Math Unit:

Developing Geometric Thinking and Geometric Concepts (Grade 4)

by
Ashton Hare, Katie Hicken,
Jordie Hovey & Rachel Matheson

Elementary Math Methods

Dr. S. Wood
Department of Education
St. Thomas University
22 February 2016

Table of Contents

Unit Overview

Lesson Plan 1: Describing 3D Shapes: Congruency

Lesson Plan 2: Constructing 3D Shapes

11

Lesson Plan 3: Symmetrical and Asymmetrical Shapes

16

Lesson Plan 4: Representing Shapes Pictorially and Concretely

20

Appendices

25

References

50

UNIT OVERVIEW
Unit Title
Developing Geometric Thinking & Geometric Concepts (Grade 4)
Unit Summary
This unit will focus on Geometric Thinking & Geometric Concepts. The focus of this unit is
for student to learn how to describe and construct various 3D shapes, to demonstrate an
understanding of mathematical concepts such as symmetry, congruency, concretely and
pictorially. Through a variety of hands on activities, stations, and real life connections students
will be able to demonstrate and understand each of the curriculum outcomes. Lessons will take
place over multiple days and will allow for students to completely grasp concepts before
moving on. Lesson one will take place over three days, lesson two, three, and four will take
place over two days. Additionally, formative assessment will be used to adapt the lessons to the
needs of the students and both formative and summative assessment will be used to assess
students knowledge.
Length of Unit
This unit will last 2-3 weeks. Each individual lesson is expected to last for a minimum of two
50-minute classes.
NCTM Standards
Analyze characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationships
Grades 35 Expectations: In grades 35 all students should
identify, compare, and analyze attributes of two- and three-dimensional shapes
and develop vocabulary to describe the attributes;
classify two- and three-dimensional shapes according to their properties and
develop definitions of classes of shapes such as triangles and pyramids;
investigate, describe, and reason about the results of subdividing, combining,
and transforming shapes;
explore congruence and similarity;
make and test conjectures about geometric properties and relationships and
develop logical arguments to justify conclusions.
Specify locations and describe spatial relationships using coordinate geometry and other
representational systems
Grades 35 Expectations: In grades 35 all students should

 describe location and movement using common language and geometric

vocabulary;
make and use coordinate systems to specify locations and to describe paths;
find the distance between points along horizontal and vertical lines of a
coordinate system.
Apply transformations and use symmetry to analyze mathematical situations
Grades 35 Expectations: In grades 35 all students should
predict and describe the results of sliding, flipping, and turning two-dimensional
shapes;
describe a motion or a series of motions that will show that two shapes are
congruent;
identify and describe line and rotational symmetry in two- and threedimensional shapes and designs.
Use visualization, spatial reasoning, and geometric modeling to solve problems
Grades 35 Expectations: In grades 35 all students should
build and draw geometric objects;
create and describe mental images of objects, patterns, and paths;
identify and build a three-dimensional object from two-dimensional
representations of that object;
identify and draw a two-dimensional representation of a three-dimensional
object;
use geometric models to solve problems in other areas of mathematics, such as
number and measurement;
recognize geometric ideas and relationships and apply them to other disciplines
and to problems that arise in the classroom or in everyday life.
NB Curriculum Standards
Shape and Space (SS)
4. Describe and construct rectangular and triangular prisms. (Transformations)
5. Demonstrate an understanding of line symmetry by: identifying symmetrical 2-D shapes;
creating symmetrical 2-D shapes; drawing one or more lines of symmetry in a 2-D shape.
6. Demonstrate an understanding of congruency, concretely and pictorially.

Previous Knowledge

Grade 3 NB Curriculum:
Students will have had exposure to describing 3-D objects according to the
shape of the faces, and the number of edges and vertices.
Students will not have had previous exposure to symmetry, asymmetry,
congruency, concretely, and pictorially, according to the NB curriculum.
Materials

Smartboard
8 x 11 white paper with shapes on them (Appendix A-D)
Scissors
Glue/Tape
Nets handouts (appendices E-H)
Scissors
Tape or Glue
Pattern blocks
Geometry Solids
Pre-constructed (by teacher) triangular and rectangular prisms
Markers or pencil crayons
Yarn or String
Coat-hangers or similar object (something with a bottom that yarn or string can
be attached to and hang from)
Geoboards & elastics
Square dot paper
Construction hat & orange reflective vest for teacher
Posters about a construction zone displayed on classroom door and at the
front of the class
8 x 11 White paper
Pointed Paper (at least two per student)
Mira (one per student)
Pencils
Symmetrical vs. Asymmetrical Activity sheet(Appendix M)
Worksheet
Pencil crayons
Grocery items: Toblerone bar, Can of soup, Box of kleenex, Pyramid, Ice cream
cone
Ball
Block

