correctionkey=c lesson 11.1 hands on • three-dimensional shapes · 2018-02-06 · lesson at a...

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LESSON AT A GLANCE

Hands On • Three-Dimensional Shapes

LESSON 11.1

633A Chapter 11

Why Teach ThisGeometry awakens children’s awareness of the shapes of real-world objects and integrates children’s understanding of number and measurement. Children use numbers to describe attributes of shapes, and they apply measurement concepts as they consider the relative sizes of parts of shapes.

In this chapter, children will look at, touch, and arrange shapes, and discover that though the positions of shapes may change, their attributes do not change.

Many children will have success in this area of mathematics because geometry is about seeing, manipulating, and describing.

Interactive Student Edition

Personal Math Trainer

Math on the Spot Video

Animated Math Models

iTools: Geometry

HMH Mega Math

About the Math

Learning ObjectiveIdentify and describe three-dimensional shapes according to defining attributes.

Language ObjectiveChildren listen to an explanation of how to identify and describe three-dimensional shapes, then rephrase the explanation to a partner.

MaterialsMathBoard, models of three-dimensional shapes, Three-Dimensional Shapes (See eTeacher Resources)

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.)MP4 Model with mathematics. MP6 Attend to precision. MP8 Look for and express regularity in repeated reasoning.

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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Multimedia and Technology

ENGAGE1Daily Routines

Common Core

Daily RoutinesCommon Core

1 23 4 Pages 48–49 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.

Lesson 11.1 633B

How can you identi fy and describe three-

dimensional shapes?

with the Interactive Student Edition

Essential QuestionHow can you identify and describe three-dimensional shapes?

Making ConnectionsInvite children to tell what they know about three-dimensional shapes. Distribute solid shapes to the class. Have each child in turn hold up his or her figure and describe it.

Does your shape have flat sides? curved sides? both? Answers will vary.

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

• Describe the shapes of some flat surfaces. Possible answers: square, rectangle, circle

• How would you describe a surface that is not flat? Possible answers: round or curved

Literacy and MathematicsChoose one or both of the following activities.

• Show items from around the classroom or pictures of items such as a tissue box, a ball, a block, a tube, and a cone. Have children describe the surfaces.

• Draw pictures of three-dimensional solids on a set of index cards. On another set of cards write attributes of solid figures. Have children play a matching game.

1 23 4 Fluency BuilderCube Count Within 10Materials red and blue connecting cubes

Give pairs of children two cube trains of different colors with a sum within 10. Have each child say his or her number aloud.

Then have partners say their addition fact aloud.

Problem of the Day 11.1Basic Facts Add. Circle the problems you can solve by counting on.

5 + 1 2 + 9 6 + 5 8 + 7

6, 11, 11, 15 To develop fluency, have children write two other addition facts that use counting on to solve.

Vocabulary cone, cube, curved surface, cylinder, flat surface, rectangular prism, sphere

6 + 3 = 9

Common Core Fluency Standard 1.OA.C.6

• Interactive Student Edition• Multimedia Glossary e


Listen and DrawListen and Draw

MathTalk MATHEMATICAL PRACTICES 8

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Three-Dimensional ShapesEssential Question How can you identify and describe three-dimensional shapes?

Draw to sort the three-dimensional shapes.

Chapter 11 six hundred thirty-three 633

Lesson 11.1HANDS ON

Geometry—1.G.A.1

MATHEMATICAL PRACTICESMP4, MP6, MP8

Generalize Explain how you sorted the shapes.

FOR THE TEACHER • Have children sort the three-dimensional shapes into two groups. Have them draw around each group to show how they sorted.

Math Talk: Possible answer: I sorted by shapes that roll and shapes that do not roll.

Possible answer shown. Answers may include sorting by shape, by size, or by color.

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EXPLORE2

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cylinder

rectangular prismsphere

cubecone

Three-Dimensional Shapes

curved surface curved and flat surfaces

sphere cone cylinder

flat surfaces

rectangular prism cube

Color to sort the shapes into three groups.

1. only flat surfaces

2. only a curved surface

3. both curved and flat surfaces

Lesson 11.1Reteach

cone, cylinder

sphere

cube, rectangular prism

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11-5 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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Name

Writing and Reasoning Circle each shape that has two or more flat surfaces.

