 3D ShapesTopic: MathGrade: 1

Critical CharacteristicsC CN ME PS R V TX X X X X

Aims and Goals:Logical Thinking Number Sense Spatial Sense Math Attitude

X X X

Link to English Language Arts:Listening Viewing Reading Speaking Representing Writing

X X X X X X

Curriculum OutcomesSS1.2 Sort 3D objects and 2D shapes using one attribute, and explain the sorting rule.SS1.3 Replicate composite 2D shapes and 3D objects.

ObjectivesStudents will be able to:

Understand and use 2D and 3D terms

Can work well independently Can follow directions

MaterialsActivity boxesLM 14Big Math Book pg 39Student pg 155LM 15

How will you help students learn this? (Remember: I do; We do; You Do)Before:

Have students come to carpet. Show the activity boxes Explain that each table is going to have an activity boxes

on it and at two of the tables Miss Enns and I will be doing specific tasks with those tables.

You are going to have 10 minutes at each table to use the materials.

When the timer goes off you move to a different table like this. In circle around room clockwise. When everyone is standing and looking at the timer people they will start the timer for the next 10 min.

Explain that they will get to go to every table if not today

Management Techniques: Have helper student

call students to circle area.

Set the timer and direct groups in the right direction.

then tomorrow. Explain that if they don’t know what to do at a table to ask another person from their group. Explain that Miss Enns and I will be busy with groups.

During: Work with table group. One group will:

Use the sorting detectives LM14 sheet and ask students to make two groups of shapes and then two groups of objects. Create a rule for each pile. Make sure they are using geometric attributes not just color or material. Write their sorting rule in front of their piles. Ask if they can sort their shapes/objects in another way. Create a secret sorting rule and see if the teacher can guess the sorting rule. Ask how they decided what the sorting rule was? Which collections were hardest to sort? Why?

Second group will:Display Big Math Book pg39 and tell the children that they have to rescue the boy from the tower. In order to do so they need to replicate the tower in the picture using objects, then explain their choices. Children record the objects they used and explain their thinking on student pg 155. Next they need to create a key to unlock the tower door by filling in the key template on LM15 using a tangram. Have students compare towers and say how they are the same and how they are different. Have children talk about the strategies they used to make their keys and explore the different possible solutions by deconstructing each other’s composite shapes.

Teachers at both groups will be using assessment tool to ensure students understand concepts.

Watch groups while children at my group are busy doing their activity.

Address students only if necessary.

After: After the last timer goes off have students put all their

supplies back in the boxes. If they completed a handout leave it on their table.

Collect handouts Discuss what students did at each of their tables, what

they liked and didn’t like.

Material managers will collect all handouts.

Adaptive Dimensions: Give specific students a task. If students finish early have them explore their box and come up with a new way to use

the items.

Assessment and Evaluation: How will you know that they know and can do what you wanted them to learn?

Performance Task Rubric Assessment Master 4 Handout paper Listening to responses Lesson Checklist My Journal handout pg 156 Math Makes Sense.

Activity Boxes Activity Center 1

Materials:BlocksCastle DetectivesMarkers, Pencil Crayons

What to do:Do the Castle Detective handout and when you are finished you can build a castle with the blocks.

Activity Center 2Materials:TangramsTangram laminated picturesDouble tangram pictures

What to do:Build composite shapes with tangram or tangrams. Choose either to do the laminated pictures or choose to do the double tangram pictures that you have to look and figure out.

Activity Center 3Materials:Shape tracersPaperPencil Crayons

What to do:Draw shapes and pictures with the shape tracers. What can you make with shapes?

Activity Center 4Materials:Book box (used books from the library – various shape books)Clip boards

What to do:Read some of the books in the box. Then find the shape or object words and write them on your clip board, draw a picture of it next to the word.

Activity Center 5 Teacher evaluationMaterials:

LM14 handout MMS (Very few students did)ShapesObjectsPerformance Assessment handout MMSMy Journal handout pg 156 MMS (Didn`t have time for, did another day)

What to do:

Use the sorting detectives LM14 sheet and ask students to make two groups of shapes and then two groups of objects. Create a rule for each pile. Make sure they are using geometric attributes not just color or material. Write their sorting rule in front of their piles. Ask if they can sort their shapes/objects in another way. Create a secret sorting rule and see if the teacher can guess the sorting rule. Ask how they decided what the sorting rule was? Which collections were hardest to sort? Why?Do My Journal handout as part of assessment.Use performance assessment handout to evaluate students’ progress.

Activity Center 6Teacher evaluationMaterials:Big Math Book pg 39 (too big used small picture)ObjectsPg 155 Handout MMS (took too long – removed)LM15 Handout MMSPerformance Assessment handout MMS

What to do:Display Big Math Book pg39 and tell the children that they have to rescue the boy from the tower. In order to do so they need to replicate the tower in the picture using objects, then explain their choices. Children record the objects they used and explain their thinking on student pg 155. Next they need to create a key to unlock the tower door by filling in the key template on LM15 using a tangram. Have students compare towers and say how they are the same and how they are different. Have children talk about the strategies they used to make their keys and explore the different possible solutions by deconstructing each other’s composite shapes.Use performance assessment handout to evaluate students’ progress.