3-D Objects/2-D Shapes

Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 2, 3

Step 1: Identify Outcomes to Address

Guiding Questions

What do I want my students to learn?
What can my students currently understand and do?
What do I want my students to understand and be able to do, based on the Big Ideas and specific outcomes in the program of studies?

See Sequence of Outcomes from the Program of Studies

Strand: Shape and Space (3-D Objects and 2-D Shapes)

Kindergarten

Grade 1

Specific Outcomes
2.	Sort 3-D objects, using a single attribute.
3.	Build and describe 3-D objects.

Specific Outcomes
2.	Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule.
3.	Replicate composite 2-D shapes and 3-D objects.

Big Ideas

Spatial sense involves visualization, mental imagery and spatial reasoning. These skills are central to the understanding of mathematics. Spatial sense enables students to reason and interpret among and between 3-D and 2-D representations, and to identify relationships to mathematical strands.

Spatial sense is developed through a variety of experiences and interactions within the environment. The development of spatial sense enables students to solve problems involving 3-D objects and 2-D shapes. Spatial sense offers a way to interpret and reflect on the physical environment and its 3-D or 2-D representations.

The study of two-dimensional shapes and three-dimensional objects is essential as we strive to describe, analyze and understand the world we live in. The study of geometry also complements the work done in other areas of mathematics, such as measure and number.

In studying two-dimensional shapes, students must build their understanding of the attributes or characteristics of the shape. They should focus on the number of sides and vertices and how shapes can be put together and taken apart to make other shapes. It is very important for students to use accurate language when naming shapes. Students should be able to distinguish between shapes such as squares and rectangles and also to see that the squares are rectangles.

Students need many opportunities to manipulate three-dimensional objects. They should be encouraged to identify how these objects are alike and how they differ. They may study how many faces and edges the object has. They may identify how some have sides that come to a point or how some might slide while others can roll.