Assessment & Evaluation Summary

In this unit we will be using both formative and summative assessment with the main focus on
formative assessment. The formative assessment will be conducted through a variety of forms
such as checklists, worksheets, rubrics, smartboard activities, conferencing, observations and
discussion. It is important to consistently monitor students progress throughout the unit in
order to understand students needs and adapt lessons for students understanding. Students
should be able to see their progress and understand where they are and where they need to be.
Using formative assessment will allow students and teachers to monitor progress and plan for
future learning.

Lesson 1: Describing 3D Shapes

Grade & Unit

Grade 4 Geometry

Lesson Title & Duration

Describing 3D Shapes: Congruency (3 days)

NCTM Standards

Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical
arguments about geometric relationships
classify two- and three-dimensional shapes according to
their properties and develop definitions of classes of shapes
such as triangles and pyramids;
explore congruence and similarity
Use visualization, spatial reasoning, and geometric modeling to
solve problems
create and describe mental images of objects, patterns,
and paths.

NB Curriculum
Outcome

GCO
Shape and Space (SS)
SCO
(Transformations)
6. Demonstrate an understanding of congruency, concretely and
pictorially.

Lesson Objective

The objective of this lesson is for students to understand what

congruency is and for students to learn how to construct and describe
the dimensions of a rectangular and triangular prism.

Materials

Smartboard
3D wooden blocks
8 x 11 white paper with shapes on them (Appendix A-D)
Scissors
Glue/Tape
Handout Cut Outs (Appendices E-G)
DAY 1

Engagement

Teacher: Inform students that today we will be examining what

congruency is and how some shapes are congruent and some are not.

Teachers will ask students several questions to get the conversation

started. What do you think being congruent means? Show students two
shapes on the smartboard and ask students if they are congruent.
Explain how they are or are not. Do this 3 or 4 times. Then show
students 3D models of shapes and ask if they are the same shape. There
will multiple wooden 3-D forms on each table such as cubes,
rectangular and triangular prisms and different pyramids.
Students: Students will sit quietly and listen to the lesson, while they
volunteer answers as well. When shapes are given out, students are to
follow the classroom expectations or talking quietly with a pair or
group.
Exploration

Teacher: Move around the room and listen to students discussing the
shapes on their tables. Teacher will also give out sheets for the students
to fill out which describes what the shape looks like and the
characteristics of it.
Students: Students will continue to discussion the shapes and start to
fill in the sheet.
DAY 2

Explanation

Teacher: Teacher will clap her hands so the students are aware to clean
up any materials and move to the mats in the corner. Teacher will begin
by asking students what they think congruency is now? What examples
can you give me? Teacher will explain what congruence is.
Teacher will do smartboard activity that reinforces the idea of that
congruence and get different to participate in the activities.
Teacher will pull up the smart board activity on congruence for the
students to do together. There will be three different activities to do as a
class. (Appendix A, B, C, and D)
Students: Students will clean up materials and come to the mat corner
quietly. Students will volunteer answers for questions the teacher has.
During the activities students who feel comfortable will volunteer to
come up to the smart board and do the activities.
DAY 3

Elaboration

Teacher: Teacher will hand out various shapes on pieces paper to

students, these shapes will have to be cut out and glued together
(Appendix E-G). Students will be given instructions to carefully cut out
the shapes and put them together. After this is completed they will be
instructed to get up and walk around the class to find another student

with the congruent shape and their job is to name the shape.
Students: Students will take the piece of paper with the shape on it and
follow instructions to cut and glue it. They will then sit quietly until
everyone is finished and the teacher gives the rest of the instructions.
When students are asked to find the partner with the congruent shape
they will WALK around the class and keep their voices low.
Evaluation

Teacher: Teachers will observe students when they are discussing the
shapes in their groups, when they are expressing their answers with the
activity on the smart board, and while identifying the shape they were
given. The teacher will use the shape pairing activity to formatively
assess the students on whether they know what congruence is and if
they are able to match the shapes and name them. The shapes will be
placed around the classroom for others to see.
Students: Students will pass in their shapes with their names on them.

