Republic of the Philippines
University of Rizal System
Province of Rizal
College of Education
MODULE 9: THE THREE-DIMENSIONAL OBJECTS
TABLE OF CONTENTS
TABLE OF
CONTENTS……………………………………………………………………. 1
……………
INTRODUCTION
……………………………………………………………………………….………..
OBJECTIVES
………………………………………………………………………………..
……………..
DISCUSSION
……………………………………………………………………………..………..…. 2
…...
THE THREE-DIMENSIONAL OBJECTS ………………………………..……….
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THE DIFFERENCE OF 2D AND 3D ………………………………………………..
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CONSTRUCTING 3D OBJECTS USING MANIPULATIVES …………………..
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STRATEGY
………………………………………………………………………………………….. 4
………..
CONCLUSION…………………………………………………………………………
…………….….………….
RECOMMENDATIONS………………………………………………………………
5
……….………………….
RESULTS/REFLECTION
6
………………………………………………………………………….……………
INTRODUCTION
In mathematics, the study of shapes and objects involves
understanding both
two-dimensional (2D) and three-dimensional (3D) forms. This report aims to
explore the concept of three-dimensional objects, providing a clear
description of their properties, while distinguishing them from two-
dimensional objects. By identifying and describing 3D shapes, we delve into
their real-world applications and significance. Furthermore, this report
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Republic of the Philippines
University of Rizal System
Province of Rizal
College of Education
highlights the importance of hands-on learning by constructing 3D objects
using manipulatives. Such an approach enhances spatial reasoning and
offers an engaging way for learners to grasp the fundamentals of geometry.
LEARNING OBJECTIVES:
1. Students will be able to recognize and accurately identify various
three-dimensional (3D) objects, such as cubes, spheres, cylinders, and
pyramids, in real-life and mathematical contexts.
2. Students will demonstrate the ability to differentiate between two-
dimensional (2D) and three-dimensional (3D) objects, identifying key
features such as depth, volume, and space that define 3D shapes.
3. Students will develop practical skills by constructing three-dimensional
objects using physical manipulatives, fostering a deeper understanding
of geometry through hands-on learning.
DISCUSSION
I. 3D (Three-Dimensional)
Refers to objects or shapes that have three dimensions—length, width,
and height.
Unlike 2D (two-dimensional) shapes, which only have length and width, 3D
objects can be measured in all three directions, allowing them to occupy
space and be viewed from different angles. Examples include a ball (sphere),
a box (cube), and a can (cylinder).
1. Types of 3D Objects:
Sphere: A round shape where every point on the surface is the same
distance from the center (e.g., ball, globe).
Cube: A shape with 6 equal square faces, 12 edges, and 8 vertices (e.g.,
dice, block).
Cylinder: A shape with 2 circular faces and 1 curved surface (e.g., can, tube).
Pyramid: A shape with a base that is a polygon and triangular faces that
meet at a single point (e.g., pyramid in Egypt, party hat).
Cone: A shape with a circular base and a pointed top, with a curved surface
connecting the base to the top (e.g., ice cream cone, funnel).
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Republic of the Philippines
University of Rizal System
Province of Rizal
College of Education
2. Key Properties:
Faces: The flat surfaces of a 3D object. (e.g., A cube has 6 faces.)
Edges: The lines where two faces meet. (e.g., A cube has 12 edges.)
Vertices: The points where edges meet. (e.g., A cube has 8 vertices.)
II. Differentiate 2D objects from 3D objects
Shapes help us understand the world around us, and they come in two main
types: two-dimensional (2D) shapes and three-dimensional (3D) shapes.
Let’s explore the differences between them and learn what makes each
special.
Two-Dimensional Shapes
Two-dimensional shapes are flat and have only two dimensions: length and
width. They do not have any depth, so you can only see them from one side.
Think about drawings and pictures; these are 2D shapes. Here are some
examples:
Circle: A circle looks like a round plate or a coin. It has no edges or corners.
Square: A square looks like a window or a picture frame. It has four equal
sides and four corners.
