# Constructing Geometric Solids

Save this PDF as:

Size: px
Start display at page:

Download "Constructing Geometric Solids"

## Transcription

1 Constructing Geometric Solids Objectives To provide practice identifying geometric solids given their properties; and to guide the construction of polyhedrons. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Identify parallel and intersecting line segments and parallel faces. [Geometry Goal ] Describe, compare, and classify plane and solid figures. [Geometry Goal 2] Identify congruent faces. [Geometry Goal 2] Construct polyhedrons; sketch two-dimensional representations of polyhedrons. [Geometry Goal 2] Key Activities Students practice identifying geometric solids by solving riddles about their properties. Students construct polyhedrons with straws and twist-ties. Students explore ways to draw a cube. Key Vocabulary pyramid prism polyhedron regular polyhedron triangular pyramid tetrahedron dodecahedron Materials Math Journal 2, pp Student Reference Book, p. 02 Study Link 2 Math Masters, pp. 452 and 453 (optional) models of geometric solids (See Planning Ahead in Lesson.) straws and twist-ties (See Lesson 2.) blank paper straightedge transparent tape slate set of polyhedral dice (optional) dictionary (optional) Plotting Book Heights Math Journal 2, pp. 295A and 295B Students plot book heights on a line plot. Math Boxes 3 Math Journal 2, p. 296 Students practice and maintain skills through Math Box problems. Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 3a. [Number and Numeration Goal 3] Study Link 3 Math Masters, p. 329 Students practice and maintain skills through Study Link activities. READINESS Sorting Geometric Solids 30 objects of various shapes Students sort common objects by their properties. ENRICHMENT Creating Cube Nets Math Masters, pp. 39 and 444 scissors Students find all possible cube nets. EXTRA PRACTICE Taking a 50-Facts Test Math Masters, pp. 4 and 44; p. 46 (optional) pen or colored pencil Students take a 50-facts test. They use a line graph to record individual and optional class scores. Advance Preparation For Part, you need the geometric solids from Lesson 2, plus a triangular pyramid and a cube. Use everyday objects or make them from Math Masters, pages 452 and 453. For the optional Readiness activity in Part 3, use cans, egg cartons, party hats, paper cups, tubes, and boxes. Teacher s Reference Manual, Grades 4 6 pp Unit 3-D Shapes, Weight, Volume, and Capacity

2 Getting Started Mental Math and Reflexes Pose problems involving the multiplication of a fraction by a whole number. Have students find each product. Suggestions: 4 _ 2 = 2 24 _ = 3 30 _ 6 = 5 5 3_ 5 = 3 9 2_ 3 = 6 6 3_ 4 = 2 5 _ 2 = 2 _ 2 4 _ 3 = 4 2_ 3 0 3_ 4 = 7 2_ 4, or 7 _ 2 Math Message Open your Student Reference Book to page 02. Solve the following riddle: I have the same number of faces as vertices. What am I? Study Link 2 Follow-Up Have partners compare answers. Ask: How many pairs of parallel faces does the rectangular prism have? 3 How many pairs of parallel faces does the tetrahedron have? 0 Teaching the Lesson Math Message Follow-Up (Student Reference Book, p. 02) WHOLE-CLASS DISCUSSION All of the pyramids shown at the top of page 02 of the Student Reference Book have the same number of faces as vertices. Pyramids are named for the shape of their base. All of the remaining faces are triangles that meet at a vertex. Pose another riddle: I have 6 faces. All of my faces are rectangles. What am I? Rectangular prism Prisms are named for the shape of their two parallel bases. Emphasize that a polyhedron (plural polyhedrons or polyhedra) is a geometric solid whose surfaces are all formed by polygons. A polyhedron does not have any curved surfaces. Display the six geometric solids from Lesson -2 and the triangular pyramid and cube. Ask: Which of these solids are NOT polyhedrons? Cylinder, sphere, cone A polyhedron is a regular polyhedron if each face is formed by a regular polygon; the faces all have the same size and shape; and each vertex looks exactly the same as every other vertex. Ask: Which of these solids are regular polyhedrons? Cube and triangular pyramid, or tetrahedron NOTE Triangular pyramid and tetrahedron are two names for the same geometric solid. When people refer to a tetrahedron, they often mean a regular tetrahedron. Not all tetrahedrons (triangular pyramids) are regular, however. Geometry and Constructions Polyhedrons A polyhedron is a geometric solid whose surfaces are all formed by polygons. These surfaces are the faces of the polyhedron. A polyhedron does not have any curved surfaces. Pyramids and prisms are two important kinds of polyhedrons. Polyhedrons That Are Pyramids The shaded face of each pyramid above is called the base of the pyramid. The shape of the base is used to name the pyramid. For example, the base of a square pyramid has a square shape. The faces of a pyramid that are not the base are all shaped like triangles and meet at the same vertex. The two shaded faces of each prism above are called the bases of the prism. The bases of a prism are the same size and shape. They are parallel. All other faces join the bases and are shaped like parallelograms. The shape of the bases of a prism is used to name the prism. For example, the bases of a pentagonal prism have the shape of a pentagon. Many polyhedrons are not pyramids or prisms. Some are illustrated below. A rhombicuboctahedron has 26 faces. Eighteen of them are squares and are triangles. triangular pyramid square pyramid pentagonal pyramid hexagonal pyramid Polyhedrons That Are Prisms triangular prism rectangular prism pentagonal prism hexagonal prism Polyhedrons That Are NOT Pyramids or Prisms Student Reference Book, p. 02 Lesson 3 6

