correctionkey=c lesson 11.5 hands on • two-dimensional ... · hands on • two-dimensional shapes...

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LESSON AT A GLANCE

Hands On • Two-Dimensional Shapes on Three-Dimensional Shapes

LESSON 11.5

657A Chapter 11

Model Using NetsIn this lesson, children learn to identify and distinguish the shapes of the flat surfaces of three-dimensional shapes.

1. Display a copy of the Rectangular Prism Pattern (see eTeacher Resources). Ask children to name the shapes on the net. rectangles Then cut out the pattern.

2. Show how the rectangular flat surfaces fold up to make the shape. Explain that the dashed lines tell where to fold.

3. Tape the flat surfaces together to complete the three-dimensional shape. Have children point out the different rectangular flat surfaces.

Repeat the process for other three-dimensional shapes.

About the Math

Learning ObjectiveIdentify two-dimensional shapes on three-dimensional shapes.

Language ObjectiveChildren point out and discuss with a partner what two-dimensional shapes they see on the flat surfaces of three-dimensional shapes.

MaterialsMathBoard, models of three-dimensional shapes

F C R Focus:Common Core State Standards

1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

MatheMatical Practices (See Mathematical Practices in GO Math! in the Planning Guide for full text.MP1 Make sense of problems and persevere in solving them. MP4 Model with mathematics.MP6 Attend to precision.

F C R Coherence:Standards Across the GradesBeforeK.G.A.3

Grade 11.G.A.1

After2.G.A.1

F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper

F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 629H.

FOCUS COHERENCE RIGOR

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ENGAGE1Daily Routines

Common CoreDaily Routines

Common Core

1 23 4 Pages 50–51 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.

Lesson 11.5 657B

What two-dimensional shapes do you see on the

flat surfaces of three-dimensional shapes?

1 23 4 Fluency BuilderRecall Addition FactsHave children work in pairs. Give each pair a sheet of paper with an incomplete addition sentence such as 6 + ____ = ____ . Have partners write as many addition facts as they can to make the addition sentence true. Invite pairs to share their work with the class.

Have children repeat the activity with another incomplete addition sentence.

with the Interactive Student Edition

Essential QuestionWhat two-dimensional shapes do you see on the flat surfaces of three-dimensional shapes?

Making ConnectionsInvite children to tell you what they know about the surfaces of three-dimensional shapes. Hold up blocks one by one and ask children to describe the shapes of the flat surfaces.

If I traced around this surface, what shape would I draw? Answers will vary.

Is there more than one of that shape on this block? Are there other shapes? Answers will vary.

Learning ActivityWhat is the problem the children are trying to solve? Connect the story to the problem.

• How many different shapes could you trace using a cube? 1 a rectangular prism? 2 a cylinder? 1 a cone? 1

Literacy and MathematicsChoose one or both of the following activities.

• Have children cut out the shapes necessary to cover a rectangular prism they find in the classroom (tissue box, book, etc.).

• Invite children to make a “shape gallery” by tracing around the flat surfaces of objects they find in the classroom. Remind them that some surfaces are irregular shapes, and encourage them to find interesting examples for their gallery.

Problem of the Day 11.5Number of the Day Meghan is thinking of a number. It is greater than 70. It is less than 72. What is the number? 71

Children may wish to use a hundred chart to help them solve the problem.

Vocabulary• Interactive Student Edition• Multimedia Glossary e

Common Core Fluency Standard 1.OA.C.6


HandsOn

Listen and DrawListen and Draw

MathTalk MATHEMATICAL PRACTICES 1

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Chapter 11 six hundred fi fty-seven 657

Two-Dimensional Shapes on Three-Dimensional ShapesEssential Question What two-dimensional shapes do you see on the flat surfaces of three-dimensional shapes?

Use a cone.

Lesson 11.5HANDS ON

Geometry—1.G.A.1

MATHEMATICAL PRACTICESMP1, MP4, MP6

Analyze What other shape could you use to draw the same kind of picture?

