Exploring 3D Shapes

2D shapes have been interesting for us to explore as we have examined their sides, vertices and other attributes and seen how the shapes relate to and compare with each other. We have been taking this developing knowledge and understanding and have applied it to our examination of 3D shapes. Through play and hands-on activities we have developed some initial ideas and assumptions about 3D shapes. Take a look at some of the learning engagements in which we have been involved:

3D Shape Construction: We were given the challenge of using Popsicle sticks and play dough to create 3D shapes. We really had to think through this activity as we were not given any instructions as how to go about building the shapes. Through trial and error, however, we figured out how to put the pieces together to create the necessary edges and vertices.

Shape Bingo:  We have learned the vocabulary for the basic 2D shapes, but for most of us the 3D shapes names are all new. We played Bingo to help us learn the names of the different shapes, and to reinforce the difference between 2D and 3D shapes.

Taking Apart 3D Shapes:  In order to help us better understand that most 3D shapes are built out of 2D shapes, we took some time examining the faces of 3D shapes. We began by choosing a 3D shape and stamping its different faces into play dough:

When the 3D shape was removed, a 2D shape was imprinted into the play dough: 

Each time we stamped a different face, we recorded which 2D shape made that face by gluing the 2D shape onto a chart:

By the end, our charts looked something like this:

This activity led us to some new discoveries, and we were amazed that the rounded parts of the cylinder and cone were 2D shapes that had been curved around!  We were all inquirers and thinkers in KG-M as we explored. Ms. Arti even shared her understanding as she made her own cylinder out of paper after seeing just which 2D shapes were needed:

In a follow-up discussion we realized that the curved part of the cone is not made from a triangle because when examined closely one can see that one of its sides is rounded. We used our brains to figure out that this was actually part of a circle -- and many were quick to point out that it wasn't even half of a circle (or semi-circle). Ihsan then introduced us to the word "fraction" as he explained that it was a fraction of the circle.

We will continue exploring 3D and 2D shapes in the weeks to come and throughout the rest of the school year. As we do so, please encourage us to expand and build upon our thinking at home as well!