EDUC 5913: Measurement and Evaluation Assignment 3

Names: Courtnay Gillingwater and Hilary Dingman

Subject: Mathematics Topic/Unit: Shapes and Space: SS7 (3-D objects) Grade: 2

Learning Outcome(s): Describe, compare, and construct 3-D objects, including: cubes, spheres, cones,
cylinders, and pyramids.

During this unit, students will learn to:

A° Sort a given set of 3-D objects and explain the sorting rule.
B° Identify common attributes of cubes, spheres, cones, cylinders and pyramids from given sets of the
same type of 3-D objects.
C° Identify and describe given 3-D objects with different dimensions.
D° Identify given 3-D objects with different orientations.
E° Create and describe a representation of a given 3-D object
F° Identify examples of 3-D shapes found in the environment

“I can…” statements

I can name many 3-D shapes.

I can describe 3D shapes with math language.
I can tell you how two or more 3-D shapes are the same, and how they are different.
I can build 3-D shapes.
I can see 3-D shapes in my world.

Student Learning Objectives:

1) Learn names of 3-D shapes including: cubes, spheres, cones, cylinders and pyramids, cuboid
2) Learn and use the terms edge, vertex (vertices), and face to describe shapes
3) Determine how many edges, vertices, and faces 3-D shapes have in common
4) Create and describe a representation of a given 3-D object using materials
5) Identify how things in our environment are made up of different 3-D objects
6) Be able to sort shapes based of common attributes or a sorting rule

Rationale of Instructional Approach:

Learning about 3-D shapes can be fun and engaging for students as almost all of the learning is
through hands on activities, discoveries, and conversations. Students will have many opportunities to
explore 3-D shapes in different ways and this unit involves a lot of creation, investigation, and play-
based learning. Students get excited and feel connected to this unit as they start to explore how their
environment is made up of shapes. Through diverse engaging activities where content can be
continually reviewed and frequently conversed about, students can feel confident and begin to master
their knowledge of 3-D shapes.
Some topics I will teach in this unit with an example activity:

- Vocabulary to describe the attributes of 3-D shapes (face, edge, vertex, vertices)
o Practice this continuously through conversation with the class
o Give students a vocabulary sheet to put in their duotangs for reference
o Hand out “attribute sheet” for students to work on over the next week [see attached]
- How to describe a shape
o Model how I would use regular terms (flat, round, side, curved, rolls, corner…) as well as
our new terms (face, edge, vertex, vertices) to describe shapes.
o Game: “Guess Who?”. Students have a stack of cards. They take turns reading the card
on the top to each other that has a clue about a 3-D shape. If the student guesses
correctly they get to keep the card, if they are wrong, the card goes to the bottom of the
pile.
- How to sort shapes based off common attributes
o Note: We have done a similar lesson recently with 2-D shapes so they understand the
sorting process.
o Model questions and demonstrate how to sort 3-D shapes. (Ex: these shapes all have
vertices, these shapes all have 5 faces, these shapes all have one or more faces that are
the shape of a square). Have students ask you and each other to give a sorting rule to
sort groups of shapes.
o Each student has a pile of 3-D blocks on their desk. Announce a sorting rule and ask to
students to raise their hand when they have sorted their shapes. Teacher can clipboard
cruise and check for understanding / record how students are doing. Repeat 3 or 4 times
asking different rules, or asking students to sort their own shapes and explain
their own sorting rule.

- Build 3-D shapes with nets

o Model first. Colour and cut out 3-D shapes from nets and tape them together to create
your own 3-D shapes!
- Identify 3-D shapes in our environment
o Read aloud of big book that describes how our world is made up of shapes
o Students get a clipboard and “shape hunt” sheet. They then get time to explore the
classroom and must record each shape they find with a drawing or name of the object.
We will then tally our findings together after to determine what is the most popular
shape in our classroom (or on the playground). You can even make a graph (as a class or
individually) with the data they collected!
Formative Assessment
Materials: Check list with names for clipboard cruising, box of 3-D shapes, 7 canvas bags

Rationale:
Students have been practicing using new language to describe shapes. They are encouraged to
use academic language, but descriptive language is acceptable. They should also be able to recognize
shapes based off the description of the shapes attributes. Through playing the game “Who Am I? With
3-D shapes” students have to describe and identify shapes and practice their new language. This game
helps student familiarize themselves with describing shapes.
While students are engaged in this educational game, the teacher can circulate and observe in
order to listen to language students are using to describe shapes and their success of guessing the
correct name of the shape. We are looking for what language they use, and how timely, accurately and
confidently they can guess the name of the shape. The teacher should have a list of student’s names to
make sure they observe each student during this activity. With this information the teacher knows how
well students are able to use their new vocabulary and how accurate they are. If common difficulties are
present, more time needs to be taken to improve before moving on too far. The information from this
assessment can also shows which individual students are struggling and need extra help.