3 Adjusting the Activity Distribute a set of polyhedral dice. Ask students to find the name of each die and determine the die that is not a regular polyhedron. The names of the dice are as follows: tetrahedron, octahedron, decahedron, dodecahedron, icosahedron. The decahedron is not a regular polygon because its faces are not regular polygons. A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Solving Geometry Riddles PROBLEM SOLVING WHOLE-CLASS 3 Construction of Polyhedrons Polyhedrons are geometric solids with flat surfaces formed by polygons. For each problem below Decide what the polyhedron should look like. Use straws and twist-ties to model the polyhedron. Answer the questions about the polyhedron. Look at page 02 of the Student Reference Book if you need help with the name.. I am a polyhedron. I have 5 faces. Four of my faces are formed by triangles. One of my faces is a square. a. After you make me, draw a picture of me in the space to the right. b. What am I? c. How many corners (vertices) do I have? d. What shape is my base? 2. I am a polyhedron. I have 4 faces. All of my faces are formed by equilateral triangles. All of my faces are the same size. a. After you make me, draw a picture of me in the space to the right. b. What am I? c. How many corners (vertices) do I have? d. What shape is my base? Math Journal 2, p Square pyramid 5 Square Triangular pyramid, or regular tetrahedron 4 Triangle Tell students that in this lesson they will explore the properties of polyhedrons by solving more riddles like the one in the Math Message. Pose additional riddles for students to solve. You might read one clue at a time and have students guess each time. When all clues have been given, ask a student to come up and display the correct solid, or a picture of it in the Student Reference Book, and name it. Ask the student to explain why it is that particular solid. Language Arts Link Consider having students look up the word parts tetra-, -hedron, poly-, octa-, deca-, and dodeca- in the dictionary to give them a better understanding of the origins and meanings of geometric terms. Riddle I am a geometric solid. I have six faces. All of my faces are squares. What am I? cube Riddle 2 I am a geometric solid. I have two surfaces. My base is formed by a circle. I come to a point at the top. What am I? cone Riddle 3 I am a polyhedron. I have the fewest number of faces of all the polyhedrons. All of my faces are triangular. I come to a point at the top. What am I? Triangular pyramid, or tetrahedron Riddle 4 I am a polyhedron. My faces are pentagons. I am useful for calendars. My picture is on page 03 of the Student Reference Book. What am I? dodecahedron 62 Unit 3-D Shapes, Weight, Volume, and Capacity