1.

2.

3.

4.

5.

Match the ShapesDraw lines to connect the three shapes that match.

Lesson 11.1Enrich

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11-6 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

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1

2

3 DifferentiatedInstruction

633 Chapter 11

LESSON 11.11.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 Draw Materials models of three-dimensional shapes

Read the following directions aloud to the class.

Sort three-dimensional shapes into two groups. Draw around each group to show how you sorted.

Distribute sets of spheres and cubes to pairs or small groups. Give children time to explore, name, and describe the shapes. • Look at the shapes on your page. What

shapes do you see? cubesandspheres

• Can you sort the shapes into groups of big shapes and small shapes? yes If you sort by size, will you always get groups of shapes that are the same shape? no

• Can you sort the shapes into groups that are the same color? yes If you sort by color, will you always get groups of shapes that are the same shape? no

• How can you sort the shapes so that each group has only one kind of shape? Possibleanswer:Sortbyshapesthatrollandshapesthatstack.

Ask volunteers to share the two groups they made. Point out that there is more than one way to sort the shapes.

MathTalk

MP8Lookforandexpress regularityinrepeatedreasoning.Use Math Talk to focus on children’s understanding of how to sort three-dimensional shapes based on common features.

• How is a sphere different from a cube? Possibleanswers:aspherecanroll;acubehasflatsidesandaspheredoesnot.

ELL Strategy: Restate

Have children handle three-dimensional shapes.Talk about the attributes of each shape. Encourage children to touch the shapes and describe them using their own words. Restate the attributes of each shape building from the children’s language. Continue as time allows to name different shapes and their attributes.

HandsOn

Enrich 11.1Reteach 11.1

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MeetingIndividualNeeds

DifferentiatedInstruction

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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These are three-dimensional shapes.

sphere cone cubecylinder rectangular prism

Why is a cube a special kind of

rectangular prism?

634 six hundred thirty-four

Use three-dimensional shapes. Sort the shapes into three groups. Name and draw the shapes.

1. only flat surfaces 2. only a curved surface

3. both fl at and curved surfaces

cylinder, cone

cube, rectangular prismsphere

Check children’s drawings.



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COMMON ERRORS COMMON ERRORS

Quick Check

If

Rt I 1

2

3

EXPLAIN3

Then

MATHEMATICAL PRACTICES

Advanced LearnersAdvanced LearnersAdvanced Learners

Lesson 11.1 634

Error Children may not understand the use of only as they classify shapes based on whether their surfaces are curved and/or flat.

Example In Exercise 2, children draw a cylinder.Springboard to Learning Explain that only a curved surface means no flat surfaces. Have children hold a cylinder. They should see that the cylinder does not fit this group because it has two flat surfaces.

a child misses the checked exercise

Differentiate Instruction with • Reteach 11.1

• Personal Math Trainer 1.G.A.1

• RtI Tier 1 Activity (online)

Model and DrawMP6 Attend to precision. Hold up each shape shown in the model, and say its name as children point to its picture. Discuss whether each shape has flat surfaces or curved surfaces, or both.• How is the sphere different from all

the other shapes? Possible answer: It is curved and does not have any flat surfaces.

• Why is a cube a special kind of rectangular prism? Possible answer: A cube is a rectangular prism where each flat surface is a square. A square is a special kind of rectangle.

• How are the cone and cylinder alike? How are they different? Both shapes have curved and flat surfaces; a cone has one flat surface and a cylinder has two.

Share and Show MATHBOARDMATHBOARD

Have children sort the shapes shown in the model.• How can you tell that your drawings are

correct? Possible answer: I can trace the surfaces to see which are flat or curved.

Use the checked exercise for Quick Check.

Materials real-world objects shaped like three-dimensional models

•Have one child use clues to describe the shape of a classroom object, such as a tissue box. The child describes the object as the partner tries to guess the object.

•Have children repeat the activity using different three-dimensional shapes found around the classroom, alternating between describing and guessing.

