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 TITLE : Unit 13: Three-Dimensional Figures SUGGESTED DURATION : 7 days

Unit Overview

Introduction
This unit bundles student expectations that address identifying three-dimensional figures, distinguishing between attributes that define and do not define three-dimensional figures, and describing defining attributes using formal geometric language. According to the Texas Education Agency, mathematical process standards including application, a problem-solving model, tools and techniques, communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.

Prior to this Unit
In Unit 11, students used formal and informal geometric language to describe attributes that identify and define two-dimensional figures, as well as sorting, classifying, and creating two-dimensional figures.

During this Unit
Students extend their knowledge of geometric figures to include three-dimensional figures, including spheres, cones, cylinders, rectangular prisms (including cubes), triangular prisms, rectangular (square) pyramids, and triangular pyramids. Students distinguish between attributes that define three-dimensional figures (edges, faces, and vertices) and attributes that do not define three-dimensional figures (size, color, texture, orientation, etc.). Students use formal geometric language to describe defining geometric attributes.

Other considerations: Reference the Mathematics COVID-19 Gap Implementation Tool Grade 1

After this Unit
In Grade 2, students will analyze attributes of polygons with up to 12 sides and three-dimensional solids in order to develop generalizations about their properties, classify, and sort geometric figures. Students will create two-dimensional figures and compose two- and three-dimensional figures based on attributes. In Grade 2, students will also decompose two-dimensional shapes into equal or unequal parts and use geometric attributes to name the resulting parts.

In Grade 1, identifying three-dimensional figures, distinguishing between attributes that define and do not define three-dimensional figures, and describing defining attributes using formal geometric language are foundational building blocks to the conceptual understanding of the Grade 1 Texas Response to Curriculum Focal Points (TxRCFP): Analyzing attributes of two-dimensional shapes and three-dimensional solids. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning B1; II. Algebraic Reasoning D1, D2; III. Geometric and Spatial Reasoning A1; V. Statistical Reasoning A1, C2; VII. Problem Solving and Reasoning A1, A2, A3, A4, A5, B1, C1, D1, D2; VIII. Communication and Representation A1, A2, A3, B1, B2, C1, C2, C3; IX. Connections A1, A2, B1, B2, B3.

Research
According to Chapin, “An ability to move flexibly between two and three dimensions is also needed in such diverse fields as architecture, biochemistry, art, and graphic design. Furthermore, since powerful computer programs readily translate between dimensions, it is now even more important for individuals to be able to make sense of this type of material” (173). John Van de Walle explains, “Rich experiences with shape and spatial relationships, when provided consistently over time, can and do develop spatial sense” (187).

Chapin, S & Johnson, A. (2000). Math matters: Understanding the math you teach. Sausalito, CA: Math Solutions Publications.
Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from http://www.thecb.state.tx.us/index.cfm?objectid=E21AB9B0-2633-11E8-BC500050560100A9
Texas Education Agency. (2013). Texas response to curriculum focal points for kindergarten through grade 8 mathematics. Retrieved from https://www.texasgateway.org/resource/txrcfp-texas-response-curriculum-focal-points-k-8-mathematics-revised-2013
Van de Walle, J., & Lovin, L. (2006). Teaching student-centered mathematics grades k – 3. Boston, MA: Pearson Education, Inc.

 Geometric, spatial, and measurement reasoning are foundational to visualizing, analyzing, and applying relationships within and between scale, shapes, quantities, and spatial relations in everyday life. Why is developing geometric, spatial, and measurement reasoning essential? How does geometric, spatial, and measurement reasoning affect how one sees and works in the world?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
• Illustrating and analyzing geometric relationships in models and diagrams aid in representing and describing the attributes of geometric figures in order to generalize geometric relationships and solve problem situations.
• What attributes and properties exist in three-dimensional figures?
• What attributes and properties are …
• used
• not used
… to sort and classify geometric figures? Why?
• How are attributes and properties used to identify three-dimensional figures?
• How are attributes of three-dimensional figures represented in a picture or diagram?
• What relationships exist between two-dimensional figures and three-dimensional figures?
• How are …
• two-dimensional figures and three-dimensional figures
• figures with curved surfaces and figures with only flat surfaces
• real-world examples and models of three-dimensional figures
… alike and different?
• Why is a cube considered a special type of rectangular prism?
• Geometry
• Geometric Attributes and Properties
• Classification
• Geometric Representations
• Three-dimensional figures
• Associated Mathematical Processes
• Application
• Problem Solving Model
• Tools and Techniques
• Communication
• Representations
• Relationships
• Justification
 Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

