Year-End Geometry Review

Transcription

1 Year-End Geometry Review Objective To review the names and some of the characteristics of polygons, as well as the names of basic -dimensional shapes. 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 Name, model, and describe plane shapes using straws and twist-ties. [Geometry Goal ] Name, model, and describe solid figures. [Geometry Goal ] Identify and describe attributes of plane shapes and solid figures. [Geometry Goal ] Key Activities Children review characteristics of polygons and defining and non-defining attributes of shapes. They construct polygons out of straws and twist-ties. Children identify and model -dimensional shapes. Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Operations and Computation Goal ] 4 2 Playing Time Match Math Masters, pp. 54, 55, and 59 My Reference Book, pp. 52 and 5 Children practice telling time on digital and analog clocks. Math Boxes 0 5 Math Journal 2, p. 204 Children practice and maintain skills through Math Box problems. Home Link 0 5 Math Masters, p. 289 Children practice and maintain skills through Home Link activities. READINESS Reviewing Polygons and -Dimensional Shapes Children play I Spy to review characteristics of 2- and -dimensional shapes. ENRICHMENT Constructing Regular Polyhedrons Math Journal 2, p. 20 models of regular polyhedrons straws twist-ties Children construct regular polyhedrons out of straws and twist-ties. ELL SUPPORT Comparing 2- and -Dimensional Shapes Children compare and contrast 2- and -dimensional shapes. Materials Math Journal 2, pp Math Masters, pp. 22A, 22B, 288A, and 288B Home Link 0 4 per child: 0 long straws, 0 short straws, and 20 twist-ties scissors tape stickers markers glue craft supplies Advance Preparation For Part, display some 2- and -dimensional items from the Shapes Museum. Place straws and twist-ties in containers near the Math Message. Using heavy construction paper or another firm paper (the firmer, the better), copy one set of Math Masters, pages 22A, 22B, 288A, and 288B for each partnership. Gather stickers, markers, glue, and other craft supplies, so that children may decorate their solids. You may wish to locate the book Color Zoo by Lois Ehlert (J.B. Lippincott, 989) as it relates to lesson content. Teacher s Reference Manual, Grades p Unit 0 Year-End Review and Assessment

2 Getting Started Mental Math and Reflexes Write two amounts of money on the board. Children show thumbs-up if they estimate that the sum is more than $, thumbs-down if they estimate that the sum is less than $, and a fist if they estimate that the sum is equal to $. Suggestions: 0 and 50 ; 25 and 75 ; 90 and 5 45 and 45 ; 70 and 0 ; 5 and 80 and 5 ; 47 and 47 ; 89 and 29 Math Message Take 0 long straws, 0 short straws, and 20 twist-ties. Find some triangles and other polygons in the room. Home Link 0 4 Follow-Up Have volunteers share their strategies for solving the problems. Expect a variety of solution strategies. Ongoing Assessment: Recognizing Student Achievement Mental Math and Reflexes Use Mental Math and Reflexes to assess children s ability to estimate sums. Children are making adequate progress if they are able to correctly estimate whether sums in the first set are greater than, less than, or equal to $. Some children may be able to correctly estimate the sums in the second and third sets. [Operations and Computation Goal ] Teaching the Lesson Examples of constructions from straws and twist-ties Math Message Follow-Up WHOLE-CLASS DISCUSSION Children identify triangles and other polygons they found. Review the key characteristics of polygons that are given in the following activity. Student Page Constructing Polygons out of Straws and Twist-Ties (Math Journal 2, pp. 20 and 202) PARTNER PROBLEM SOLVING 0 5 Triangles Some Polygons Direct children s attention to journal page 20. Review the characteristics of polygons: Quadrangles (Quadrilaterals) trapezoid rhombus Polygons are made up of straight sides. The corner of a polygon is where two sides meet. kite rectangle square Sides meet only at their ends. Other Polygons The sides are connnected there aren t any gaps. Bring out the chart paper with Defining and Non-Defining Attributes of Triangles and Squares from Lesson 7-4. Have children look at the Triangles section of journal page 20. Triangles are polygons so they must have all the attributes of polygons. Ask children if any of the attributes of polygons are pentagon hexagon Math Journal 2, p. 20 heptagon octagon Lesson