4 Riddle 5 I am a polyhedron. I have two triangular bases. My other faces are rectangles. Sometimes I am used for keeping doors open. What am I? Triangular prism Riddle 6 I am a geometric solid. I have only one surface. My one surface is curved. I have no base. What am I? sphere 3 Knowing how to draw is a useful skill in mathematics. Here are a few ways to draw a cube. Try each way. Tape your best work at the bottom of page 295. A Basic Cube Draw a square. Draw another square that overlaps your first square. The second square should be the same size as the first. Connect the corners of your 2 squares as shown. This picture does not look much like a real cube. One problem is that the picture shows all 2 edges, even though not all the edges of a real cube can be seen at one time. Another problem is that it is hard to tell which face of the cube is in front. A Better Cube Begin with a square. Drawing a Cube Next, draw 3 parallel line segments going right and up from 3 corners of your square. The segments should all be the same length. Using Straws and Twist-Ties to Model Polyhedrons (Math Journal 2, p. 293) PARTNER Remind students how the straws and twist-ties were used to make frames for cubes and rectangular prisms in Lesson -2. Students should work with partners to construct polyhedrons and answer the riddles on journal page 293. Although students constructions might differ in size, the shapes should have the same properties. Drawing Cube Models (Math Journal 2, pp. 294 and 295) WHOLE-CLASS Have students follow the directions on journal pages 294 and 295 to draw cubes in three different ways. Tell students to practice on blank paper and then tape their best example of each method on the bottom of journal page 295. Ask students to share any other method they use to draw a cube. 2 Ongoing Learning & Practice Plotting Book Heights (Math Journal 2, pp. 295A and 295B) PROBLEM SOLVING PROBLEM SOLVING INDEPENDENT Students plot book heights in fractions of an inch on a line plot. Then they use the line plot to solve fraction and mixed-number addition and subtraction problems. Finally, connect the ends of the 3 line segments. This cube is better than before, but it shows only the edges and corners, not the faces. If you want, try shading your cube to make it look more realistic. Math Journal 2, p Designing a Bookcase Stephen wants to build a bookcase for his books. To help him design the bookcase, he measured the height of each of his books. He rounded each measurement to the nearest _ of an inch. His measurements are given below. Book Heights (to the nearest _ inch) 6 _ 2, 9 _ 4, 7 _, 7 _ 2,, 6 7_, 9 _ 4, 9 _ 4, 9 _ 4, 9 _ 4, 9 _ 4, _ 4,, _ 4, 3_, 6 _ 2, 7 _, 9, 6 7_, 9 3_, 6 7_, 7 _ 2,, _ 4, 9 _ 4, 6 7_, 6 7_, _ 4, _ 4, _ 4 Plot the data set on the line plot below. Number of Books Adjusting the Activity Book Heights ELL If possible, have several geometric solids available for students to handle as they work in their journals. AUDITORY KINESTHETIC TACTILE VISUAL X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Height (inches) Sample number models are given. 2 9 Use the completed plot to answer the questions below and on journal page 295B. Write a number model to show how you solved each problem a. What is the maximum book height? 9 3_ inches b. What is the minimum book height? 6 _ 2 inches c. What is the range of the data set? 2 7_ inches Number model: 9 3_ 6 _ = 2 2 7_ Math Journal 2, p. 295A Lesson 3 63

5 3 Designing a Bookcase continued a. What is the median of the data set? _ 4 inches Math Boxes 3 (Math Journal 2, p. 296) INDEPENDENT b. How much longer is the maximum height than the median height? _ inches Number model: 9 3_ _ 4 = _ 3. Suppose that Stephen wants to make the space between the shelves on his bookcase 7_ of an inch taller than his tallest book. a. How far apart should he make the shelves? 0 2_ inches apart Number model: 9 3_ + 7_ = 0 2_, or 0 _ 4 b. If the thickness of the wood he uses for the shelves is 5_ inch, what will be the total height of each shelf? (Hint: The total height is the thickness of the wood plus the distance between shelves.) 0 7_ inches Number model: 0 2_ + 5_ = 0 7_ 4. Stephen decides to make the bookshelf two shelves high. He will put all the books that are inches tall or shorter on the top shelf and all the books that are more than inches tall on the bottom shelf. a. What will be the difference in height between the tallest books on the top shelf and the shortest books on the top shelf? _ 2 inches Number model: 6 _ 2 = _ 2 b. What will be the difference in height between the tallest book on the bottom shelf and the shortest books on the bottom shelf? _ inches Number model: 9 3_ _ 4 = _ 5. Make up and solve your own problem about the book height data. Answers vary. Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson -. The skill in Problem 5 previews Unit 2 content. Ongoing Assessment: Recognizing Student Achievement Math Boxes Problem 3a Use Math Boxes, Problem 3a to assess students ability to find multiples of whole numbers less than 0. Students are making adequate progress if they are able to name the first ten multiples of 6. Some students might be able to solve Problem 3b, which involves finding multiples of whole numbers greater than 0. [Number and Numeration Goal 3] Number model: Math Journal 2, p. 295B Study Link 3 (Math Masters, p. 329) INDEPENDENT Home Connection Students solve riddles about geometric solids. 3 Differentiation Options READINESS Sorting Geometric Solids SMALL-GROUP 5 30 Min 3 Math Boxes. Draw the figure after it is translated to the right. 3. Name the first ten multiples of each number Find the solution of each open sentence. a. 7_ - s = _ b. t + _ 4 = _ 2 c. 3_ 0 - m = _ 5 d. 2_ + x = 3_ 4 a. 6 2,, 24, 30, 36, 42, 4, 54, 60 b. 6 72, 25, 344, 430, 56, 602, 6, 774, 60 s = t = m = x = 4_ 6 4 _ 0, or _ To investigate attributes of geometric solids, have students sort common household items into groups based on appearance and discuss how the objects in each group are the same and how they are different. Then have one student sort the items according to a different attribute and ask the other students to determine how they were sorted. Finally, have students sort the objects by use. Ask questions such as the following: Which containers would be easiest to pack together in a box? Why might containers for liquids and dry materials have different shapes? Why might the word container be a good description for most of the objects? 4. Insert parentheses to make each number sentence true. ( ) ( ) ( ) ( a = 250 b. 2.7 / = 3. c > 5 30 d = ) 5. Gum costs \$0.0 per pack. What is the cost of a. 4 packs of gum? \$3.20 b. 0 packs of gum? \$.00 c. 6 packs of gum? \$2.0 d. 33 packs of gum? \$ Math Journal 2, p Unit 3-D Shapes, Weight, Volume, and Capacity