Differentiation

Students who have an EA would also receive help from them.

If there is a student in the class who has an exceptionality, they would
be paired with a gifted student.This will both benefit the exceptional
child who needs the extra help and the gifted student would get to
participate in peer teaching. These students would also be given more
time to finish the activities.

Reflection

How did the lesson go?

The lesson worked well. The students were able to express their prior
knowledge of the topic with the first activity. The discussion about the
first activity went well and this helped to clarify some confusion that
students may have.
The activity on the smart board got the whole class engaged because
they were wanting to come up and use the smart board.
The shape activity went really well because students got to be creative
with how they colored their shapes and it was hands on.
Would I do this lesson again?
I would certainly do this lesson again, but this time I would provide
more resources for the gifted students who found this subject easier.
Such as, giving them more complex shapes to work with but with the
same concepts.

References

Smarttech
NB Curriculum
NCTM
Refer to references page

10

Lesson 2: Constructing 3D Shapes

Grade & Unit

Grade 4 Geometry

Lesson Title &

Duration

Constructing 3D Shapes; 2 days

Aim to complete engagement and exploration during day 1, then
explanation and elaboration during day 2. This will be flexible based on
the lesson progression each day.

NCTM Standards Analyze characteristics and properties of two- and three-dimensional

geometric shapes and develop mathematical arguments about
geometric relationships.
Grades 35 Expectations: In grades 35 all students should
identify, compare, and analyze attributes of two- and threedimensional shapes and develop vocabulary to describe the
attributes;
classify two- and three-dimensional shapes according to
their properties and develop definitions of classes of shapes such as
triangles and pyramids;
explore congruence and similarity;
Use visualization, spatial reasoning, and geometric modeling to solve
problems.
Grades 35 Expectations: In grades 35 all students should
build and draw geometric objects;
create and describe mental images of objects, patterns, and
paths;
identify and build a three-dimensional object from twodimensional representations of that object;
identify and draw a two-dimensional representation of a
three-dimensional object;
recognize geometric ideas and relationships and apply them to other
disciplines and to problems that arise in the classroom or in everyday life.
NB Curriculum
Outcomes

GCO
Shape & Space (SS): Describe 3-D objects and 2-D shapes, and analyze
the relationships.
SCO

11

SS4: Describe and construct rectangular and triangular prisms. [C, CN, R,
V]
Lesson Objective Students will be able to describeusing proper mathematical vocabulary
and construct rectangular and triangular prisms.
(Students will have previous knowledge of the properties of 3-D shapes:
faces, bases, vertices, edges, & the two-step naming process of prisms)
Materials

Nets handouts (appendices E-H)

Scissors
Tape or Glue
Pattern blocks
Geometry Solids
Pre-constructed (by teacher) triangular and rectangular
prisms
Markers or pencil crayons
Yarn or String
Coat-hangers or similar object (something with a bottom
that yarn or string can be attached to and hang from)
Chart worksheet (appendix K)
Geoboards & elastics
Square dot paper
Construction hat & orange reflective vest for teacher
Posters about a construction zone displayed on classroom
door and at the front of the class
DAY 1

Engagement

Teacher: (wearing construction hat), introduce students to construction

lesson. Have multiple triangular and rectangular prisms sitting at each
group of desks for students to observe when they enter the classroom. This
will include geometry solids (class manipulatives and pre-constructed
teacher made prisms). Teacher asks students (in their groups) to separate
the rectangular prisms, triangular prisms, and other 3-D shapes at their
table and provide reasoning for why they are classifying a given shape as
either a rectangular or triangular prism, or neither. After, ask students to
share with the class what their reasoning was. Then, ask students to
determine how many faces each rectangular prism and each triangular
prism has. Is there a pattern? Do they have the same? Can they be
different? Repeat with edges, bases, and vertices.
Students: participate in opening activity (described above).

12

Exploration

Teacher: show example of a net for a rectangular prism on the smartboard.