Triangle: A triangle looks like a slice of pizza or a roof on a house. It has
three sides and three corners.
2D shapes are great for drawing and can help us design patterns and art. But
because they are flat, you cannot hold them or see them from different
angles.
Three-Dimensional Shapes
Three-dimensional shapes are different because they have three dimensions:
length, width, and height. This means they take up space and can be seen
from many angles. You can touch and hold 3D shapes. Here are some
examples:
Sphere: A sphere is like a ball or a globe. It is round and can roll in any
direction.
Cube: A cube is like a dice or a box. It has six square faces and can be
stacked or arranged in different ways.
Cylinder: A cylinder is like a can or a roll of paper towels. It has two round
faces and a curved surface connecting them.
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Republic of the Philippines
University of Rizal System
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College of Education
3D shapes are used in everyday objects, like toys, furniture, and buildings.
They are fun to explore because you can see and touch them from all
around.
Comparing 2D and 3D Shapes
Here’s a simple way to remember the difference:
2D shapes are flat and can be seen from just one side, like a drawing on a
piece of paper.
3D shapes are solid and can be seen from all sides, like real objects you find
in your room.
III. Constructing 3D Objects Using Manipulatives
refers to the hands-on process of creating three-dimensional shapes and
structures
using physical tools or materials, known as manipulatives. These
manipulatives can include items such as building blocks, clay, straws and
connectors, magnetic tiles, or any other tangible materials that allow
students to build and explore the properties of 3D shapes. The purpose of
this activity is to help learners understand the characteristics of 3D objects,
such as faces, edges, and vertices, in a tactile and visual way. It helps
students learn about 3D shapes by letting them build and explore using
hands-on tools, making learning fun and easy to understand.
Here is an illustration showing children in a classroom constructing 3D
objects using manipulatives. The image captures the hands-on learning
environment with students actively engaged in building shapes with various
materials.
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STRATEGY
Introduction with Visual Aids
Objective: Introduce students to three-dimensional shapes using real-life
objects and visual aids.
Activity: Begin the lesson by presenting a set of physical objects that
represent common 3D shapes—such as a ball (sphere), a box (cube), a can
(cylinder), and a pyramid toy (pyramid). Hold up each object and ask
students to observe and name the shape.
Visual Aids: Use large, clear pictures or diagrams of 3D shapes on posters
or charts. Display these visual aids prominently so students can easily
reference them throughout the lesson.
Discussion: Explain that these objects are examples of 3D shapes,
emphasizing that they have three dimensions—length, width, and height.
Highlight the differences between 2D and 3D shapes, using the visual aids to
make comparisons.
CONCLUSION
Teaching three-dimensional shapes to young learners is a foundational
step in their
mathematical education, offering them a gateway to understanding more
complex concepts in geometry and spatial reasoning. Throughout the lesson,
students are introduced to the basic characteristics of 3D shapes, such as
their length, width, and height, and learn to identify key features like faces,
edges, and vertices. This foundational knowledge is not only crucial for their
academic progress but also enriches their understanding of the world around
them.
By engaging with real-world examples, students begin to see the
relevance of 3D
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University of Rizal System
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College of Education
shapes in their everyday lives. Objects such as balls, boxes, and cans
become more than just items of play or utility; they transform into tangible
representations of the geometric principles they are learning. This
connection between abstract concepts and concrete examples helps solidify
their comprehension and fosters a deeper appreciation for mathematics.
The hands-on exploration activities allow students to physically
manipulate 3D
shapes, which is particularly important at the primary level. This tactile
experience helps young learners internalize the differences between shapes,
such as why a cube can stack easily while a sphere can roll. These activities
also encourage the use of descriptive language, as students discuss and
classify shapes based on their attributes, thereby enhancing their
mathematical vocabulary.
Moreover, incorporating creative tasks such as drawing, constructing
shapes, and
storytelling with 3D shapes adds a layer of engagement that makes learning
both enjoyable and memorable. These activities cater to different learning
styles, ensuring that each student can connect with the material in a
meaningful way.