FOR THE TEACHER • Read the following problem and have children use the workspace to act it out. Lee places a cone on a piece of paper and draws around its flat surface. What did Lee draw?

Math Talk: Possible answer: I would also draw a circle if I traced around a flat surface of a cylinder.

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EXPLORE2

circle rectangle square

Name

Two-Dimensional Shapes on Three-Dimensional Shapes

Look at the shape. Circle the flat surfaces it has.

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3.

Lesson 11.5Reteach

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11-13 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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Name Lesson 11.5Enrich

Writing and Reasoning Find a three-dimensional object. Draw the object and a flat surface of the object.

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Shapes in ObjectsColor the fl at surfaces each object has.

Check children’s drawings.

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11-14 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

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3 DifferentiatedInstruction

657 Chapter 11

Enrich 11.5Reteach 11.5

LESSON 11.51.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Listen and DrawMaterials models of three-dimensional shapes

Read the following directions aloud.Lee places a cone on a piece of paper and draws around its flat surface. What did Lee draw?

Have children hold a cone and turn it around in different ways to observe its surfaces. • How many flat surfaces does a cone have?

1 flat surface

• How can you trace around the flat surface? Possible answer: I put the flat surface down on the paper and draw around the shape.

• What other kind of surface does a cone have? a curved surface

Allow time for each child to draw the cone’s circular flat surface on the page. Have volunteers share their drawings.• What shape did you draw? a circle

MathTalk

MP1Makesenseofproblems andpersevereinsolvingthem.Use Math Talk to focus on identifying two-dimensional shapes on the flat surfaces of three-dimensional shapes.

• What could you do if you weren’t sure what two-dimensional shapes are on the flat surfaces of three-dimensional shapes? Possible answers: I could trace around the surfaces of three-dimensional shapes.

ELL Strategy: Restate

Restate the attributes of three-dimensional shapes and show models to help children build understanding.Provide each child with a cube. Ask children to trace around one face of the cube.• What shape is this? square

Turn the cube showing each of its six flat surfaces and ask children to name the shape. square

Help children understand what flat surface means through restating and modeling.Repeat with other three-dimensional shapes.

HandsOn

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MeetingIndividualNeedsDifferentiated

Instruction

Model and DrawModel and Draw

Share and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and Show MATHBOARDMATHBOARDMATHBOARDMATHBOARDMATHMATHMATHMATHBOARDBOARDBOARDBOARD

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Trace around the fl at surfaces of the three-dimensional shape to fi nd the two-dimensional shapes.

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658 six hundred fi fty-eight

Use three-dimensional shapes. Trace around the fl at surfaces. Circle the shapes you draw.



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COMMON ERRORS

COMMON ERRORS

Quick Check

If

Rt I 1

2

3

EXPLAIN3

Then

cube

rectangularprism

Flat Surfacesthree-dimensionalshape

cylinder

Advanced LearnersAdvanced LearnersAdvanced Learners

Lesson 11.5 658

Error Children may forget to include some of the flat surfaces.

Example For Exercise 3, children forget to include the square-shaped ends of the rectangular prism.Springboard to Learning Have children use models of the shapes and put a sticker on each flat surface after they draw it.

a child misses the checked exercises

Differentiate Instruction with • Reteach 11.5

• Personal Math Trainer 1.G.A.1

• RtI Tier 1 Activity (online)

Model and Draw MATHEMATICAL PRACTICES

MP1 Make sense of problems and persevere in solving them. Work through the model. Point out that the six rectangles represent the six flat surfaces of the rectangular prism. Remind children that a square is a special kind of rectangle. Provide different rectangular prisms. Have children trace around each side.• How are the shapes you drew alike and

different? Possible answers: They are all rectangles. They are not all the same size. Some are squares.