Explain next activity (described below)include telling students all of the
materials they will be usinglist this on the board for students who may
have trouble remember directions.
Students: after being given copies of nets on coloured paper, they will cut
and fold the nets of a rectangular prism. Students will fold the prism to
make its shape, but not yet glue or tape it together. First, they will label
(with marker or pencil crayon) the faces and bases of the prism. Then,
they will unfold and examine the 2-D shapes that make up the net. Have
students trace their nets onto a new piece of construction paper. After they
have done this, they can begin assembling their prism using glue or tape.
Teacher & Students: Brain break.
Students: Repeat the above net activity for triangular prisms.
DAY 2

Explanation

Teacher: Review construction lesson from yesterday. Have net of

rectangular prism displayed on smartboard. Ask students if they think the
net could be made in a different way. Could it be a different size? Could
the bases change sizes? Would it still make a rectangular prism if we
added another face? Repeat this for the triangular prism.
Students: answer questions teacher poses and ask questions.
Teacher: review why prisms are they way they are. Ask students to take
the nets that they traced during the last activity and see if they can create a
new one that has the same amount of faces, bases, and edges. Cut and fold
the new nets so each student has constructed at least two rectangular
prisms and two triangular prisms.
Students: Cut and fold the new nets they have created. They should each
have now at least two rectangular prisms and two triangular prisms. Glue
yarn or string onto each of the prisms they constructed.
Teacher: take each prism (with yarn attached) and tie it to coat hangers.
Hang the student-created 3-D objects around the classroom to showcase
student achievement and creativity.

13

Elaboration

Teacher: have rectangular and triangular prisms and a copy of their nets
displayed at each group. Give each student a geoboard and elastics. Ask
students to use elastics to construct a net for a rectangular prism. Discuss
how they might move one of the faces to make a new net for the same
prism (relating to the last activity and if changing faces or bases would
affect the construction of the prism). Have them check by recording the
new net on square dot paper, cutting it out and trying to construct it.
Repeat this for triangular prisms.
Students: participate in activity described above.

Evaluation

Checklist (appendix I)
Conference with students while they are working in their groups; record
comments in comments on assessment sheet (appendix J)

Differentiation

PLPs: adjust lesson according to PLP (would be done in detail according

to the required PLPs in the class)
LDs:
Literacy: pair students so that one partner is able to help the student who
struggles with reading instructions.
Math: not many numbers will be used here. If a student has trouble
visualizing the concept of the properties of the 3-D object or trouble with
creating nets (ie. Geoboard activity) then student will have help from their
peers and the EA. If additional adaptations are required, consider how to
adapt this lesson for the specific learning disability.
Enrichment: expand 3-D objects to hexagonal and octagonal prisms,
cylinders, cones, spheres, and hemispheres. Have students consider these
objects for all activities (including the geoboard activity).

Reflection

Reflect on the gross and fine motor skills of the students during this
activity.
Reflect on the knowledge of the students according to the 3-D
shapes, might it be possible to introduce new shapes next time? Or
tomorrow?
Is there a way that would be more enjoyable for students for

14

engagement at the beginning of the lesson?

Was putting students into pairs a good idea? Might it be better to
have students work individually so that all students are required to use
their fine motor skills, rather than giving them choices amongst their
partners?
Reflect on the closing of the lesson. Did students learn what I
wanted them to? Did I achieve my objective? Were students assessed
appropriately? Would I use the same style of assessment for the next
time this lesson is done, or should I try something new?
References

Teachers Pay Teachers

NB Curriculum Document-Grade 4 Math
NCTM Standards
Google search images
(Refer to references page)

Lesson 3: Symmetrical and Asymmetrical Shapes

Grade & Unit

Grade 4 Geometry

Lesson Title & Duration

Symmetrical and Asymmetrical Shapes (2 classes)

NCTM Standards

Apply transformations and use symmetry to analyze mathematical

situations
Grades 35 Expectations: In grades 35 all students should
predict and describe the results of sliding, flipping,
and turning two-dimensional shapes;
describe a motion or a series of motions that will
show that two shapes are congruent;
identify and describe line and rotational symmetry in
two- and three-dimensional shapes and designs.

NB Curriculum
Outcome

GCO:
Shape & Space (SS): Describe and analyze position and motion of
objects and shapes
SCO:
SS5: Demonstrate an understanding of line symmetry by:
identifying symmetrical 2-D shapes
creating symmetrical 2-D shapes

15

 drawing one or more lines of symmetry in a 2-D shape. [C, CN,

V] SS6: Demonstrate an understanding of congruency, concretely
and pictorially. [C, CN, V]

Lesson Objective

Materials

The objective to this lesson is for students to determine the

difference between symmetrical and asymmetrical forms. By the
end of the lesson, students will be able to identify and create their
own 2-D symmetrical and asymmetrical forms.
White paper
Markers
Scissors
Pointed Paper (at least two per student)
Mira (one per student)
Pencils.
Symmetrical vs. Asymmetrical Activity sheet
(Appendix M)
SmartBoard Presentation (Appendix L)
DAY 1