6 ENRICHMENT Creating Cube Nets (Math Masters, pp. 39 and 444) SMALL-GROUP 5 30 Min To apply students understanding of attributes of geometric solids, have them find all possible nets, or patterns of squares that can be folded to form a cube. (See margin.) Students should record their nets on -inch grid paper (Math Masters, page 444). Students should eliminate any nets that are duplicates when reflected or rotated in their unfolded state. Eleven nets are possible: Name STUDY LINK 3 Geometry Riddles Answer the following riddles.. I am a geometric solid. I have two surfaces. One of my surfaces is formed by a circle. The other surface is curved. What am I? cone 3. I am a polyhedron. I am a prism. My two bases are hexagons. My other faces are rectangles. What am I? hexagonal prism Try This 5. Write your own geometry riddle. Answers vary. Study Link Master I am a geometric solid. I have one square base. I have four triangular faces. Some Egyptian pharaohs were buried in tombs shaped like me. What am I? square pyramid or rectangular pyramid 4. I am a polyhedron. All of my faces are the same. All of my faces are equilateral triangles. I have eight faces. What am I? octahedron Practice \$0 6. -\$20 + \$30 = 7. = -\$35 + (-\$35) -\$5. = \$0 + (-\$25) 9. \$0 + (-\$00) = -\$55 -\$70 -\$ \$5 + (-\$40) =. -\$400 = -\$300 + (-\$00) Math Masters, p. 329 On an Exit Slip, have students describe common features of nets that will and will not result in cubes. Sample answer: Nets that will result in cubes have 6 squares and 4 sides. Nets that will not result in cubes have fewer than 6 squares, have 4 squares that share a single vertex, or have more than 4 squares in a single row. EXTRA PRACTICE Taking a 50-Facts Test (Math Masters, pp. 4, 44, and 46) SMALL-GROUP 5 5 Min Folding a net to form a cube See Lesson 3-4 for details regarding the administration of a 50-facts test and the recording and graphing of individual and optional class results. Lesson 3 65

### Volume of Rectangular Prisms Objective To provide experiences with using a formula for the volume of rectangular prisms.

Volume of Rectangular Prisms Objective To provide experiences with using a formula for the volume of rectangular prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts

More information

### Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.

Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game

More information

### Volume of Pyramids and Cones

Volume of Pyramids and Cones Objective To provide experiences with investigating the relationships between the volumes of geometric solids. www.everydaymathonline.com epresentations etoolkit Algorithms

More information

### Formula for the Area of a Triangle Objective To guide the development and use of a formula for the area of a triangle.

Formula for the rea of a Triangle Objective To guide the development and use of a formula for the area of a triangle. www.everydaymathonline.com epresentations etoolkit lgorithms Practice EM Facts Workshop

More information

### Multiplication Arrays

Multiplication Arrays Objective To provide opportunities to use arrays, multiplication/ division diagrams, and number models to represent multiplication number stories. www.everydaymathonline.com epresentations

More information

### Objective To guide exploration of the connection between reflections and line symmetry. Assessment Management

Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family

More information

### Family Letters. Assessment Management. Playing Fraction Of

Formula for the Area of a Parallelogram Objectives To review the properties of parallelograms; and to guide the development and use of a formula for the area of a parallelogram. www.everydaymathonline.com

More information

### Most classrooms are built in the shape of a rectangular prism. You will probably find yourself inside a polyhedron at school!

3 D OBJECTS Properties of 3 D Objects A 3 Dimensional object (3 D) is a solid object that has 3 dimensions, i.e. length, width and height. They take up space. For example, a box has three dimensions, i.e.