Assessment Activity:
Game: “Who Am I? With 3-D shapes!” (model this game for students before beginning)
- Students have to describe 3-D shapes without saying their name to their partner who has to guess.
In groups of 3 students will choose a role and rotate roles each turn:
1) Student 1 goes to the bucket of 3-D shapes and secretly puts one shape in a cloth bag. They bring that
bag to Student 2
2) Student 2 does not look at the shape, but reaches in the bag to see if they can describe the 3-D shape
for Student 3 without saying the name of the shape.
3) Student 3 has to guess what shape Student 2 is describing, until they get it right.
- Students rotate roles.

*As I circulate the room to check for understanding and language, I will ask guiding questions when
more information for myself is needed such as: How do you know that it is _________? What attributes
make you know that it is _______? Could this clue be for any other 3D shape?*
Summative assessment
Materials: 2 check list with names for clipboard cruising / recording assessment (one for each
assessment). 1 ziplock bag her students that includes: a small container on playdough, and about 30
toothpicks (long and short ones), 1 “I can build 3-D shapes” handout per student, a bin of 3-D shapes (by
my work area for individual assessment, or for access to reference when building shapes).

Rationale:
This summative assessment occurs in two sequences of events. As the outcome we are working
on requires students to do three things: describe, compare, and build 3-D shapes. Activity 1 will take
about 45 minutes once you have explained, modeled, and students preform the task at hand. Activity 1
focuses on assessing how students can describe and construct 3-D shapes. Activity 2 will take about 45
minutes as well as it involves small conferences one-on-one or in small groups. Activity 2 can be done
while the rest of the class is engaged in math games or are cleaning up from the activity 1.
Both of these assessments just feel like fun activities to the students, which reduces anxiety of
feeling as if they are being assessed. Students have had a lot of prior opportunity to work with and learn
about 3-D shapes, and should all be well-prepared to succeed during this assessment. This gives the
teacher plenty of opportunity to get a true sense of whether or not students are meeting this outcome,
through conversation, observation, and a collection of materials.

Assessment activities:

1) Build 3-D shapes with playdough and toothpicks

- Model how to make small balls of playdough for vertices, and use the toothpicks for edges, build
one shape so they see how it is done.
- Students fill out sheet that goes with it and pass it in at the end [attached]
- When they finish a shape, student must raise hand in order for the teacher to check their sheet.
o This allows a moment with each student to ask 1 or more questions like “what is this
shape? What are the attributes of the shape? What can you tell me about the shape? Or
probing questions like: How many vertices [corners] does it have? How many edges
[sides] does it have?”
o Clipboard cruise: check under that student’s name that they completed the shape, could
answer the questions, and write any notes about student’s answers.
- Teacher can constantly monitor students work on their sheet as they go to ensure their success.
- Collect sheets to assess after class (be sure to conference with students who were not successful
with completing their sheet)

* After students are finished building their shapes invite them to try to build something imaginative
using their toothpicks and playdough. If they are done and cleaned up, have them play a math game
with a partner for the last 30-40 minutes of class.*
2) Conversations about sorting and comparing shapes.
- While student’s are cleaning up and starting to play a Math game they are familiar with (goal is
they can keep working and playing without the help of the teacher as much as possible)
- At a work station: have a pile (or more, depending on how many students you are assessing at
one time) of assorted 3-D shapes (about 5-10 depending on the student)
- Ask students to come over one at a time, or in small groups of 2-3 when possible to complete
the following tasks individually. Teacher will check for and listen for successful answers, record
them, and if needed, can talk to students about why they were right or wrong:
o Have shapes already sorted based off a sorting rule (ex: shapes with vertices, shapes
without vertices). Ask student(s) to explain the sorting rule. (Repeat this with a new
sorting rule if needed)
o Take two shapes and ask how they are different and how they are similar
o Ask students to sort their pile shapes and explain the sorting rule
o Ask students to sort their shapes based off a sorting rule (ex: Put all the shapes with 6
faces in one pile)
- Differentiation: More of less shapes can be used for students to make it more or less
challenging. Since you can do this activity one-on-one or in small groups, you can ask questions
and provide sorting rules that are more or less complicated for students to complete, but still
allows them to meet the outcome.