Engagement

Teacher:
The teacher will start class with the opening activity on the
Smartboard. Each student will need a white piece of paper, scissors
and a marker for this activity. The teacher will model the activity
firstly by showing students how to fold their paper in half and then
drawing a series of connected line that start at the top of the fold
right to the bottom. Students will follow along with the teacher,
while encouraged to create their own shape. They will cut out their
figures and unfold them. The teacher will ask the students to discuss
in their table groups what they remark about the shape that they had
just cut out. The teacher will get students to share their views. This
will introduce the concept of Symmetry.
Students:
Students will be expected to follow the teacher model and
participate in opening activity.

Exploration

Teacher:
The teacher will use direct instruction to explain the different
concepts lines of symmetry using the Smartboard Activity slides 2
and 3. The teacher will explain that a line of symmetry is an

16

invisible line that partitions a shape into two congruent figures.

What makes an object symmetrical is that if we can visualize it
being folded in half perfectly over the line than the object must be
symmetrical. These lines can be in three different directions:
horizontal, vertical, or diagonal. The teacher will have the students
discuss whether the three shapes on the bottom of slide 2 are
symmetrical or not. Students will discuss and then the teacher will
choose three students to move the lines to find the axe of symmetry
on the shapes. the teacher will pass out the miras and explain how
they can be used to see symmetry. If the reflection of a drawn shape
can match up exactly with another side than the shape is
symmetrical. Students will all draw a square and use the mira to
find at least one axis of symmetry. The teacher will then move onto
the 3rd slide and explore the shapes that do not have any lines of
symmetry: asymmetrical shapes.
Students:
Students will pay attention to the smartboard lesson and participate
in group discussion to find the axis of symmetry of the three shapes
on Slide 2. Students will use miras and their own shape drawing to
explore using the miras for symmetrical finding.
Explanation

Teacher:
Teacher will pass out Symmetrical vs. Asymmetrical activity sheet
and ask students to look at each form and determine whether it is
symmetrical or asymmetrical. If it is symmetrical, they will use the
miras to determine the different axes. If it is asymmetrical, they will
circle the shape. Students will do this activity individually and then
share their findings with their elbow partners. We will then review
the answers as a whole class.
Students:
Students will do the Activity Sheet following the instructions. They
will find the axes of symmetry using the miras and circle the
asymmetrical shapes. Students will share their answers with their
elbow partners and once the whole class was finished they would
participate in the class review of the answers.

DAY 2

17

Elaboration

Teacher:
The teacher will pass out two pieces of dotted paper to each student
and explain the instructions for the next activity. Students will have
to draw two shapes using the pointed paper. One shape will be
symmetrical and one will be asymmetrical. The teacher will tell the
students to only write their name on the top of each sheet. Once the
students have drawn their 2-D shapes they will exchange their
sheets with their elbow partner. The students will have to determine
which shape is which and draw the lines of symmetry on the
symmetrical shape. The teacher will circulate, take anecdotal notes,
and provide help to those who need it.
Students:
Students will participate in the activity. They will draw two shapes,
one symmetrical and one not. They will exchange their drawings
with their elbow partner and determine which is which.

Evaluation

Teacher:
Teacher will have students participate in the final formative
assessment activity on the smartboard. and take notes about the
students.
Students:
Students, one at a time, will come up to the smartboard and classify
one of the symbols as either symmetrical or Asymmetrical. After all
of the images are classified we will hit the solve button on the
activity to see if their were any mistakes. We would review why or
why not an image is symmetrical.

Differentiation

PLP: adjust lesson according to PLP (would be done in detail

according to the required PLPs in the class)
LD: Math. If student struggled with concept, allow students to
work with others to find the axes of symmetry. Provide help as
much as possible. Help students use mira. Extra modelling.
Enrichment: If students are finished early have students look for 3D symmetrical items around the classroom and have them sketch it
and the axis of symmetry in math journal.