More information

### CK-12 Geometry: Exploring Solids

CK-12 Geometry: Exploring Solids Learning Objectives Identify different types of solids and their parts. Use Euler s formula to solve problems. Draw and identify different views of solids. Draw and identify

More information

### Objective To guide the development and use of a rule for generating equivalent fractions. Family Letters. Assessment Management

Equivalent Fractions Objective To guide the development and use of a rule for generating equivalent fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game

More information

### Line Segments, Rays, and Lines

HOME LINK Line Segments, Rays, and Lines Family Note Help your child match each name below with the correct drawing of a line, ray, or line segment. Then observe as your child uses a straightedge to draw

More information

### Properties of Polygons Objective To explore the geometric properties of polygons.

Properties of Polygons Objective To explore the geometric properties of polygons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment

More information

### Shape Dictionary YR to Y6

Shape Dictionary YR to Y6 Guidance Notes The terms in this dictionary are taken from the booklet Mathematical Vocabulary produced by the National Numeracy Strategy. Children need to understand and use

More information

### Session 9 Solids. congruent regular polygon vertex. cross section edge face net Platonic solid polyhedron

Key Terms for This Session Session 9 Solids Previously Introduced congruent regular polygon vertex New in This Session cross section edge face net Platonic solid polyhedron Introduction In this session,

More information

### Measuring with Yards and Meters

Measuring with Yards and Meters Objectives To provide review for the concept of nonstandard units of measure; and to introduce yard and meter. www.everydaymathonline.com epresentations etoolkit Algorithms

More information

### DISCOVERING 3D SHAPES

. DISCOVERING 3D SHAPES WORKSHEETS OCTOBER-DECEMBER 2009 1 . Worksheet 1. Cut out and stick the shapes. SHAPES WHICH ROLL SHAPES WHICH SLIDE 2 . Worksheet 2: COMPLETE THE CHARTS Sphere, triangle, prism,

More information

### Activity Set 4. Trainer Guide

Geometry and Measurement of Solid Figures Activity Set 4 Trainer Guide Mid_SGe_04_TG Copyright by the McGraw-Hill Companies McGraw-Hill Professional Development GEOMETRY AND MEASUREMENT OF SOLID FIGURES

More information

### Exploring Length, Area, and Attributes

Explorations Exploring Length, Area, and Attributes Objectives To guide children as they measure lengths and distances to the nearest inch and centimeter, explore area by tiling surfaces, and sort attribute

More information

### Geometry Vocabulary Booklet

Geometry Vocabulary Booklet Geometry Vocabulary Word Everyday Expression Example Acute An angle less than 90 degrees. Adjacent Lying next to each other. Array Numbers, letter or shapes arranged in a rectangular

More information

### Kindergarten CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them.

Kindergarten CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them. above A preposition that indicates location of an object. add

More information

### Name Date Period. 3D Geometry Project

Name 3D Geometry Project Part I: Exploring Three-Dimensional Shapes In the first part of this WebQuest, you will be exploring what three-dimensional (3D) objects are, how to classify them, and several

More information

### SOLIDS, NETS, AND CROSS SECTIONS

SOLIDS, NETS, AND CROSS SECTIONS Polyhedra In this section, we will examine various three-dimensional figures, known as solids. We begin with a discussion of polyhedra. Polyhedron A polyhedron is a three-dimensional

More information

### Packaging Engineering

Project Packaging Engineering Objectives To use nets to represent and calculate the surface area of 3-dimensional shapes; and to apply concepts of area, surface area, and volume to design a package for

More information

### Place Value in Whole Numbers

Place Value in Whole Numbers Objectives To provide practice identifying values of digits in numbers up to one billion; and to provide practice reading and writing numbers up to one billion. www.everydaymathonline.com

More information

### Assessment Management

Areas of Rectangles Objective To reinforce students understanding of area concepts and units of area. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family

More information

### Surface Area. Assessment Management

Surface Area Objective To introduce finding the surface area of prisms, cylinders, and pyramids. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters

More information

### TargetStrategies Aligned Mathematics Strategies Arkansas Student Learning Expectations Geometry

TargetStrategies Aligned Mathematics Strategies Arkansas Student Learning Expectations Geometry ASLE Expectation: Focus Objective: Level: Strand: AR04MGE040408 R.4.G.8 Analyze characteristics and properties

More information

### Fractions and Decimals

Fractions and Decimals Objectives To provide experience with renaming fractions as decimals and decimals as fractions; and to develop an understanding of the relationship between fractions and division.

More information

### The Distributive Property

The Distributive Property Objectives To recognize the general patterns used to write the distributive property; and to mentally compute products using distributive strategies. www.everydaymathonline.com

More information

### Angle - a figure formed by two rays or two line segments with a common endpoint called the vertex of the angle; angles are measured in degrees

Angle - a figure formed by two rays or two line segments with a common endpoint called the vertex of the angle; angles are measured in degrees Apex in a pyramid or cone, the vertex opposite the base; in

More information

### Assessment Management

Area Objectives To provide experiences with the concept of area, distinguishing between area and perimeter, and finding areas of rectangular figures by partitioning and counting squares. www.everydaymathonline.com

