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Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- Cone
- Cube
- Cylinder
- Hexagon
- Rectangle
- Rectangular Prism
- Square
- Sphere
- Triangle
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is for students to recognize that real-world objects can be modeled by two- and three-dimensional figures. In Kindergarten, students looked for real-world objects that could be modeled by a given two- or three-dimensional figure. Instructional time for the Kindergarten benchmark was focused on circles, triangles, rectangles, squares, spheres, cubes, cones and cylinders (MTR.7.1).- Instruction includes guiding students to recognize attributes of three-dimensional figures that are identifiable and found in real-world objects.
- For example, a castle tower shares the attributes of a cone and cylinder.
Common Misconceptions or Errors
- Students may not initially recognize that real-world objects can be composed of multiple figures.
Strategies to Support Tiered Instruction
- Teacher provides geometric solid shapes. Students are asked to find objects around the classroom (or school or playground) that look like any one of their wooden solids.
- For example, “What things did you find that were shaped like your wooden figures?,” “What things did you find that were made by people?,” or “What things did you find in nature?”
- Teacher provides geometric solid shapes and pattern blocks that reflect skill deficits (i.e., the student has trouble identifying cylinders in real-world context). Teacher instructs students to pick up the solid figure and say the name. Student repeats the name of the figure and identifies something in the room that looks like the solid figure.
Instructional Tasks
Instructional Task 1 (MTR.7.1)
Place the pictures of real world objects around your classroom. Photos contain real-world objects that model two and three-dimensional figures.- Part A. Look around your classroom for pictures that show real-world objects. In the first column, write a real-world object that is made up of two or more two or three-dimensional figures from the picture. In the second column, identify the figures that compose the real-world object and explain your reasoning.
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Instructional Items
Instructional Item 1
Combine two three-dimensional figures that would model a real-world object.
Instructional Item 2
What figures have been combined to make this tower?
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
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Lesson Plans
STEM Lessons - Model Eliciting Activity
In this Model Eliciting Activity, MEA, the students are to decide what criteria is the most important for a company to consider when choosing life jackets. Students will use tally charts with data about comfort and visibility as well as information provided on 3D figures that can be used to model the life jackets.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