Underdeveloped Concepts:

• Some students may call a three-dimensional figure by the name of one of its two-dimensional faces (e.g., a student may refer to a cube as a square, etc.).
• Students may have difficulty remembering formal geometric terms or distinguishing formal vocabulary from informal vocabulary (e.g., students may confuse the informal edge and the formal side of a two-dimensional figure with the formal edge of a three-dimensional figure).

Unit Vocabulary

• Attributes of three-dimensional figures – characteristics that define a geometric figure (e.g., faces [flat surfaces], curved surfaces, edges, vertices, etc.)
• Edge – where the sides of two faces meet on a three-dimensional figure
• Face of a prism – a flat figure with straight sides that forms the surface of a prism
• Properties of three-dimensional figures – relationship of attributes within a geometric figure (e.g., a cylinder can roll on its curved surface and stand or slide on its face [flat surface], etc.) and between a group of geometric figures (e.g., a cylinder and a cube can both stand or slide on their faces [flat surfaces]; however, a cylinder can also roll on its curved surface; etc.)
• Three-dimensional figure – a solid figure
• Vertex (vertices) in a three-dimensional figure – the point (corner) where three or more edges of a three-dimensional figure meet

Related Vocabulary:

 Cone Cube Curved surface Cylinder Flat surface Orientation Rectangular prism Rectangular pyramid Sphere Square pyramid Triangular prism Triangular pyramid
System Resources Other Resources

System Resources may be accessed through Search All Components in the District Resources Tab.

Texas Higher Education Coordinating Board – Texas College and Career Readiness Standards

Texas Education Agency – Texas Response to Curriculum Focal Points for K-8 Mathematics Revised 2013

Texas Education Agency – Mathematics Curriculum

Texas Education Agency – STAAR Mathematics Resources

Texas Education Agency Texas Gateway – Revised Mathematics TEKS: Vertical Alignment Charts

Texas Education Agency Texas Gateway – Mathematics TEKS: Supporting Information

Texas Education Agency Texas Gateway – Interactive Mathematics Glossary

Texas Education Agency Texas Gateway – Resources Aligned to Grade 1 Mathematics TEKS

TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

• Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
• Student Expectations (TEKS) identified by TEA are in bolded, black text.
• Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

• Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
• Unit-specific clarifications are in italicized, blue text.
• Information from Texas Education Agency (TEA), Texas College and Career Readiness Standards (TxCCRS), Texas Response to Curriculum Focal Points (TxRCFP) is labeled.
• A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
1.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
1.1A Apply mathematics to problems arising in everyday life, society, and the workplace.

Apply

MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE

Including, but not limited to:

• Mathematical problem situations within and between disciplines
• Everyday life
• Society
• Workplace

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxRCFP:
• Developing an understanding of place value
• Solving problems involving addition and subtraction
• Analyzing attributes of two-dimensional shapes and three-dimensional solids
• Developing the understanding of length
• TxCCRS:
• VII.D. Problem Solving and Reasoning – Real-world problem solving
• VII.D.1. Interpret results of the mathematical problem in terms of the original real-world situation.
• IX.A. Connections – Connections among the strands of mathematics
• IX.A.1. Connect and use multiple key concepts of mathematics in situations and problems.
• IX.A.2. Connect mathematics to the study of other disciplines.
• IX.B. Connections – Connections of mathematics to nature, real-world situations, and everyday life
• IX.B.1. Use multiple representations to demonstrate links between mathematical and real-world situations.
• IX.B.2. Understand and use appropriate mathematical models in the natural, physical, and social sciences.
• IX.B.3. Know and understand the use of mathematics in a variety of careers and professions.
1.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