In conclusion, the lesson on three-dimensional shapes is more than just
a
mathematical exercise; it is an opportunity to build essential skills that
students will use throughout their education. By the end of the lesson,
students should not only be able to identify and describe various 3D shapes
but also understand their significance in the world around them. The
knowledge gained from this lesson will serve as a strong foundation for
future learning in geometry and beyond, as students continue to explore the
dimensions of the world they live in.
RECOMMENDATIONS
a) Focus on Real-World Connections
Recommendation: Highlight how 3D shapes are found everywhere in the real
world—like balls, boxes, and cans. Show students that understanding these
shapes helps them make sense of the objects they encounter daily.
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University of Rizal System
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College of Education
b) Hands-On Exploration is Crucial
Recommendation: Encourage using physical 3D shape blocks or everyday
objects to let students touch, manipulate, and explore. This tactile
experience deepens their understanding and retention of the concepts.
c) Incorporate Visual and Creative Activities
Recommendation: Suggest activities like drawing 3D shapes, creating them
with playdough, or using technology for interactive learning. These activities
cater to different learning styles and make the lesson more engaging.
d) Emphasize Vocabulary and Descriptive Language
Recommendation: Stress the importance of teaching students the correct
terms, such as faces, edges, vertices, and curved surfaces. Encourage them
to use these terms when describing shapes.
e) Integrate Storytelling and Creativity
Recommendation: Incorporate stories or creative projects where students
can use 3D shapes in imaginative ways. This not only reinforces the concepts
but also makes learning fun and memorable.
f) Provide Opportunities for Assessment and Reflection
Recommendation: Include activities like sorting, classifying, and shape hunts
as informal assessments to gauge understanding. Encourage reflection by
asking students to share what they've learned or how they see 3D shapes in
their world.
g) Use Technology to Enhance Learning
Recommendation: Utilize educational apps or online resources that offer
interactive games and activities focused on 3D shapes. This can reinforce
learning in a dynamic and engaging way.
RESULTS/REFLECTION
As we reflect on our journey of teaching three-dimensional (3D) shapes
to primary
students, we realize the depth and richness this topic offers. It wasn’t just
about teaching students to recognize and name shapes; it was about guiding
them through a process of discovery where they could engage with
mathematical concepts in a tangible and meaningful way.
One of the most significant takeaways from our teaching experience
was witnessing
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University of Rizal System
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College of Education
how students responded to the hands-on nature of the lesson. Allowing them
to physically touch, hold, and manipulate 3D shapes transformed abstract
ideas into something concrete and understandable. This approach not only
helped students grasp the properties of these shapes—such as the number
of faces, edges, and vertices—but also reinforced their use of precise
mathematical language. Hearing students confidently describe a cube or a
cylinder using terms like "faces" and "edges" was a clear indication that they
were truly internalizing the concepts.
We also found that connecting 3D shapes to real-world examples
played a crucial role
in deepening students' understanding. When students realized that the
shapes they were learning about in the classroom were the same ones they
encountered in their daily lives—such as a box resembling a cube or a soccer
ball representing a sphere—they began to see the relevance of the lesson.
This connection between academic learning and the real world is vital for
fostering not just comprehension, but also a genuine interest in
mathematics. It helped students understand that geometry is not just a
subject in school, but a part of the world they interact with every day.
Another important aspect of our reflection is the value of incorporating
creativity into
the lesson. Activities such as drawing shapes, constructing models, and even
creating stories that featured 3D objects allowed students to express
themselves in unique ways. These creative outlets provided multiple entry
points for learning, ensuring that each student could connect with the
material in a way that suited their individual learning style. By integrating art
and storytelling into the lesson, we were able to make the learning process
more engaging and memorable for our students.
In conclusion, our experience teaching 3D shapes has reinforced the
importance of
holistic approach to education—one that combines hands-on learning, real-
world connections, and creative expression. We’ve seen how these elements
work together to not only teach students about shapes but also to instill a
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deeper appreciation for the world around them. As we move forward, we are
committed to continuing to create learning experiences that are both
meaningful and engaging, helping our students build a strong foundation for
their future education.
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