More information

### The Mean and the Median

The Mean and the Median Objectives To introduce the mean of a set of data; and to review the median of a set of data. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop

More information

### Subtraction from Addition

Subtraction from Addition Objectives To review the and 1 shortcuts; and to guide children to identify the subtraction facts related to given addition facts. www.everydaymathonline.com epresentations etoolkit

More information

### Comparing Fractions Objective To provide practice ordering sets of fractions.

Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management

More information

### First Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them.

First Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them. Add To combine; put together two or more quantities. Addend Any

More information

### Review: Comparing Fractions Objectives To review the use of equivalent fractions

Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters

More information

### Number Models for Area

Number Models for Area Objectives To guide children as they develop the concept of area by measuring with identical squares; and to demonstrate how to calculate the area of rectangles using number models.

More information

### 3D shapes. Level A. 1. Which of the following is a 3-D shape? A) Cylinder B) Octagon C) Kite. 2. What is another name for 3-D shapes?

Level A 1. Which of the following is a 3-D shape? A) Cylinder B) Octagon C) Kite 2. What is another name for 3-D shapes? A) Polygon B) Polyhedron C) Point 3. A 3-D shape has four sides and a triangular

More information

### The Inch. Objectives To introduce the inch as a standard unit of length; and to provide practice measuring to the nearest inch.

The Inch Objectives To introduce the inch as a standard unit of length; and to provide practice measuring to the nearest inch. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM

More information

### Partial-Products Multiplication (Part 2)

Partial-Products Multiplication (Part ) Objectives To introduce and provide practice with the partial-products algorithm for -digit multipliers. www.everydaymathonline.com epresentations etoolkit Algorithms

More information

### Objective To introduce the concept of square roots and the use of the square-root key on a calculator. Assessment Management

Unsquaring Numbers Objective To introduce the concept of square roots and the use of the square-root key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts

More information

### Hidden Treasure: A Coordinate Game. Assessment Management. Matching Number Stories to Graphs

Hidden Treasure: A Coordinate Game Objective To reinforce students understanding of coordinate grid structures and vocabulary. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM

More information

### Begin recognition in EYFS Age related expectation at Y1 (secure use of language)

For more information - http://www.mathsisfun.com/geometry Begin recognition in EYFS Age related expectation at Y1 (secure use of language) shape, flat, curved, straight, round, hollow, solid, vertexvertices

More information

### Addition Strategies That Use Doubles Facts

Addition Strategies That Use Doubles Facts Objective To provide opportunities for children to explore and practice doubles-plus- and doubles-plus- facts. www.everydaymathonline.com epresentations etoolkit

More information

### Subtraction Strategies

Subtraction Strategies Objective To review solution strategies for subtraction of multidigit numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family

More information

### Every 3-dimensional shape has three measurements to describe it: height, length and width.

Every 3-dimensional shape has three measurements to describe it: height, length and width. Height Width Length Faces A face is one of the flat sides of a three-dimensional shape. Faces A cuboid has 6 flat

More information

### Subtracting Mixed Numbers

Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters

More information

### Comparing and Ordering Fractions

Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms

More information

### Baseball Multiplication Objective To practice multiplication facts.

Baseball Multiplication Objective To practice multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common

More information

### UNIT PLAN. Big Idea/Theme: Shapes can be analyzed, described, and related to our physical world.

UNIT PLAN Grade Level: 2 Unit #: 5 Unit Name: Geometry Big Idea/Theme: Shapes can be analyzed, described, and related to our physical world. Culminating Assessment: Use real world objects from home, create

More information

### Calculator Practice: Computation with Fractions

Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations

More information

### Inequalities. Assessment Management. Dividing Decimals by Decimals: Part 1

Inequalities Objectives To find and represent all the values that make an inequality in one variable true; and to represent real-world situations with inequalities. www.everydaymathonline.com epresentations

More information

### Multiplication and Division Fact Families

Multiplication and Division Fact Families Objectives To review fact families and the Multiplication/Division Facts Table; and to guide children as they practice multiplication and division facts. www.everydaymathonline.com

More information

### Objective To introduce a formula to calculate the area. Family Letters. Assessment Management

Area of a Circle Objective To introduce a formula to calculate the area of a circle. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment

More information

### The Partial-Quotients Division Algorithm, Part 1

The Partial-Quotients Division Algorithm, Part 1 Objectives To introduce and provide practice with a low-stress division algorithm for 1-digit divisors. www.everydaymathonline.com epresentations etoolkit

More information

### Sunrise-Sunset Line Graphs

Sunrise-Sunset Line Graphs Objectives To guide children as they analyze data from the sunrise-sunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations

