ShapeandSpaceStrand

Shape and Space Strand
 * __ Presentation date __**** : ** June 2nd, 2011


 * __ Presented by __**** : ** Colter Bowen
 * __ Grade Level __**** : ** 2-6

__**Children's Book Series:**__ //Sir Cumference//

 * __ Program of Studies: __**

__ Strand: __ Shape and Space (Measurement) & (2D and 3D Objects)
 * General Outcome: Use direct and indirect measurement to solve problems.
 * Specific Outcomes: Grade 2, Grade 3, respectively.
 * 1) Compare and order objects by length, height, distance around and mass (weight), using nonstandard units, and make statements of comparison. [C, CN, ME, R, V]
 * 2) Demonstrate that changingthe orientation of an objectdoes not alter themeasurements of itsattributes. [C, R, V]

6. Describe 3-D objects according to the shape of the faces and the number of edges and vertices.[C, CN, PS, R, V]

7. Sort regular and irregular polygons, including: According to the number of sides. [C, CN, R, V]
 * triangles
 * quadrilaterals
 * pentagons
 * hexagons
 * octagons


 * __Overview __: **The focus of this edition of Sir Cumference deals largely with shape and space relating to measurement 2D objects and focuses on concepts that create a foundation for this strand in mathematics. This book provides a multitude of different areas for specific outcomes that span a variety of grade levels. However, this book fits very well in relation to an activity surrounding the use of manipulatives and having the students follow along the story. It provides areas for discussion, estimation, exploration, and an overall rich task base for activities.

**Specific Outcome:**
====1. Use direct comparison to compare two objects based on a single attribute, such as length (height), mass (weight) and volume (capacity). [C, CN, PS, R, V] ====

**Brief Description:**
====<span style="font-family: Arial,Helvetica,sans-serif;">It is a fun hands-on activity where students have a chance to measure things with gummy worms. Make it clear that gummy worms are NOT for eating! Students can work on measuring individually, or with a partner. At the end, students can compare their measurements with other students to see who measured the longest or the shortest. ====

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Brainpop Jr (www.brainpopjr.com) for 3-D Objects and 2-D Shapes for Grade 2/3

 * Grade Level: ** 2 and 3

‍** Date: ** May 31, 2011
== __**Kids Love to Learn**__ **(__[|www.2learn.ca/kids/]__) is an interactive and multimedia website for Grade 2 to Grade 6 students that has all the sites related to topics in Alberta curriculum. It is also a good resource which can be used by students in computer lab or on a SmartBoard. ** ==


 * Name of Contributor: Yan Zhong **

Kids Love to Learn [|www.2learn.ca/kids/]


 * Strand:** Shape and Space


 * Substrand:** Measurement


 * Grade Level:** Grade 2


 * Type of Resource:** Website

==

<span style="font-family: Arial,Helvetica,sans-serif;">**Name of contributor:** Helen Wevik

** Date: ** June 9, 2011

 * __Pack’Em In__**

**__Grade 3__**
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them. 6. Describe 3-D objects according to the shape of the faces and the number of edges and vertices. [C, CN, PS, R, V] Use direct and indirect measurement to solve problems. 5. Demonstrate an understanding of perimeter of regular andirregular shapes by: [C, ME, PS, R, V] = = =**__Grade 5__**= Use direct and indirect measurement to solve problems. 1. Identify 90º angles. [ME, V] Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them. 6. Describe and provide examples of edges and faces of 3-Dobjects, and sides of 2-D shapes that are: parallel intersecting perpendicular vertical horizontal. [C, CN, R, T, V] [ICT: C6–2.2,P5–2.3] Book: Wyatt, V. (2000)//The Math Book for Girls and Other Beings Who count.// Kids can Press Ltd: Toronto __**Description of activity**:__ You will need: 12 newspaper tubes, scissors, a measuring tape and stapler Cut the newspaper tubes to be 1 m long. Staple four of the tubes together to make a square. Allow the students time to predict within their groups how many students will be able to stand in the square. Once they have recorded their response, give the students the opportunity to explore the square by placing themselves in the square. If numbers and supplies are sufficient create multiple groups and compare results. //Rules//: Do not bend or damage the tubes/ structure and only bodies completely inside the cube count. Make another square the same way. Have two people hold one square about 1 m above the other and staple the remaining tubes in place. Once again allow the students time to predict how many people will be able to fit in the box, and allow them to test their predictions. Once they have completed this, compare the results from the previous step.
 * Strand:** //SHAPE AND SPACE//
 * //Substrand://** //3-D Objects and 2-D shapes//
 * General learner outcome**
 * Specific learner outcomes**
 * Strand:** //SHAPE AND SPACE//
 * //Substrand://** //Measurement//
 * General learner outcome**
 * Specific learner outcome**
 * estimating perimeter, using referents for cm or m
 * measuring and recording perimeter (cm, m)
 * constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapesare possible for a perimeter.
 * Strand:** //SHAPE AND SPACE//
 * //Substrand://**//Measurement//
 * General outcome**
 * Specific outcomes**
 * Strand:** //SHAPE AND SPACE//
 * //Substrand://**//3-D Objects and 2-D Shapes//
 * General Outcome**
 * Specific Outcomes**
 * __Resource:__**

**Marshmallow Architecture**
Name of contributor: Michael Mun Grade level: 3-4 Strand: Shape and Space Sub-strand: 2-D and 3-D shapes

Specific Outcome: 3-6 Describe 3-D objects according to the shape of the faces and the number of edges and vertices. [C, CN, PS, R, V]

Activity: Marshmallow architecture

Roy Weins, architect to the rich and famous, has been hired to construct a series of 3-D sculptures. His plan is to create 10 different prisms beginning with a triangular base, then a square base then a pentagonal base and continuing on to a twelve-sided base.

Mr. Weins is going to use some expensive materials in his sculpture so he has decided to create a model of the project using toothpicks and marshmallows.

Task:

Recreate some of Mr. Weins’ project by:


 * Constructing the first three prisms in the series
 * Recording the number of sides on the base, the number of faces and the number of vertices and, if possible, give the name of each prism, in a chart
 * Describing how the pattern grows
 * Predicting how many sides, faces and vertices will be in the next prism in the series
 * Building the next prism to check the prediction
 * Predicting how many faces and vertices would be in a prism whose base has 20 sides
 * Giving this prism a name
 * Explaining how you arrived at your prediction