Beacon Lesson Plan Library

Different Dimensions

Kim Adair


The students will utilize graph paper or dot paper to draw all views of a 3 dimensional object in 2 dimensional form. Then partners will work from the 2d drawing to create the actual 3d structure.


The student represents and applies a variety of strategies and geometric properties and formulas for two- and three-dimensional shapes to solve real-world and mathematical problems.


- Graph paper (1/4 inch) or dot paper
- unifix cubes (decide on the number you want each child to have)
- Pencil


Before beginning the lessons, the teacher should create his/her own 2D drawing and a 3D model built based on the drawing. This should be used to model procedures. Teachers should prepare containers of unifix cubes (based on the amount you decide to use) for each student to work with so that this does not have to be done during the lesson.


DAY 1: Begin by discussing the differences and similarities between 2 and 3 dimensional shapes/figures. Show several examples of each. Hand out prepared containers of unifix cubes. Give each student the same amount. Allow a few minutes for exploration, then show the students the model you prepared. Give them 10 minutes to use all of their cubes to create their own 3 dimensional model. When time is up, display your 2 dimensional drawing of your figure (either enlarged or on an overhead projector). Explain the different views drawn (front, back, top, bottom, and sides) and show 3 dimensional figure at the same time so students can see the reality of your drawing. Give each student a sheet of grid paper or dot paper and have them draw and label the different views of their figures. Circulate to assist. Collect papers and figures for tomorrow's challenge.

DAY 2: Begin by reviewing the lesson from the previous day. Then, hand students a 2 dimensional drawing that was done by another student and a container of unifix cubes. Challenge students to recreate the 3 dimensional figure that was used to draw the 2 dimensional drawing. Remind them that they will need to used all views of the object to assemble the correct figure. Give students approximately 25 minutes to work with this. When time is up, allow students to meet with the student who created the original figure and to compare their work with the actual one.


Circulate throughout group work on day 2 and track each student's ability to visualize the figure. Students should be assessed based upon the accuracy of their 2 dimensional drawings based on the 3 dimensional figures assembled on day one and their ability to accurately visualize and recreate another student's design.
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