Hold up a couple of the different shapes. Demonstrate how to snap several of them together and how they can be bent at the hinge.

Polydrons are colored plastic, hinged shapes that can snap together to form other shapes or objects. Like this.

Demonstrate.

They can also be unsnapped and reformed into another shape or object.

Demonstrate snapping together a cube/display a cube made previously. Draw the cube on the overhead. Number it to show that it was the first object that was made .

We will be spending the rest of the class exploring/building with polydrons. Later, we'll be talking together as a class about what we build and showing some of our creations. Because we don't have an unlimited supply of polydrons for each person, you will be taking some of your creations apart to build others. But, we don't want to forget all of the different, cool things we built. So we are going to keep track of them by drawing each shape/object you create in your math notebook. So, let's say that I make this.

Write these words on the overhead by the drawing. Ask the class , "What might I call this?"

Students are prompted to apply standard names if they know them, but use a made up name if they don't. The use of language to name common objects suggests that others have agreed to call this object something because it has certain attributes that put it in a category called ____. Creating names for objects helps children see that names are useful in communicating about an object; either to one's self over time-what was that thing I made-or to someone else-I made a ___ . Naming leads easily to definition .

Now I need to tell a little bit about what I did to make this object, so I might say that I took 6 of the square looking polydrons and I snapped them together to form this .

Kids may make up a name that has nothing to do with the structure-a blammel. Or use a word(s) that suggests something about the structure-a box, a closed bin. Blammel helps the student remember a figure that s/he built and talk/write about it from a personal perspective. Box or closed bin suggests attributes that the structure shares with known objects (analogous/metaphorical thinking) so that shared understanding is possible .

What if I don't know what to call it?

Should I write anything else about this object?

Distribute polydrons that have been previously organized into sets for each pair/group. Hold out a number of additional polydrons that students can access later in the class if they need more to build more complex/larger objects. Their request for more might be an indicator of progress beyond more basic structures .

Give students time to get started. Then, begin visiting with each pair/group. Observe what they are building. Note what language they are using to talk about their structures and procedures. Prompt their writing/drawing to track what they are doing. As students build more, ask questions about what they are trying to do, questions that they have about their building, how they are describing (orally and in text), what their drawings are showing. Record that information to access during class discussion and to track the development of student thinking.

While you're working, I'll be visiting with you to see what you are creating and finding out how you're thinking about them.