Use

A PROBLEM-SOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE SOLUTION, AND EVALUATING THE PROBLEM-SOLVING PROCESS AND THE REASONABLENESS OF THE SOLUTION

Including, but not limited to:

• Problem-solving model
• Analyze given information
• Formulate a plan or strategy
• Determine a solution
• Justify the solution
• Evaluate the problem-solving process and the reasonableness of the solution

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxRCFP:
• Developing an understanding of place value
• Solving problems involving addition and subtraction
• Analyzing attributes of two-dimensional shapes and three-dimensional solids
• Developing the understanding of length
• TxCCRS:
• I.B. Numeric Reasoning – Number sense and number concepts
• I.B.1. Use estimation to check for errors and reasonableness of solutions.
• V.A. Statistical Reasoning – Design a study
• V.A.1. Formulate a statistical question, plan an investigation, and collect data.
• VII.A. Problem Solving and Reasoning – Mathematical problem solving
• VII.A.1. Analyze given information.
• VII.A.2. Formulate a plan or strategy.
• VII.A.3. Determine a solution.
• VII.A.4. Justify the solution.
• VII.A.5. Evaluate the problem-solving process.
• VII.D. Problem Solving and Reasoning – Real-world problem solving
• VII.D.2. Evaluate the problem-solving process.
1.1C

Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

Select

TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY AS APPROPRIATE, TO SOLVE PROBLEMS

Including, but not limited to:

• Appropriate selection of tool(s) and techniques to apply in order to solve problems
• Tools
• Real objects
• Manipulatives
• Paper and pencil
• Technology

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxRCFP:
• Developing an understanding of place value
• Solving problems involving addition and subtraction
• Analyzing attributes of two-dimensional shapes and three-dimensional solids
• Developing the understanding of length
• TxCCRS:
• I.B. Numeric Reasoning – Number sense and number concepts
• I.B.1. Use estimation to check for errors and reasonableness of solutions.
• V.C. Statistical Reasoning – Analyze, interpret, and draw conclusions from data
• V.C.2. Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
1.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

Communicate

MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE

Including, but not limited to:

• Mathematical ideas, reasoning, and their implications
• Multiple representations, as appropriate
• Symbols
• Diagrams
• Graphs
• Language

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxRCFP:
• Developing an understanding of place value
• Solving problems involving addition and subtraction
• Analyzing attributes of two-dimensional shapes and three-dimensional solids
• Developing the understanding of length
• TxCCRS:
• II.D. Algebraic Reasoning – Representing relationships
• II.D.1. Interpret multiple representations of equations, inequalities, and relationships.
• II.D.2. Convert among multiple representations of equations, inequalities, and relationships.
• VIII.A. Communication and Representation – Language, terms, and symbols of mathematics
• VIII.A.1. Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
• VIII.A.2. Use mathematical language to represent and communicate the mathematical concepts in a problem.
• VIII.A.3. Use mathematical language for reasoning, problem solving, making connections, and generalizing.
• VIII.B. Communication and Representation – Interpretation of mathematical work
• VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
• VIII.B.2. Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
• VIII.C. Communication and Representation – Presentation and representation of mathematical work
• VIII.C.1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
• VIII.C.2. Create and use representations to organize, record, and communicate mathematical ideas.
• VIII.C.3. Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
• IX.B. Connections – Connections of mathematics to nature, real-world situations, and everyday life
• IX.B.1. Use multiple representations to demonstrate links between mathematical and real-world situations.
1.1E Create and use representations to organize, record, and communicate mathematical ideas.

Create, Use

REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS

Including, but not limited to:

• Representations of mathematical ideas
• Organize
• Record
• Communicate
• Evaluation of the effectiveness of representations to ensure clarity of mathematical ideas being communicated
• Appropriate mathematical vocabulary and phrasing when communicating mathematical ideas

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxRCFP:
• Developing an understanding of place value
• Solving problems involving addition and subtraction
• Analyzing attributes of two-dimensional shapes and three-dimensional solids
• Developing the understanding of length
• TxCCRS:
• VIII.B. Communication and Representation – Interpretation of mathematical work
• VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
• VIII.B.2. Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
• VIII.C. Communication and Representation – Presentation and representation of mathematical work
• VIII.C.1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
• VIII.C.2. Create and use representations to organize, record, and communicate mathematical ideas.
1.1F Analyze mathematical relationships to connect and communicate mathematical ideas.

