T E A C H I N G G U I D E

Kindergarten Reading Level

ISBN 978-0-8225-9198-6 Violet

TEACHING

SolidShapes

T E A C H I N G S O L I D S H A P E S2

StandardsMathematics • Uses a variety of strategies in the problem-solving process.

• Understands and applies basic and advanced properties of the concepts of geometry.• Understands and applies basic and advanced concepts of statistics and data analysis.• Understands and applies basic and advanced concepts of numbers.

Language Arts • Uses the general skills and strategies of the reading process.• Uses reading skills and strategies to understand and interpret a variety of

informational texts. • Uses listening and speaking strategies for different purposes.

Visual Arts • Understands and applies media, techniques, and processes related to the visual arts.

Multiple Intelligences Utilized• Linguistic, logical-mathematical, spatial, and interpersonal

Copyright © 2008 by Lerner Publishing Group, Inc.

All rights reserved. International copyright secured. Student pages may bereproduced by the classroom teacher for classroom use only, not for commercialresale. No other part of this teaching guide may be reproduced, stored in aretrieval system, or transmitted in any form or by any means—electronic,mechanical, photocopying, recording, or otherwise—without the prior writtenpermission of Lerner Publishing Group, Inc., except for the inclusion of briefquotations in an acknowledged review.

LernerClassroom A division of Lerner Publishing Group, Inc.241 First Avenue NorthMinneapolis, MN 55401 U.S.A.800-328-4929Website address: www.lernerclassroom.com

Manufactured in the United States of America1 2 3 4 5 6 — IG — 13 12 11 10 09 08

Books in the Solid Shapes seriesinclude:

ConeCube CylinderPyramidRectangular PrismSphere

T E A C H I N G S O L I D S H A P E S 3

Model(teacher)• On the board, make a bar graph with the data

collected on the students’ favorite shapes.

Read(teacher, students)• Read books from the Solid Shapes series.

Practice(students)• Complete Find a Shape p. 8.• On Shapes Graph p. 9, chart the number of each

shape found on Find a Shape p. 8.

Discuss(teacher, students)• As a class, interpret the graph. Talk about the

number of shapes found in the picture, which shapewas found the most, etc.

Evaluate(teacher)• Check each student’s Find a Shape p. 8 and Shapes

Graph p. 9 for accuracy.

Lesson 1How Many Shapes?Purpose: Students will identify shapes in a pictureand create a graph using the data.

Objectives • Count the number of shapes in a picture.• Classify shapes by kind.• Create a graph.• Analyze a graph.• Explain a graph.• Compare data in a graph.

Activity Procedures

Prepare(teacher)• Copy Find a Shape p. 8 and Shapes Graph p. 9 for

each student.

Pretest(teacher, students)• Ask students to name their favorite shape. Keep track

of the results.

Materials• Solid Shapes books• Find a Shape p. 8• Shapes Graph p. 9

• crayons• pencils• chalk• chalkboard

Read(teacher, students)• Read Solid Shapes books.

Model(teacher)• Define face, base, and top in reference to solid

shapes.• Demonstrate how to make a print by lightly painting

a face of a model and pressing it onto the paper. Ortrace a face by setting a model face-down on paperand using a pencil to trace around the edges.

• Label each print with the name of the solid shapeand whether it is a face or a base.

Practice(students)• Students create prints of each shape’s base and faces.

Discuss(teacher, students)• Which shapes have points?• Which shape is not like any of the others? Why is it

so different?• Which shape is the same at the base, the top, and

the sides?• Which print was the hardest to make? Why do you

feel that way?• I am thinking of a shape that has a square-shaped

base. Which solid shapes could it be? Which solidshapes couldn’t it be?

Evaluate(students, teacher)• Students will complete Shape Prints p. 10. Check for

accuracy and understanding.

T E A C H I N G S O L I D S H A P E S4

Lesson 2Shape PrintsPurpose: Students will identify two-dimensionalshapes in solid shapes.

Objectives • Define face and base in terms of geometric shapes.• Locate the face and base of geometric models.• Create geometric prints.• Compare the features of geometric shapes.• Predict the solid shape based on the shape of the

base.• Judge the difficulty of printing each shape.

