Directions for Using Worksheets on Thinking about 3D Shape basedWord文件下载.docx

Directions for Using Worksheets on Thinking about 3D Shape basedWord文件下载.docx

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SayThediagramsorpicturesonthesepagesareof3DShapesorsolids.Lookatthefrontpage.Whatisthefirstpicture?

（cone）Second?

（cylinder）.Readtheinstructions.Studentdoestheexamplefirstwithhelpandthencompletesthequestions

WorksheetB:

Canyouseethe3Dshape?

-EmbeddingandDisembedding3DShapes

Jointogether3cuisinairerodstoformarectangularprism.Askwhat3Dshapehasbeenmade?

（rectangularprism）.Howmanyblocksofthesamesizewereneeded?

（3）

SayThissectionisaboutputtingblockstogetherandseeingwhichonesmightfittogethertomakerectangularprisms.

WorksheetC:

CanYouSeeitAnotherWay?

-FoldingandUnfolding3DShapes

Showtheblockstogetherandsketchthefrontviewontheboard.

Takeapieceofpaperandfolditandtearoutashapeinthemiddleoftheopensides.Askastudenttocopywhatitmightlooklikewhenopenedout.

Takethepyramidsandcubespartiallyapartcarefullyandnotethetrianglesandsquares.

Aretheythesame?

Example

Lookatthe3DshapeunderSmiley.Ifyouturnitaround

orovercanitlookliketheshapeshownbelow.

CircleYesorNo.

1.YesNo2.YesNo

3.YesNo4.YesNo

5.YesNo6.YesNo

Threeblockshavefallenonthefloor.Oneblockhasacircleface,onehasatriangleface,andonehasarectangleface.Wearelookingdownonthem.Whichoneisunderneathonthebottom?

Circletheshape.

7.

ThreesticksaremarkedwithWhichoneisunderneathonthebottom.

Circletheshapeofitsmark.

8.9.

CanyouSeethe3Dshape?

UnderSmileyisafinishedpicture.Thepicturebelow

isnotcomplete.

Putinthelinestocompleteitlikethefinishedone.

UnderSmileyisafinishedpicture.Thepicturebelowis

notcomplete.

ExampleUnderSmileyisabuildingofblocks.Isthe3Dshape

belowoneoftheblocks?

YesNoYesNo

UnderSmileyisabuildingof3blocks.Isthe3Dshape

oneoftheblocks?

1.YesNo2.YesNo3.YesNo

4.YesNo5.YesNo

A3Dshapecanbejoinedtothe3DshapeunderSmiley.

Cantheshapebelowbejoinedtoittomakearectangularprism?

UnderSmileyaretwoblocks.Cantheybejoinedtomake

theshapebelow.

Canthisshapebejoinedtomakearectangularprism?

Cantheshapesmakearectangularprism?

LookattheblockunderSmiley.Ifyouhadsomemore

likethiscouldyoumakethesolid3Dshapebelow.

CircleYesorNo.

IfYes,writehowmanyblocksyouneed.

Yes_____NoYes____No

1.Yes____No2.Yes____No

3.Yes____No4.Yes____No

5.Yes_____No6.Yes____No

YoucanlookfromAstraightdownontotheobjectunder

Smiley.YoucanlookatthesidesfromeitherBorC.

A,

lookingdown

Fromwhichpositiondoyouseetheviewshown?

CircleA,BorC.

C

B

ABCNoABCNoABCNo

Fromwhichpositionareyoulookingattheobject?

CircleAfromthetop,

Bfrominfront,

Cfromtheside,

orifyoudon’tknow,circleNo.

A

ABCNoABCNoABCNo

Asquarepieceofpaperisfoldedinhalftakingthetoptothebottom.

Aholeispunchedinandthenitisopenedupagain.Willitlookliketheoneshown?

Aholeispunchedinitoracornercutoffandthenitisopenedupagain.

Willitlookliketheoneshown?

TheshapeunderSmileyisfoldedup.Canitformthe3Dshape?

Theshapeisfoldedup.Canitformthe3Dpyramid?

