# Perspective Taking

## Curriculum Goal

#### Junior: Geometry and Spatial Sense

• Draw top, front, and side views of objects, and match drawings with objects.

## Context

• Teacher with 12 students sitting in a circle with 14 sculptures in the center.

## Materials

• 14 pre-assembled structures made of single-coloured multilink cubes: Two of each structure in Fig. 1; two of the distractor shape in Fig. 2
• Each structure is four cubes tall, but each varies in the total number of cubes used to construct it
• Each has a sticker indicating the front view
• All, except for the distractor sculpture, have a top view resembling a cross (Fig. 3)
• Sheet with cross top view (Appendix A)
• Sheet with all six non-distractor front views (Appendix B)
• 2 × 2 cm grid paper (Appendix C)
• Stickers (ring binder reinforcer)
• Marker

## Lesson

Part 1: Top views

• Explain to students they will be judges in an architecture show that requires all sculptures entered to have a very specific top view.
• Show students the cross top view (Fig. 3), possibly provide each student with a copy.
• Ensure students understand what the top view is by using a “sculpture” as an example. Explain that there may be many ways to have the same top view.
• Invite students to walk around and look down at the sculptures to ensure each qualifies for the show (i.e., have the correct top view).
• Warn students there may be some sculptures that do not have the correct top view.
• After several minutes of investigating, have students announce the ineligible sculptures.
• Remove the disqualified sculptures; there should be 12 remaining. Distribute one to each child.

Part 2: Front views and side views

• Give each child the sheet with all six front views (Appendix B).
• Explain that the sculptures’ front views are marked by stickers. Have students identify which of the six drawings corresponds with their sculpture.
• Have students draw the side view of their sculpture on 2 x 2 cm grid paper.

Part 3: Build a sculpture and draw the three different views

• Invite students to build a sculpture of their choice with eight single-coloured cubes and mark the front side with a sticker.
• Have students draw and label each of the views on a grid paper.

## Look Fors

• Are students able to differentiate between similarly constructed structures? Can they recognize
when shapes are symmetrical pairs
• When creating 2D drawings, do students accurately represent the front/side view of the 3D
sculpture? What might be contributing to any difficulties when representing the view as 2D?
• Are students visualizing the shape of the structures by closing their eyes?
• What spatial language are students using when discussing the structures?

## Extension

• Geometry Creature: Use 12 multilink cubes create a creature. Once students have created their creature, have them draw the front, top, and side views onto grid paper.

## References

Moss, J., Bruce, C. D., Caswell, B., Flynn, T., & Hawes, Z. (2016). Taking Shape: Activities to Develop Geometric and Spatial Thinking. Toronto: Pearson Canada.

## Related Lessons

Draw three-dimensional figures from top, side and front perspectives.

Build three-dimensional structures from three different perspectives.