More information

### Everyday Mathematics. Grade 4 Grade-Level Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread Grade-Level Goal

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

More information

### Multiplication Facts Survey

Multiplication Facts Survey Objective To guide children as they determine which multiplication facts they still need to learn. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM

More information

### Everyday Mathematics. Grade 3 Grade-Level Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade Level Goal

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

More information

### Objectives/Outcomes. Materials and Resources. Grade Level: Title/Description of Lesson. Making a 3-dimensional sculpture using a 2dimensional patterns

V Viissuuaall & &P Peerrffoorrm miinngg A Arrttss P Prrooggrraam m,, S SJJU US SD D A Arrttss & &M Maatthh C Coonnnneeccttiioonnss Title/Description of Lesson Making a 3-dimensional sculpture using a 2dimensional

More information

### G3-33 Building Pyramids

G3-33 Building Pyramids Goal: Students will build skeletons of pyramids and describe properties of pyramids. Prior Knowledge Required: Polygons: triangles, quadrilaterals, pentagons, hexagons Vocabulary:

More information

### Junior Math Circles March 10, D Geometry II

1 University of Waterloo Faculty of Mathematics Junior Math Circles March 10, 2010 3D Geometry II Centre for Education in Mathematics and Computing Opening Problem Three tennis ball are packed in a cylinder.

More information

### 11. A polyhedron is said to be concave if at least one angle between any of its two edges is a reflex angle.

BOOK 8 ( CBSE / Chap10 /Visualizing Solid Shapes Chapter Facts. 1. A plane figure has two dimensions (2 D and a solid figure has three dimensions ( 3 D. 2. Some solid shapes consist of one figure embedded

More information

### A Coin-Toss Experiment

A Coin-Toss Experiment Objective To guide children as they develop intuition equally likely events. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family

More information

### Classifying Shapes and Figures Grade Four

Ohio Standards Connection Geometry and Spatial Sense Benchmark E Use attributes to describe, classify and sketch plane figures and build solid objects Indicator 2 Describe, classify, compare and model

More information

### Middle Value (Median) of a Set of Data

Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of

More information

### Shape and space resources: 2D and 3D shapes

Shape and space resources: 2D and 3D shapes Main Curriculum Elements Functional Mathematics Entry Level 1 recognise and name common 2D and 3D shapes Entry Level 2 - know properties of simple 2D and 3D

More information

### Warning! Construction Zone: Building Solids from Nets

Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have

More information

### Using Nets to Find Surface Area Grade Eight

Ohio Standards Connection: Geometry and Spatial Sense Benchmark E Draw and construct representations of two- and three-dimensional geometric objects using a variety of tools, such as straightedge, compass,

More information

### 3D shapes quiz. Level: A. 1. A 3-D shape can also be called... A) A flat shape B) A solid shape C) A polygon. 2. Vertices are also called...

Level: A 1. A 3-D shape can also be called... A) A flat shape B) A solid shape C) A polygon 2. Vertices are also called... A) Edges B) Corners C) Faces D) Sides 3. A solid object has six faces which are

More information

### Indiana Academic Standard & Mathematics Pentathlon. GRADE 2 Alignment of Mathematics Pentathlon with the Indiana Academic Standards

Indiana Academic Standard & Mathematics Pentathlon GRADE 2 Alignment of Mathematics Pentathlon with the Indiana Academic Standards Standard 1 Number Sense 2.1.1 Count by ones, twos, fives, and tens to

More information

### Exploring Arrays, Coins, and Division

Explorations Exploring Arrays, Coins, and Division Objectives To develop readiness for multiplication; to guide children in finding coin combinations equivalent to \$1.00; and to explore one meaning of

More information

### Everyday Mathematics. Grade 4 Grade-Level Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade-Level Goals

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

More information

### E XPLORING QUADRILATERALS

E XPLORING QUADRILATERALS E 1 Geometry State Goal 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Statement of Purpose: The activities in this

More information

### Area of Parallelograms, Triangles, and Trapezoids (pages 314 318)

Area of Parallelograms, Triangles, and Trapezoids (pages 34 38) Any side of a parallelogram or triangle can be used as a base. The altitude of a parallelogram is a line segment perpendicular to the base

More information

### Shape Hunting This problem gives you the chance to: identify and describe solid shapes

Shape Hunting This problem gives you the chance to: identify and describe solid shapes Detective Sherlock Shapehunter tracks down solid shapes using clues provided by eyewitnesses. Here are some eyewitness

More information

### PRACTICAL GEOMETRY SYMMETRY AND VISUALISING SOLID SHAPES NCERT

UNIT 12 PRACTICAL GEOMETRY SYMMETRY AND VISUALISING SOLID SHAPES (A) Main Concepts and Results Let a line l and a point P not lying on it be given. By using properties of a transversal and parallel lines,