YesNoYesNoYesNo

Cantherectangularpaperbefoldedtomakethehollow3Dshapeshown?

Ifso,drawinthewhereyouwouldfoldthepaper,ifanyhardfoldisneeded.

YesNo

Canthetriangularpaperbefoldedtomakethehollow3Dshapeshown?

Ifso,drawinthewhereyouwouldfoldthepaper,ifanyfoldisneeded.

S2Lesson1-Pop-upCards

Description

Studentsmakesimplepop-upcardsinaninvestigativemode.

Purpose

Studentsexperiencehow3Dcanbegeneratedandmodifiedbyfoldingbackwardsorforwards.Thecutsprovidesymmetricalchanges.

Outcomes

SGS2.1Makes,compares,describesandnamesthree-dimensionalobjectsincludingpyramids,andrepresentsthemindrawings

Knowledgeandskills

Studentslearnabout

WorkingMathematically

Studentslearnto

∙identifyingthree-dimensionalobjectsintheenvironmentandfromdrawings,photographsordescriptions

∙describethree-dimensionalobjectsusingeverydaylanguageandmathematicalterminology（Communicating）

∙explorewhatcanbecreatedfromfoldingandcuttingtomakethree-dimensionalobjects

Keyideas

Createnetsfromeverydaypackaging

Expectedlearningstrategies

Thestudentusespatternandmovementinher/hismentalimageryandisdevelopingconceptualrelationships.Thestudent:

∙Predictschangesmentallymodifyingshapesandtheirattributesusingmotionorpatternanalysis

∙Discussespatternsandmovementsassociatedwithcombinationsofshapesandrelationshipsbetweenshapes.

Materials

Paperorcardboardperstudentandscissors.Colouredpencils.Examplesofboughtandhomemadepop-upcards.

Activities

TeachingPointsandQuestions

∙Showthestudentsomepurchasedpop-upcardsandyourownhome-madeones.

∙Takeacardandfoldit.Askstudentstopredictwhatmighthappenifyoumakeacutataslopeonthefold.

∙Tryitandopenupthecard.Askstudenthowyoumightmakethefoldpokeinwards.

∙Tryitandfoldithard.Re-closethecardandslowlyreopen.

∙Askstudentswhatitlookslikeandthendrawaface,sayofabirdiftheysayitlookslikeabeak.

Theseactivitiescanbecomeartproblemsolvingactivities.

Pop-upscanbemadebyslopingcutsonfold,bytwoperpendicularcuts,bydiagonalfoldsatthetopwhensidesarecutaway.

Theycanbedecoratedbygluingonpiecesorjustcolouringintomakeapicture.

Whatwillhappenifwemakeacutatthispoint?

Whathappensifwefolditinwards?

Howcanwemakethesecutsstickout?

Symmetryisakeyfeatureofthiswork.

Pushintocard

Activity（individual）

Studentsmayfindthebeakeasiesttodoandtheycaneasilydraweyesaroundit.

Discussthesymmetryofthefoldsthatgoinwardsoroutwards.

Glueaheartorsimilarcut-outonthefrontoftherectangularfoldedcut.

Iftheyaremakingcards,studentscandecidewhatisanappropriatemessagetowriteinside.

Conclusion（wholeclass）

Somestudentsdisplaytheircardsandshowhowtheyopenup.

Whichlinesaresymmetricalaboutthefold?

Couldyoupredictwhatmighthappenifyoumadeanothercut（orfold）paralleltothisone?

Studentsshareideasandhelpeachothertodeveloptheircards.

S2Lesson2–ShadowShapes

Studentsinvestigatetheshadowsmadebyavarietyof3dimensionalobjects

Studentsneedtoexperienceandimaginewhatashapewilllooklikefromadifferentperspective.Theydisembedtheface-onviewandrealisesomepartsarethenhiddenfromview.

SGS2.1Makes,compares,describesandnamesthree-dimensionalobjectsincludingpyramids,andrepresentsthemindrawings.

∙comparinganddescribingfeaturesofprism,pyramids,cylinders,conesandspheres

∙sketchingthree-dimensionalobjectsf