•Then, ask each pair of children to name or draw real-world objects that are outside the classroom for these three-dimensional shapes: sphere, cone, cube, cylinder, and rectangular prism. For example, children might name or draw the following: basketballs, party hats, number cubes, markers, or cereal boxes.

VisualIndividual / Partners

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DifferentiatedInstruction

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4. A rectangular prism has 6 — flat surfaces.

5. A cube has 6 — flat surfaces.

6. A cylinder has 2 — flat surfaces.

7. A sphere has 0 — flat surfaces.

8. 9. 10.

11. 12.

Exercises 4–7 can help you write the

shape names.

MATHEMATICALPRACTICE 4 Use Models Use three-dimensional shapes.

Write the number of fl at surfaces for each shape.

Chapter 11 • Lesson 1 six hundred thirty-fi ve 635

sphere

On Your OwnOn Your Own

DEEPER Write to name each shape.

cone cube

cylinder rectangular prism


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635 Chapter 11

On Your OwnMP4 Model with mathematics. If children answered Exercise 3 correctly, assign Exercises 4–12. On this page, children identify the number of flat surfaces on four different three-dimensional shapes. Make sure they have access to rectangular prism, cube, cylinder, and sphere models.

DEEPER

Exercises 8–12 require children to use higher order thinking skills as they identify and write the shape name for each pictured real-world object. Make sure children understand that each object relates to a three-dimensional shape. If necessary, guide children to identify the object pictured and then describe its surfaces. Children may use Exercises 4–7 to write the names of the shape each object represents.

DEEPER

To extend thinking, have children provide summaries of the defining attributes of each shape. For example:• A rectangular prism has 6 flat surfaces.• Each flat surface is a square or rectangle.• It has no curved surfaces.• It can stack. It does not roll.Repeat with children to define each of the other shapes: cylinder, cone, sphere, and cube. Emphasize that a cube is a special kind of rectangular prism.MP8 Look for and express regularity in repeated reasoning.• What needs to be true of a shape for it to

be useful for building? It needs to have at least one flat surface.

4 ELABORATE


Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIES

Math Problem Solving • ApplicationsProblem Solving • Applications

MATHEMATICAL PRACTICES COMMUNICATE • PERSEVERE • CONSTRUCT ARGUMENTS


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13. Kelly drew objects that have both flat and curved surfaces.

636 six hundred thirty-six

Circle the objects that match the clues.

14. SMARTER Sandy drew some rectangular prisms.

15. SMARTER Match each shape to the group where it belongs .

Both flat and curved surfaces

Only flatsurfaces

Only a curved surface

TAKE HOME ACTIVITY • Ask your child to name real objectsshaped like a sphere, a rectangular prism, and a cylinder.

• • • • •

• • •

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EVALUATE5 Formative Assessment

MATHEMATICAL PRACTICES

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

Lesson 11.1 636

Personal Math Trainer SMARTER

Be sure to assign Exercise 15 in the Personal Math Trainer, which features an animation to help children model and answer the problem. This exercise assesses whether children can identify and describe three-dimensional shapes by their surfaces. Children who place the cone and cylinder with only flat surfaces should look for whether the object will roll. Children who classify a cone as having only a curved surface may struggle to visualize the flat part that they cannot see in the picture. Have them use shape blocks to confirm their answers.

Essential QuestionReflect Using the Language Objective Have children listen to the teacher explain the Essential Question. Then have them rephrase the explanation to a partner and answer the Essential Question.How can you identify and describe three-dimensional shapes? Possible answer: I can describe a shape as having flat or curved surfaces, or both. I can identify the shape if I know how many flat surfaces it has and if it has a curved surface.

Math Journal Math

Use pictures or words to describe a cone.

For Exercises 13 and 14, have children describe the objects. Point out that some real objects, such as a cylindrical drinking glass, have open spaces instead of a solid, flat surface.

SMARTER

MP8 Look for and express regularity in repeated reasoning. Exercise 14 requires children to analyze the properties of three-dimensional shapes and circle only rectangular prisms. Children must recognize that a cube is a rectangular prism.