Activity Procedures

Prepare(teacher)• If tracing, work areas should have a full set of shape

models, pencils, and construction paper.• Write the following terms on the board: cone, cube,

cylinder, pyramid, rectangular prism, sphere, base,face, and top.

• Copy Shape Prints p. 10 for each student.

Pretest(teacher, students)• Hold up the pyramid model.• Ask students to identify the base, top, and faces of

the pyramid.

Materials• Solid Shapes books• plastic or foam solidshape models

• tempera paint• 9�12 constructionpaper

• paintbrushes• pencils• chalk • chalkboard• Shape Prints p. 10

T E A C H I N G S O L I D S H A P E S 5

Activity IdeasDramatic Play CenterTitle: Grocery StoreObjective: Students will identify real-life examples of three-dimensional shapes.Materials: chart paper, markers, tape, empty packages in standard shapes (such as prisms, cubes, and cylinders),plastic oranges, bookcase or shelves, baskets, grocery bags, 2 small tables, cash register, scaleDescription: Before setting up the center, encourage students to go on a shape hunt at the grocery store. Alsohave them look for workers at the store. Discuss in class what shapes they found at the store (i.e. pyramid -stacked cans; sphere - oranges; prism/cube/cylinder - packages; cone - fresh-cut flower wrapping). List students’findings on chart paper and post it near the center. Ask families to donate a variety of empty packages such ascoffee cans, boxes, plastic produce containers, ice cream buckets, etc. (Remind them to wash plastic thoroughlyand to avoid sending glass.) Arrange the area by putting packages on the shelves and placing other play food ona table. Depending on the amount of space and props, there could be a separate spot for produce, meat, dairy,and dry goods. On one of the small tables, set up the cash register, scale, baskets, and grocery bags. Beforeopening the center, explain the different jobs at the grocery store.

MathTitle: Missing Shape GameObjective: Students will identify what shape is missing from two nearly identical pictures.Materials: Group Cards pp. 11–15, two file folders, glue, scissors, zipper-top bagDescription: To prepare the game, make one copy of Group Cards pp. 11-12. Cut the rectangular sections onthe dotted lines. You will have six pairs of pictures. Glue these on the inside of each folder, three on each side.Copy Group Cards p. 15. Cut out the single shape boxes at the bottom of the page. (You will not use the siximages at the top for this activity.) Laminate the open folder and shape pieces for durability. To play the game,pairs of students take turns looking at each pair of shape pictures and identifying the missing shape from thesecond picture. The student places the missing shape piece on top of the second shape picture. Repeat thedirections to assemble a second game using Group Cards pp. 13-14 and a copy of Group Cards p. 15. The gameplay is the same except two shapes are missing from each group. Store single shape pieces in a zipper-top bag.

Title: Can You Build It?Objective: Students arrange solid shape blocks to match a picture.Materials: Group Cards pp. 11-14, solid shape blocksDescription: To prepare the activity, copy Group Cards pp. 11-14. If you want to include all six solid shapes,only use the groups on the left side of each page. Cut out each section and then cut each section in half. Youwill have twelve shape picture cards. For durability, laminate the cards. Students arrange the blocks as shown onthe picture cards. For an added challenge, copy and cut the picture cards on Group Cards p. 15. Thesearrangements are more challenging or not physically possible. Discuss with students their results and why thesearrangements were harder or impossible. Demonstrate the concept of balance.

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ArtTitle: Edible ShapesObjective: Students will assemble three-dimensional shapes.Materials: thin pretzel sticks, marshmallows (standard size); toothpicks and Playdough also work as non-ediblematerials Description: This is a teacher-led activity. Students work in pairs and follow along with teacher. The pretzels arethe edges of the shapes and the marshmallows are the corners. To assemble a pyramid, lay out four pretzel sticksin a square. Place four marshmallows at the corners. Stick the ends of the pretzels into the sides of themarshmallows. This will form the shape’s base. Then stick a pretzel perpendicularly into each marshmallow. Pullthese pretzels toward the center and push into a single marshmallow. This marshmallow is the pyramid’s point. Tomake a cube you will need twelve pretzels and eight marshmallows. For a rectangular prism, each student willneed 16 pretzels and ten marshmallows. Use half a marshmallow to stick two pretzels together for the longersides.