More information

### Parentheses in Number Sentences

Parentheses in Number Sentences Objective To review the use of parentheses. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management

More information

### The Lattice Method of Multiplication

The Lattice Method of Multiplication Objective To review and provide practice with the lattice method for multiplication of whole numbers and decimals. www.everydaymathonline.com epresentations etoolkit

More information

### Addition of Multidigit Numbers

Addition of Multidigit Numbers Objectives To review the partial-sums algorithm used to solve multidigit addition problems; and to introduce a column-addition method similar to the traditional addition

More information

### Doubles Facts Objective To review and provide practice for doubles facts.

Doubles Facts Objective To review and provide practice for doubles facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management

More information

### Multiplication Fact Power and Shortcuts

Multiplication Fact Power and Shortcuts Objectives To discuss multiplication facts and the importance of fact power; and to review fact shortcuts. www.everydaymathonline.com epresentations etoolkit Algorithms

More information

### Change-to-More Number Stories

-to-more Number Stories Objective To guide children as they solve change-to-more number stories. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters

More information

### 12 Surface Area and Volume

12 Surface Area and Volume 12.1 Three-Dimensional Figures 12.2 Surface Areas of Prisms and Cylinders 12.3 Surface Areas of Pyramids and Cones 12.4 Volumes of Prisms and Cylinders 12.5 Volumes of Pyramids

More information

### VISUALISING SOLID SHAPES (A) Main Concepts and Results

UNIT 6 VISUALISING SOLID SHAPES (A) Main Concepts and Results 3D shapes/objects are those which do not lie completely in a plane. 3D objects have different views from different positions. A solid is a

More information

### Simplifying Expressions: Combining Like Terms Objective To simplify algebraic expressions by combining like terms.

Simplifying Expressions: Combining Like Terms Objective To simplify algebraic expressions by combining like terms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop

More information

### Stage 3 Outcome Language Teaching and Learning Activities Notes/ Future Directions/Evaluation Date Ignition Activities Barrier Game.

Stage 3 Outcome A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM identifies three-dimensional objects, including

More information

### Assessment Management

Number Stories Objectives To introduce everyday examples of rectangular arrays; and to provide experiences with solving multiplication problems using multiplication diagrams and array models. www.everydaymathonline.com

More information

### Lesson 6. Identifying Prisms. Daksha and his brother and sister are playing a dice game. When a die is rolled, one number is displayed on the top.

Math 4 Lesson 6 Identifying Prisms Dice Games Daksha and his brother and sister are playing a dice game. When a die is rolled, one number is displayed on the top. When you roll the dice they will only

More information

### Grade 9 Mathematics Unit 3: Shape and Space Sub Unit #1: Surface Area. Determine the area of various shapes Circumference

1 P a g e Grade 9 Mathematics Unit 3: Shape and Space Sub Unit #1: Surface Area Lesson Topic I Can 1 Area, Perimeter, and Determine the area of various shapes Circumference Determine the perimeter of various

More information

### Mathematical Content: Numbers and Operations

Mathematical Content: Numbers and Operations What are numbers? How can I count forward from any number other than 1? How can I write numbers up to 20 and show numbers of objects from 0-20? What is the

More information

### 5.2. Nets and Solids LESSON. Vocabulary. Explore. Materials

LESSON 5.2 Nets and Solids A net is a flat figure that can be folded to form a closed, three- dimensional object. This type of object is called a geometric solid. Inv 1 Use a Net 229 Inv 2 Use Nets to

More information

### Analyzing and Displaying Data

Analyzing and Displaying Data Objectives To review data concepts; to provide opportunities to find data landmarks and use graphs to draw conclusions. www.everydaymathonline.com epresentations etoolkit

More information

### Measuring with a Ruler

Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations

More information

### Multiplication Facts Practice

Multiplication Facts Practice Objectives To introduce the 5-facts test; and to provide practice with multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts

More information

### Objectives To review and provide practice with the lattice method for multiplication.

Objectives To review and provide practice with the lattice method for multiplication. Teaching the Lesson materials Key Activities Students review the lattice method for multiplication with - and -digit

More information

### Subtraction of Multidigit Numbers

Subtraction of Multidigit Numbers Objectives To review the trade-first and counting-up methods, and to introduce the partial-differences method of solving multidigit subtraction problems; and to provide

More information

### NCLB Math Institute Summer 2011

NCLB Math Institute Summer 2011 Faculty Name: Glenda Lollis-Hawkins School: Cypress Park Elementary Grade Level: 4 1. Teaching Objective(s): Analyze and describe the similarities and differences between

More information

### ISAT Mathematics Performance Definitions Grade 4

ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers

More information