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

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

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Meeting Individual Needs

Problem Solving • ThinkingProblem Solving • Applications

COMMON CORE

PROFESSIONALDEVELOPMENT Math Talk in Action

Problem SolvingProblem Solving

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Chapter 11 six hundred thirty-seven 637

Three-Dimensional Shapes

Use three-dimensional shapes.Write the number of fl at surfaces for each shape.

1. A cylinder has _ flat surfaces.

2. A rectangular prism has _ flat surfaces.

3. A cone has _ flat surface.

4. A cube has _ flat surfaces.

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

Lesson 11.1Practice and Homework

5. Circle the object that matches the clue.Mike finds an object that has only a curved surface.

6. Math Use pictures or words to describe a cone.

2

6

1

6

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.

637 Chapter 11

Discuss the reason why three-dimensional shapes that roll or stack have curved or flat surfaces.

Teacher: What do you notice about shapes that roll?

Ramón: They have a curved surface.

Teacher: That is correct, Ramón. Which shape is really good at rolling?

Aaron: A sphere rolls well because it has only a curved surface. No part of it is flat.

Teacher: How do you stack shapes?

Aaron: I put one shape on another.

Teacher: Does the shape on top fall off?

Aaron: No. If it did then it would not stack.

Teacher: What do you notice about shapes that stack?

Deb: They have a flat surface.

Ramón: I think you can stack a cylinder on a cube.

Teacher: Yes. Why do you think that is so?

Ramón: The bottom of a cylinder is a flat surface.

Teacher: Could you stack a cube on top of the cone?

Aaron: No. A cone is not flat on top. The cube would fall.



FOR MORE PRACTICE GO TO THE

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Lesson Check (1.G.A.1)

638 six hundred thirty-eight

1. Circle the shape that has both flat and curved surfaces.

2. Circle the shape that has only a curved surface.

Spiral Review (1.OA.C.6, 1.NBT.A.1)

3. Count forward. Write the number that is missing.

109, 110, 111, 112 , 113

4. What is the sum of 2 and 3?Write the number sentence.

2 —

+ 3 —

= 5 —

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Connecting Math and Science

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moon

You can identify what the nighttime sky looks like. You may see the moon. The moon is a large sphere, or ball of rock. It does not give off its own light. You may also see clouds at night.

Active ReadingActive ReadingDraw one line under a detail. Draw an arrow to the main idea it tells about.

Good Night,

Sky

276

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In Chapter 11, children develop their understanding of three-dimensional geometry, by classifying three-dimensional shapes. These same topics are used often in the development of various science concepts and process skills.

Help children make the connection between math and science through the S.T.E.M. activities and activity worksheets found at www.thinkcentral.com. In Chapter 11, children connect math and science with the S.T.E.M. Activity Good Night, Sky and the accompanying worksheets (pages 111 and 112).

Through this S.T.E.M. Activity, children will connect the GO Math! Chapter 11 concepts and skills with various facts about the moon, including the shape of the sun and the moon. It is recommended that this S.T.E.M. Activity be used after Lesson 11.1.

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S.T.E.M. Activity

S.T.E.M. Activity one hundred eleven 111

Chapter 11Good Night, SkyDevelop Vocabulary1. Write the definition using your own words.

moon:

sphere:

Develop Concepts2. Think about what the moon is made of. Why can’t the moon

make its own light?

3. What are two ways the moon and the sun are alike? How are they different?

Use with ScienceFusion pages 276–277.

Both are big and round. they are spheres. Both are found in the sky.

the sun is so bright you should not look at it directly. It gives off its own

light. the moon is not as bright, because it does not give off its own

light. It appears at night.

the moon is a round object made of rock that can be seen in the sky

at night.

A sphere is round and solid, or three-dimensional.

A rock cannot make light.


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112 one hundred twelve

Do the Math!4. Color the spheres.

5. Which shapes above are the same shape as the sun and the moon?

6. Give examples that show the difference between a sphere and a circle.

Summarize

7. Explain what you know about the nighttime sky.

the ones I colored, the spheres

Children should color the first shape and the last shape.

A ball is an example of a sphere. A plate is an example of a circle.

There are objects you can see in the nighttime sky.


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 11.1 638


correctionkey=c lesson 11.1 hands on • three-dimensional shapes · 2018-02-06 · lesson at a...

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