Analyze

MATHEMATICAL RELATIONSHIPS TO CONNECT AND COMMUNICATE MATHEMATICAL IDEAS

Including, but not limited to:

• Mathematical relationships
• Connect and communicate mathematical ideas
• Conjectures and generalizations from sets of examples and non-examples, patterns, etc.
• Current knowledge to new learning

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxRCFP:
• Developing an understanding of place value
• Solving problems involving addition and subtraction
• Analyzing attributes of two-dimensional shapes and three-dimensional solids
• Developing the understanding of length
• TxCCRS:
• VII.A. Problem Solving and Reasoning – Mathematical problem solving
• VII.A.1. Analyze given information.
• VIII.A. Communication and Representation – Language, terms, and symbols of mathematics
• VIII.A.1. Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
• VIII.A.2. Use mathematical language to represent and communicate the mathematical concepts in a problem.
• VIII.A.3. Use mathematical language for reasoning, problem solving, making connections, and generalizing.
• VIII.B. Communication and Representation – Interpretation of mathematical work
• VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
• VIII.C. Communication and Representation – Presentation and representation of mathematical work
• VIII.C.1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
• VIII.C.2. Create and use representations to organize, record, and communicate mathematical ideas.
• VIII.C.3. Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
• IX.A. Connections – Connections among the strands of mathematics
• IX.A.1. Connect and use multiple key concepts of mathematics in situations and problems.
• IX.A.2. Connect mathematics to the study of other disciplines.
1.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Display, Explain, Justify

MATHEMATICAL IDEAS AND ARGUMENTS USING PRECISE MATHEMATICAL LANGUAGE IN WRITTEN OR ORAL COMMUNICATION

Including, but not limited to:

• Mathematical ideas and arguments
• Validation of conclusions
• Displays to make work visible to others
• Diagrams, visual aids, written work, etc.
• Explanations and justifications
• Precise mathematical language in written or oral communication

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxRCFP:
• Developing an understanding of place value
• Solving problems involving addition and subtraction
• Analyzing attributes of two-dimensional shapes and three-dimensional solids
• Developing the understanding of length
• TxCCRS:
• VII.A. Problem Solving and Reasoning – Mathematical problem solving
• VII.A.4. Justify the solution.
• VII.B. Problem Solving and Reasoning – Proportional reasoning
• VII.B.1. Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
• VII.C. Problem Solving and Reasoning – Logical reasoning
• VII.C.1. Develop and evaluate convincing arguments.
• VIII.A. Communication and Representation – Language, terms, and symbols of mathematics
• VIII.A.3. Use mathematical language for reasoning, problem solving, making connections, and generalizing.
• VIII.B. Communication and Representation – Interpretation of mathematical work
• VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
• VIII.B.2. Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
• VIII.C. Communication and Representation – Presentation and representation of mathematical work
• VIII.C.3. Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:
1.6B

Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape.

Distinguish

BETWEEN ATTRIBUTES THAT DEFINE A THREE-DIMENSIONAL FIGURE AND ATTRIBUTES THAT DO NOT DEFINE THE SHAPE

Including, but not limited to:

• Three-dimensional figure – a solid figure
• Attributes of three-dimensional figures – characteristics that define a geometric figure (e.g., faces [flat surfaces], curved surfaces, edges, vertices, etc.)
• Properties of three-dimensional figures – relationship of attributes within a geometric figure (e.g., a cylinder can roll on its curved surface and stand or slide on its face [flat surface], etc.) and between a group of geometric figures (e.g., a cylinder and a cube can both stand or slide on their faces [flat surfaces]; however, a cylinder can also roll on its curved surface; etc.)
• Attributes that define a three-dimensional figure
• Surfaces
• Curved surface
• Flat surface
• Face of a prism – a flat figure with straight sides that forms the surface of a prism
• Number of faces
• Shape of faces
• Edge – where the sides of two faces meet on a three-dimensional figure
• Number of edges
• Vertex (vertices) in a three-dimensional figure – the point (corner) where three or more edges of a three-dimensional figure meet
• Number of vertices
• Attributes that do not define a three-dimensional figure
• Orientation
• Size
• Color
• Texture