Reflection

1. Preparation and Research Was I well prepared? What

could I have done differently?
I was very well prepared for this lesson. I prepared a multitude of
activities that explored the concepts of symmetrical thinking. The

18

next time I would allow students more opportunity to design their

own symmetrical and asymmetrical shapes.
2. Written Plan Was I organized? What did I learn that will
help me in the future?
I was very prepared. Following the 5 Es. I learned that sticking to
the 5 E model helps allocate the right amount of time into each
activity.
3. Presentation Were the students involved? Was I clear in
my presentation? How was the pacing?
Students were very involved with the activities and the presentation.
They had meaningful conversations about mathematics and
geometric thinking.
4. Assessment What did the class do? How do I know if they
were successful? What should I change for next time?
I knew the students were successful through the many different
types of formative assessment that I provided for the class. Students
were always being observed and had multiple different ways that
they were assessed on their knowledge. Next time I would try to
provide immediate feedback to students.
References

Refer to references page

19

Lesson 4: Representing Shapes Pictorially and Concretely

Grade & Unit

Grade 4 Geometry

Lesson Title & Duration

Representing Shapes Pictorially and Concretely

NCTM Standards

Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical
arguments about geometric relationships
identify, compare, and analyze attributes of two- and
three-dimensional shapes and develop vocabulary to
describe the attributes;
classify two- and three-dimensional shapes
according to their properties and develop definitions of
classes of shapes such as triangles and pyramids
Use visualization, spatial reasoning, and geometric modeling to
solve problems
build and draw geometric objects;
create and describe mental images of objects,
patterns, and paths;
identify and build a three-dimensional object from
two-dimensional representations of that object;
identify and draw a two-dimensional representation
of a three-dimensional object

NB Curriculum
Outcome

Grade 4 Math
GCO:
Geometry
SCO:
Describe and construct rectangular and triangular
prisms.
Demonstrate an understanding of congruency,
concretely and pictorially.
Grade 3-6 Art
Drawing:
practice careful observation for drawing a variety of
objects, e.g., still life, portrait and landscape

20

Three-Dimensional Work:
recognize and understand the difference between
sculpture and three-dimensional design that is functional,
e.g., desk, chair, telephone

Lesson Objective

Materials

The objective of this lesson is for students to be able to identify and

pictorially represent the 3D shape of everyday objects.

Smartboard activity (Appendix U)

Worksheet
White paper
Pencils
Pencil crayons
Toblerone bar
Can of soup
Box of kleenex
A pyramid
Ice cream cone
Ball
Block
3D shape manipulatives.
DAY 1

Engagement

Teacher: Tell students that today we are going to be looking at 3D

shapes that we see in our everyday life. When we go to the grocery
store and pick up an orange, do we think of it as a sphere? When we
are making cupcakes, do we think of it as a rectangular prism?
Normally we dont think of these everyday objects in terms of their
3D shape. Tell students that today we are going to be identifying
these everyday objects and determine what 3D shape they represent.
We will work in groups of 3 and work together to determine what
shape your everyday object is. Groups will be determined by the
teacher and students will be put with students who they are going to
work well with and who will behave properly. The teacher will go
over the sheet with the students and tell them that their name must
go at the top of the page along with the names of their group
members, they must fill in each section and that they will pass it in
at the end of class (Appendices P-R). Tell students that there are 8
stations and each station has one object. Students will get 5 minutes
at each station to determine what shape their object is. There will be
a timer on the board and when the timer buzzes students will move
to the next stations. This will repeat until all students have gone to

21

each station. Assign the partners and hand out sheets to students.
Tell each group to go to one station and students will rotate through.
Tell students that if they are done before the timer to think of other
objects that would also be the same shape.
Student: Students will sit quietly and listen to the teacher explain
what their lesson is for the day. Students will pay attention as the
teacher goes over the sheet and tells students what they are to be
doing at the stations. Students will be placed in groups and will get
their sheet and go to the assigned station.
Exploration

Teacher: The teacher will walk around while students are at the
stations (Appendix S). Carry a clipboard to take notes of how
students are doing at each station. This can be used for formative
assessment to see how students are progressing through the unit.
When the timer ends, reset and tell students to move to the next
station. Continue until stations are done.
Student: Students will work together to determine what shape their
object is. Students should be giving each other ideas and helping
each other out. Once students have determined what their object is
they should be thinking of what other objects are the same shape.