Language ArtsTitle: Possible or ImpossibleObjective: Assess student spatial awareness of solid shapes and their oral communication skills.Materials: Group Cards pp. 11 and 15 Description: To prepare the activity, copy Group Cards pp. 11 and 15. Page 15 will need to be enlarged tomatch the card size on page 11. Cut out each picture card. Discard or reuse the single shapes at the bottom ofpage 15. Shuffle the cards. Show a student each picture card and ask if it would be possible to build it withblocks. Have the student explain his/her answer. This assessment could be given before and after students haveworked with solid shape blocks.

Title: Where Are They?Objective: Assess students’ memory, oral communication skills, and usage of location words.Materials: solid shape blocks, tray, towel, Where Are They? p. 16Description: This assessment could be used before and after a lesson on location vocabulary, such as next to,above, below, behind. Before the assessment, arrange three to five blocks on the tray and cover with the towel.Meet with students individually. Show students the arrangement of blocks. Ask questions about thearrangement, such as “Where is the cone?” and “Where is the cube?” The student should respond with answerssuch as “The cone is on top of the cylinder” or “The cube is next to the pyramid.” Once students are comfortableusing location and solid shape vocabulary, give them the assessment again. This time explain that you will showthe students a group of blocks for a very short time. Then you will cover them up and ask questions about wherethe blocks were in the group. When the student is ready, uncover the blocks and give the student 30 seconds tolook at the blocks. Cover the blocks and ask questions about the arrangement. Use Where Are They? p. 16 torecord student results.

WEBSITESMath Advantage

http://www.hbschool.com/menus/math_advantage.htmlThis Harcourt site features a variety of onlinemath games for students in grades K-8.

Shapeshttp://www.enchantedlearning.com/themes/shapes.shtmlGo to the Enchanted Learning website for avariety of shapes reproducibles, including modelsfor some three-dimensional shapes teachers andstudents can make out of paper.

Shape Up With Geometryhttp://www.thesolutionsite.com/lpnew_bin/UI_Metadata/public/1060This site offers a variety of geometry lessons forearly elementary students. Although theyexplore two-dimensional shapes, they can beadapted to teach about solid shapes as well.

Solid Shapes and Their Nets – Other Shapeshttp://gwydir.demon.co.uk/jo/solid/other.htm#platonicUse these patterns to create your own solidshape models.

T E A C H I N G S O L I D S H A P E S 7

Additional ResourcesBOOKSBurstein, John. Geometry: Looking Down on Monster

Town. Milwaukee: Gareth Stevens Audio, 2003.This story is a fun way to teach students abouttwo- and three-dimensional shapes.

Friedman, Mel, and Ellen Weiss. Kitten Castle. NewYork: The Kane Press, 2001.Anna and Tom use their imaginations to solve akitten problem. Students will enjoy hunting for3-D shapes throughout this illustrated book.

Hoban, Tana. Cubes, Cones, Cylinders, and Spheres.New York: Greenwillow Books, 2000.Color photographs show students where thesethree-dimensional shapes can be seen all aroundus.

Kompelien, Tracy. 3-D Shapes Are like Green Grapes.Minneapolis: ABDO Publishing Company, 2006.Colorful photos accompany simple text on eachpage to help students identify basic 3-D shapes.

Murphy, Stuart J. Captain Invincible and the SpaceShapes. New York: HarperCollins, 2001.Captain Invincible and his canine companionencounter a variety of solid shapes during adaring space adventure.

Neuschwander, Cindy. Mummy Math: An Adventurein Geometry. New York: Henry Holt Books forYoung Readers, 2005.Students will enjoy solving an Egyptian mysteryusing geometry concepts. This book is mostlikely a read-aloud for early elementary students.

Pistoia, Sara. Shapes. Plymouth, MN: The Child’sWorld, 2006.This book uses color photographs to introduceyoung readers to a variety of shapes.

Pluckrose, Henry. Discovering Shapes. Milwaukee:Gareth Stevens Audio, 2001.Students will learn about two- and three-dimensional shapes and symmetry.

Rau, Dana Meachen. Rectangles. New York:Benchmark Books, 2006.Students will find rectangles everywhere,including on the faces of three-dimensionalshapes, like blocks and packages.

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