Note(s):

• Kindergarten identified two-dimensional components of three-dimensional objects.
• Various mathematical process standards will be applied to this student expectation as appropriate.
• TxRCFP:
• Analyzing attributes of two-dimensional shapes and three-dimensional solids
• TxCCRS:
• III.A. Geometric and Spatial Reasoning – Figures and their properties
• III.A.1. Recognize characteristics and dimensional changes of two- and three-dimensional figures.
1.6E Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language.

Identify

THREE-DIMENSIONAL SOLIDS, INCLUDING SPHERES, CONES, CYLINDERS, RECTANGULAR PRISMS (INCLUDING CUBES), AND TRIANGULAR PRISMS

Including, but not limited to:

• Three-dimensional figure – a solid figure
• Names of three-dimensional figures
• Sphere
• Cone
• Cylinder
• Rectangular prism
• Cube or square prism (special rectangular prism)
• Triangular prism
• Rectangular (square) pyramid
• Triangular pyramid
• Identify three-dimensional shapes in the real-world
• Sphere
• Globe, ball, etc.
• Cone
• Party hat, ice cream cone, etc.
• Cylinder
• Can, paper towel roll, etc.
• Prisms
• Rectangular prism
• Long tissue box, shoe box, etc.
• Cube (special rectangular prism)
• Square tissue box, alphabet block, die, etc.
• Triangular prism
• Tent, a Toblerone® candy box, etc.
• Pyramids
• Rectangular pyramid (including square pyramid)
• Egyptian pyramid, etc.
• Triangular pyramid
• Connecting toy, etc.

Describe

ATTRIBUTES OF THREE-DIMENSIONAL SOLIDS USING FORMAL GEOMETRIC LANGUAGE

Including, but not limited to:

• Three-dimensional figure – a solid figure
• Attributes of three-dimensional figures – characteristics that define a geometric figure (e.g., faces [flat surfaces], curved surfaces, edges, vertices, etc.)
• Properties of three-dimensional figures – relationship of attributes within a geometric figure (e.g., a cylinder can roll on its curved surface and stand or slide on its face [flat surface], etc.) and between a group of geometric figures (e.g., a cylinder and a cube can both stand or slide on their faces [flat surfaces]; however, a cylinder can also roll on its curved surface; etc.)
• Attributes of three-dimensional figures using formal language
• Surfaces
• Curved surface
• Flat surface
• Face of a prism – a flat figure with straight sides that forms the surface of a prism
• Number of faces
• Shape of faces
• Edge – where the sides of two faces meet on a three-dimensional figure
• Number of edges
• Vertex (vertices) in a three-dimensional figure – the point (corner) where three or more edges of a three-dimensional figure meet
• Number of vertices
• Attributes that do not identify a three-dimensional figure
• Orientation
• Size
• Color
• Texture
• Types of three-dimensional figures
• Curved surface three-dimensional figures
• Sphere
• 1 curved surface forming a solid round figure
• Rolls
• Cone
• 1 flat surface shaped like a circle
• 1 curved surface
• 1 vertex
• Rolls, slides
• Cylinder
• 2 equal, opposite, flat surfaces shaped like circles
• 1 curved surface
• Rolls, slides, stacks
• Prisms
• Rectangular prism
• 6 rectangular faces
• 12 edges
• 8 vertices
• Slides, stacks
• Cube or square prism (special rectangular prism)
• 6 square faces
• 12 edges
• 8 vertices
• Slides, stacks
• Triangular prism
• 5 faces (2 triangular faces, 3 rectangular faces)
• 9 edges
• 6 vertices
• Slides, stacks
• Pyramids
• Rectangular pyramid (including square pyramid)
• 1 rectangular or square face
• 4 triangular faces
• 8 edges
• 5 vertices
• Slides
• Triangular pyramid
• 4 triangular faces
• 6 edges
• 4 vertices
• Slides

Note(s):