• Why is it that some children did not draw a square? Possible answer: Some rectangular prisms have square flat surfaces and some do not.

• Could some children have drawn six squares? Yes. A cube is a special kind of rectangular prism. All six of its flat surfaces are squares.

• How do you know if you have traced all the sides? A rectangular prism has six sides.

Share and Show MATHBOARDMATHBOARD

Have children draw the flat surfaces of each shape onto their MathBoard to explain their thinking.Use the checked exercises for Quick Check.

Materials construction paper, markers, models of three-dimensional shapes, scissors, glue

•Have children make the chart below to show the type and number of two-dimensional shapes found on a cube, a rectangular prism, and a cylinder. Have them trace and cut out each flat surface of a three-dimensional shape. Then have them glue each flat surface in the correct place on the chart.

VisualIndividual / Partners

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DifferentiatedInstruction

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MATHEMATICALPRACTICE 6 Make Connections Circle the objects you

could trace to draw the shape.

Chapter 11 • Lesson 5 six hundred fi fty-nine 659

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8. SMARTER Draw a shape you would make if you traced this object.

On Your OwnOn Your Own

Children may draw a triangle or a square.

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Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.

4 ELABORATE

659 Chapter 11

On Your OwnMP6 Attend to precision. If children answered Exercises 2 and 3 correctly, assign Exercises 4–8. For these exercises, make sure children understand that they match a two-dimensional shape to real-world objects that have a flat surface with that shape. Tell children that there may be more than one answer, and that they should choose all the objects that are correct. If possible, provide samples of the real-world objects shown so children can hold them or trace their flat surfaces.

SMARTER

Exercise 8 requires children to use higher order thinking skills as they draw a shape they would make if they traced a square pyramid, a three-dimensional shape children have not yet encountered. Display a square pyramid, turning it so children can see all its flat surfaces. Children should recognize that there are two different shapes they could draw.

DEEPER

Materials Cube Pattern, Rectangular Prism Pattern (see eTeacher Resources)To extend thinking, challenge children to assemble their own cubes and rectangular prisms from patterns. Have copies of nets available so children can cut them out and tape them together. Encourage children to think about where the flat surfaces should be as they fold and make the shapes. This work with nets will help children complete the exercises on the next page.For more practice with nets, you may wish to have children use iTools: Geometry.

Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.

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Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIES

Math Problem Solving • ApplicationsProblem Solving • Applications

MATHEMATICAL PRACTICES COMMUNICATE • PERSEVERE • CONSTRUCT ARGUMENTS

Personal Math Trainer

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Circle the shape that the pattern will make if you fold it and tape it together.

660 six hundred sixty

9. 10.

11. SMARTER Kei wants to trace a . She finds these objects.

Which object should she use?

What would happen if Kei used the What would happen if Kei used the to trace a shape?

box __ globe jar box

TAKE HOME ACTIVITY • Collect a few three-dimensional objects, such as boxes, that are shaped like rectangular prisms or cubes. Ask your child what two-dimensional shapes are on those objects.

She would trace a circle.


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Games

EVALUATE5 Formative Assessment

Lesson 11.5 660

Essential QuestionReflect Using the Language Objective Have children point out and discuss with a partner to answer the Essential Question.What two-dimensional shapes do you see on the flat surfaces of three-dimensional shapes? Possible answer: I see squares on a cube, squares and other rectangles on a rectangular prism, and circles on a cone and cylinder.

Math Journal Math

Use pictures or words to explain how you would describe the shapes of flat surfaces you may see on a tissue box.

Children practice describing the attributes of two-dimensional shapes to win the game.

GamesOn the Water

Children read the book and identify three-dimensional shapes.

LiteratureApril’s First Word

Children complete blue Activity Card 10 by showing the number of sides and corners for various shapes.

ActivitiesOn the Corner

MATHEMATICAL PRACTICES

MP6 Make Connections In Exercises 9 and 10, children distinguish between the flat surfaces of a cube and a non-cube rectangular prism.