Explanation

Teacher: After stations are done the teacher will bring the students
together on the mats. Ask students how the activity went? Was it
hard or easy? Did they have fun? Why did we do it? Tell students
that now that they have determine what 3D shape each object is, we
are going to go over it as a class. Draw students popsicle sticks to
determine who will drag the object to the 3D shape.
Student: Students will go quietly to the mats. Students will start
discussing the activity and talking about the questions that the
teacher asks. Students should be having a conversation with each
other and not just playing ping pong with the teacher. Listen for the
teacher to draw their popsicle stick and go to the smartboard and
identify the 3D shape.
DAY 2
Teacher: Tell students that we are going to make a 3D picture of an
object that is one of these shapes. Students must think of the objects
they looked at today and think of another object that would be the
same for one of the shapes. For example if students pick a sphere
they could draw a basketball or if they choose a rectangular prism
they could draw a box of chocolates or a bed. Tell students to be
creative and to have fun with their drawings. Call students up to get

22

a piece of paper and have them go sit at a table. Pass out the pencil
crayons once students are seated. Remind students to include what
3D shape they have chosen and what object they are drawing at the
top of their sheet. Have 3D manipulatives on the table for students
to work with when thinking of a real life object to draw.
Student: Listen to the teacher explain the next activity. Students
will think of what 3D shape they are going to pick and what object
they could draw. Students will wait for the teacher to call their
name and they will get a sheet of paper and go to the tables.
Students will choose what they are doing and write the shape and
object at the top of their sheet. Use 3D objects to guide thinking.
Elaboration

Teacher: The teacher will walk around and observe how students
are pictorially representing their objects (Appendix T). Ask students
what object they are drawing, what shape it is and how they thought
of it. Get students talking about their thinking process.
Student: Begin working on their picture of their shape. Talk with
the teacher when she comes around and explain why they have
chosen their object and shape. Students will continue working on
their drawings until time is up.

Evaluation

Teacher: The teacher will observe students during the stations and
when they are going their drawings. The teacher will use the
worksheet and the drawing as formative assessment to see how well
students understand 3D shapes and to see where the next lessons
will need to focus. Additionally, this formative assessment will be
used to track students progress through the unit.
Student: Students will pass in their worksheet and their drawing.

Differentiation

If there is a student who is gifted they will be given a sheet to count

the vertices, edges, and faces. This way they will have something
else to do once they identify the shape the others in their group can
think of objects that are the same and the student who is gifted can
start working on the second part of their sheet. This way students
who are gifted will not get bored and start acting out, instead they
will have another activity to work on to keep them engaged.
If there is a student with an exceptionality than I would pair them
with the student who is gifted so that the student who is gifted could
help out the student who is gifted. A student who has an
exceptionality could have a sheet that has the names of 3D shapes
so that it is easier to determine what shape an object is.

Reflection

How did the lesson go?

23

The lesson was effective. Students worked well in groups and were
able to effectively determine the 3D shape of each object. Students
worked quietly at each station and the lesson proceeded without any
interruptions. Additionally, students enjoyed classifying everday
objects by the 3D shape that they represented. It was a new and fun
way to learn math. Students also enjoyed pictorially representing
the 3D shapes and thinking of objects that they could draw was a
fun way to learn.
Would you do this lesson again?
I would do this lesson again with another class. I might have to
change it up depending on the ability of the students in the class but
I think that it was an effective way to teach 3D shapes.
Was this effective in teaching the curriculum outcomes?
This was effective in teaching the curriculum outcomes. After
looking at students formative assessment it was clear that students
understood the 3D shapes and students were able to come up with
other objects that also represented 3D shapes. This was a fun and
engaging way to formatively assess and teach students about 3D
shapes.
References

Refer to references page

24

Appendix A
Lesson 1: Describing 3D Shapes: Congruency

Smart Board Activity 1

25

Appendix B
Lesson 1: Describing 3D Shapes: Congruency

Smart Board Activity 2

Appendix C
26

Lesson 1: Describing 3D Shapes: Congruency

Smart Board Activity 3

Appendix D

27

Lesson 1: Describing 3D Shapes: Congruency

Smart Board Activity 4

Appendix E
Lesson 1: Describing 3D Shapes: Congruency
28

Lesson 2: Constructing 3D Shapes

Cut-Out Shapes

29

Appendix F
Lesson 1: Describing 3D Shapes: Congruency
Lesson 2: Constructing 3D Shapes
Cut Outs

30

Appendix G
Lesson 1: Describing 3D Shapes: Congruency
Lesson 2: Constructing 3D Shapes
Cut Outs

31

Appendix H
Lesson 1: Describing 3D Shapes: Congruency
Lesson 2: Constructing 3D Shapes
Cut Outs

32

Appendix I
Lesson 2: Constructing 3-D Shapes
Assessment Checklist

Student Name: __________________________________

Date: ___________________

33

Appendix J
Geometry Unit: Lesson 2: Constructing 3-D Shapes
Conference Comments
Student Name

Comment on creation and discussing of nets created on

Geoboards

Alfie
Bruno
Cassy
Derek
Elouise
Frank
George
Harold
Igna
Jordan
Kristine
Lanora
Monty
Nathan
Orla
Patricia
Quincy
Randy

34

Appendix K
Lesson 2: Constructing 3D Shapes
3D Forms Worksheet
Name: _______________________________________

Date: ___________________

Describe the 3D objects.

