3-D Objects/2-D Shapes

Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 2, 3

Step 5: Follow-up on Assessment

Guiding Questions

What conclusions can be made from assessment information?
How effective have instructional approaches been?
What are the next steps in instruction?

A. Addressing Gaps in Learning

If a student is having difficulty learning about 3-D objects, make sure you start with 2-D shapes first. Start with pattern blocks and use these as 2-D shapes, having the student identify the common shapes. Use many common-place items to help students see these shapes in their everyday world. Compare for them the relationship between 2-D shapes and 3-D objects; e.g., how a square and a cube are related.

B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities to apply and extend their learning.

Consider strategies, such as the following:

Give the student a series of boxes and containers (e.g., cubes, rectangular solids, cylinders, spheres and cones) of different sizes and have him or her build a robot, using these shapes.
Send a note home to parents, asking them to help their child find examples of 2-D shapes and 3-D objects in their home. Have students draw the shapes and objects and parents can help label them.