Personal Math Trainer SMARTER

Be sure to assign Exercise 11 to children in the Personal Math Trainer. It features a video to help them model and answer the questions. This two-part item assesses whether children can identify two-dimensional shapes on the flat surfaces of three-dimensional shapes. Children who answer incorrectly may need additional practice tracing concrete models.

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Meeting Individual Needs

Problem Solving • ThinkingProblem Solving • Applications

Cross-Curricular

Problem SolvingProblem Solving

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Chapter 11 six hundred sixty-one 661

Two-Dimensional Shapeson Three-Dimensional Shapes

Circle the objects you couldtrace to draw the shape.

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COMMON CORE STANDARD—1.G.A.1 Reason with shapes and their attributes.

Lesson 11.5Practice and Homework

3. Look at this shape. Draw the shape you would make if you traced this object.

4. Math Use pictures or words to explain how you would describe the shapes of flat surfaces you may see on a tissue box.

Check children’s work.

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Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.

661 Chapter 11

Materials cans, boxes, recycling bin• Discuss the idea that all citizens are responsible for

properly throwing away or recycling their trash. Point out that properly removing waste materials helps keep communities clean. Recycling trash also helps the environment.

• Display objects that can be recycled, such as soup cans, cereal boxes, and tissue boxes. Tell children that they can put these objects in recycling bins. Discuss the shapes of the flat surfaces on the recyclable objects.

social studies

Materials two spheres• Tell children that the sun

and Earth are both spheres, and that Earth moves around the sun. Use models to demonstrate how Earth revolves around the sun.

• Explain that the sun gives us light and warmth. Make a class list of things we can do to protect ourselves from the harmful effects of the sun, such as wearing sunscreen, a hat, and sunglasses, and not looking directly at the sun to prevent vision damage.


Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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662 six hundred sixty-two

1. Which flat surface does a cone have?Circle the shape.

2. Which flat surfaces could a rectangular prism have?Circle the pair of shapes.

Spiral Review (1.OA.B.3, 1.OA.C.5)

Write a subtraction sentence to solve.

3. Jade has 8 books. She gives some of them to Dana. Now Jade has 6 books.How many did she give to Dana?

4. Write the sum.

3 + 0 = 3 —

Lesson Check (1.G.A.1)

8 — − 2 — = 6 —

2 — books


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Monitoring Common Core Success

Maintaining Focus on the Major WorkIn Grade 1, part of the major work includes extending children’s understanding of place value (1.NBT.B). The process of combining shapes to create a composite shape is like combining 10 ones to make 1 ten. This concept may support children’s ability to compose and decompose three-dimensional shapes. In Lesson 11.4, children identify three-dimensional shapes used to build a composite shape. In Lesson 11.5, children identify the parts of three-dimensional shapes that are two-dimensional shapes. Children will need an in-depth comprehension of shapes and their unique attributes in order to gain an understanding of how these shapes are constructed.

Connecting Content Across Domains and ClustersIn Lesson 11.4, children work within Cluster 1.G.A, and reason with shapes and their attributes. Children work to decompose

a three-dimensional shape into its components. This work in Cluster 1.G.A connects to Cluster 1.NBT.A, extending the counting sequence. Children use counting to determine the shapes used to make composite shapes.

Focus on Mathematical Practices Attending to precision (MP6) is stressed throughout Lessons 11.4 and 11.5. In these lessons children take apart and explain how they decompose three-dimensional composite shapes. When doing so, children use appropriate vocabulary to describe the shapes. Children recognize the types of different shapes in a composite shape, and understand how the different three-dimensional shapes affect the composite shape. The suggested questions on TE pages 652 and 659 can be used as aids to extend children’s understanding of MP6.

Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.

Lesson 11.5 662


correctionkey=c lesson 11.5 hands on • two-dimensional ... · hands on • two-dimensional shapes...

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