Name

# of Faces

# of Edges

#of Vertices

Appendix L
Lesson 3: Symmetrical and Asymmetrical Shapes
Symmetry Smartboard Activity
35

36

Appendix L continued.

Appendix M

37

Lesson 3: Symmetrical & Asymmetrical Shapes

Symmetrical Vs. Asymmetrical

38

39

Appendix N
Lesson 3: Symmetrical and Asymmetrical Shapes
Checklist for Activity Sheet Symmetrical vs. Asymmetrical

Name of Student

Symmetry and Asymmetry

Drew lines of Circled
Comments
symmetry
Asymmetrical
shape

Appendix O
Lesson 3:Symmetrical & Asymmetrical Shapes
Checklist
Describing 3D objects
Student Name

Got it!

Almost there

Students completely
grasped context.
They knew the
correct number of
edges, faces, and
vertices and could
name the object

Students made a few

mistakes on concepts,
miscounted a few of the
properties. Had the right
name for one part of the
objects name (ie base
shape or

Needs
practice

Comments

Student did not

grasp concept.
Many properties not
described properly,
object misnamed or
left blank.

40

correctly from the

name of the base
and if it was a
pyramid or not.

prism/pyramid).

Appendix P
Lesson 4: Representing Shapes Pictorially and Concretely
Worksheet 1
Name: _____________________________
Group Members: _______________________________________________________

3D Shapes in Everyday Life

In a group of 3, work together to determine what 3D shape each
object is. Record the station number, the everyday object and what 3D shape you think it is.

41

Station Number

Object

3D Shape

42

Appendix Q
Lesson 4: Representing Shapes Pictorially and Concretely
Worksheet 2
Name: _____________________________
Group Members:

_______________________________________________________

3D Shapes in Everyday Life

In a group of 3, work together to determine what 3D shape each object is. Record
the station number, the everyday object and what 3D shape you think it is.

43

Station
Number

Object

3D Shape

Number of
Vertices

Number of
edges

Number of
faces

44

45

Appendix R
Lesson 4: Representing Shapes Pictorially and Concretely
Worksheet 3
Name: _____________________________
Group Members: _______________________________________________________

3D Shapes in Everyday Life

In a group of 3, work together to determine what 3D shape each
object is. Record the station number, the everyday object and what 3D shape you think it is.

Station
Number

Object

3D Shape

46

Triangular
Prism

47

Appendix S
Lesson 4: Representing Shapes Pictorially and Concretely
Worksheet Checklist
Students Name

Station
#1

Station
#2

Station
#3

Station
#4

Station
#5

Station
#6

Station
#7

Station
#8

Appendix T

48

Lesson 4: Representing Shapes Pictorially and Concretely

Drawing Checklist
Students Name

Shape Chosen

Object Drawn

Yes or No

Appendix U
Lesson 4: Representing Shapes Pictorially and Concretely

49

SmartBoard activity

50

References
3D Shapes Clip Art. (n.d.). Retrieved February 20, 2016, from http://cliparts.co/3d-shapes-clipart
3D Shapes Game, Worksheets, and Poster. (n.d.). Retrieved February 19, 2016, from
https://www.teacherspayteachers.com/Product/3D-Shapes-Game-Worksheets-and-Poster656401
New Brunswick Curriculum Document for Grade Four Math (66-85). Retrieved February 13,
from http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/MathGrade4.pdf
Practising Grade 4 math: 'Similar and congruent' (n.d.). Retrieved February 20, 2016, from
https://ca.ixl.com/math/grade-4/similar-and-congruent
Principles and Standards - National Council of Teachers of Mathematics. (n.d.). Retrieved
February 15, 2016, from http://www.nctm.org/standards/
Training, content, and community. (n.d.). Retrieved February 19, 2016, from
http://exchange.smarttech.com/search.html?q= congruent shapes
Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M., McGarvey, L.M., & Folk, S. (2015).
Elementary and middle school mathematics: Teaching developmentally. Toronto:
Pearson.

51