E1.1 Sort three-dimensional objects and two-dimensional shapes according to one attribute at a time, and identify the sorting rule being used.

Activity 1: Treasure Hunt (Recognize, Name, Compare and Sort Geometric Shapes)


Instructions 

  • Provide students with a list of attributes and properties (for example, I am symmetrical. I have more than four sides. I have a curved line. I have more than three sides.).
  • Ask them to find three-dimensional objects or two-dimensional shapes that have these attributes or properties.

Intervention

Collect the two-dimensional shapes or three-dimensional objects the students found and ask them to justify their answers.

Source: translated from Guide d’enseignement efficace des mathématiques de la 1re à la 3e année, Géométrie et sens de l'espace, p. 45-46.

Activity 2: Comparison of Geoboards (Recognize, Name, Compare and Sort Geometric Shapes)


Instructions 

  • Provide each student with a geoboard and rubber bands.
  • Have students construct a triangle and then hold it up to the class.
  • Ask the following questions:
    • What similarities are there between the triangles?
    • What differences are there between the triangles?

Repeat the same process for a square and a rectangle.

Intervention

  • After constructing each two-dimensional shape, ensure that the similarities and differences between the two-dimensional shapes are related to the number of sides, number of pegs on the outline, etc.
  • Point out the properties common to all triangles (three vertices and three sides), all rectangles (four vertices and four sides) and all squares (four vertices and four equal sides).
  • Point out that the square is also a rectangle because it has the same properties to rectangles.

Source: translated from Guide d’enseignement efficace des mathématiques de la 1re à la 3e année, Géométrie et sens de l'espace, p. 46.

Activity 3: Common Property


Material

  • three-dimensional objects
  • hoop

Instructions

  • Place a cube, square-based prism, rectangle-based prism, triangle-based pyramid, square-based pyramid, sphere, cone, and cylinder inside a hoop.
  • Choose one of the three-dimensional objects, show it, then place it outside the hoop for the students to see.
  • Explain that you chose this three-dimensional object because it is special, in other words, it has this or that attribute, for example, "The cylinder is special because it rolls."
  • Tell students that they will need to choose a three-dimensional object that has a property in common with this special three-dimensional object, for example, "I picked the sphere because it rolls too."
  • Put the sphere and cylinder back in the hoop.
  • Repeat with a new three-dimensional object outside the hoop, making sure to take a three-dimensional object that belongs to a different family each time.
  • If the special three-dimensional object is a pyramid, the student can say:
    • "The two pyramids are special because they have triangular faces."
    • "The pyramid and the cube are special because both have edges."
    • "The pyramid and the rectangle-based prism are special because both have vertices."

Source: translated from Guide d’enseignement efficace des mathématiques de la 1re à la 3e année, Géométrie et sens de l'espace, p. 77.