3 0 5 Reviewing Polygons Use straws and twist-ties to make the following polygons. Draw the polygons. Record the number of corners and sides for each polygon.. Make a square. 2. Make a triangle.. Make a hexagon. Student Page Make a polygon of your choice. Write its name. 5. Make another polygon of your choice. Write its name. Math Journal 2, p. 202 Sample drawings are given for Exercises. Answers vary. Answers vary. missing from their list of triangle attributes and put those on the chart. Next, direct their attention to the Quadrangles section of journal page 20 and the Defining Attributes of Squares list on the chart paper. Ask: Is the kite a square? Why or why not? Sample answer: No. Its sides aren t the same lengths and the corners look different. Is the rectangle on this page a square? Sample answer: No. Even though the corners all look the same, there is one set of long sides and one set of short sides so the sides aren t all the same length. How is the hexagon on this page like triangles and squares? How is it different? Sample answer: Triangles have sides, squares have 4 sides each, and the hexagon has sides, but they are all polygons with the traits of polygons. Explain that even though the hexagon on their journal page has corners that all look the same and sides that are the same length, the defining attribute of a hexagon is that it is a polygon with sides. The sides and corners do not have to be the same. Working with a partner, children construct polygons and answer questions on journal page 202. Each partnership should construct a square, a triangle, a hexagon, and 2 or more other polygons. Remind children that when they construct the hexagon, it does not have to look exactly like the hexagon on journal page 20. While children work on their polygons, you may wish to ask them to construct a quadrangle that is NOT a square for one of their choice polygons and indicate which defining attributes it is missing. 0 5 Reviewing -Dimensional Shapes sphere cube Word Bank rectangular prism cone Write the name of each -dimensional shape cone Student Page cube pyramid cylinder rectangular prism Reviewing the Names of -Dimensional Shapes (Math Journal 2, p. 20) Children write the names of six -dimensional shapes. INDEPENDENT Review the names after children have completed journal page 20. Discuss the characteristics of each shape: flat versus curved surfaces, number of faces, and number of corners. Then discuss the polyhedrons at the bottom of the page. Explain that all of the faces on each shape are the same. Ask questions such as: What shape makes up the octahedron? triangles This portion of the page will be used for the optional Enrichment activity in Part. sphere pyramid cylinder Five Regular Polyhedrons The faces that make each shape are identical. Constructing Solids (Math Masters, pp. 22A, 22B, 288A, 288B) SMALL-GROUP tetrahedron cube octahedron dodecahedron icosahedron 4 faces faces 8 faces 2 faces 20 faces Math Journal 2, p. 20 Tell children that they will be working in pairs to make cubes, rectangular prisms, cylinders, and cones. They will then work in small groups using these shapes to create larger figures. Begin by demonstrating how to cut and fold each template to construct the solids (see directions on pages 47 and 5 for constructing the 824 Unit 0 Year-End Review and Assessment

4 cylinder and the cone, respectively). Provide each partnership with scissors, tape, and templates for each solid from Math Masters, pages 22A, 22B, 288A, and 288B. After children have made the solids, have them work in small groups to combine their solids into new, composite figures. For instance, children may tape their solids together to make a figure that looks like a castle. Small groups may divide the work by having pairs of children work together to make a composite figure and then combining the pairs composite figures into a new shape. Provide children with stickers, markers, glue, and craft supplies (such as felt and buttons) to decorate their figures, and model for children how to decorate the hollow figures gently. Add completed figures to the Shapes Museum Solve. _ 2 _ 2 Math Boxes of 50 = of $.00 = _ 2 of $2.00 = $.. Record the time. 5. Label each part. Shade 2_ of the hexagon : Write another name for 2. Student Page 2. Which are you more likely to grab? black or white? or? 4. Shade the thermometer to show 78 F. F white 50. These are pictures of -dimensional shapes. Put an X on shapes that have all flat faces pyramid sphere cylinder cube Math Journal 2, p Ongoing Learning & Practice Playing Time Match (Math Masters, pp. 54, 55, and 59; My Reference Book, pp. 52 and 5) PARTNER Children play Time Match to practice telling time using digital and analog clocks. For detailed instructions, see Lesson 4-4. NOTE Decorating the hollow figures may be difficult for some children. Have them use firm paper to construct the solids and decorate them with stickers and craft materials that may be gently glued onto the figures. Name Home Link Master HOME LINK 0 5 Geometry Review Math Boxes 0 5 (Math Journal 2, p. 204) INDEPENDENT Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 0-7. Family Note Today we reviewed several ideas about polygons and -dimensional shapes. Ask your child to point out objects of various shapes around the house or outside. Please return this Home Link to school tomorrow. Use the Word List for Exercises. Word List hexagon octagon pentagon rectangle square triangle Write the name under each shape Home Link 0 5 (Math Masters, p. 289) INDEPENDENT Home Connection Children identify polygons with names from a Word List and solve polygon riddles. pentagon rectangle octagon hexagon 4. I have sides and corners. What am I? 5. I am a special rectangle. All of my sides are the same length. What am I?. I have the smallest number of corners of all of the shapes. What am I? square triangle Practice 7. Write 4 odd numbers with 7 in the hundreds place. Answers vary. Math Masters, p. 289 Lesson

5 Differentiation Options READINESS Reviewing Polygons and -Dimensional Shapes SMALL-GROUP 5 5 Min To provide experience with attributes of 2- and -dimensional shapes, have children play the game I Spy. Begin by generating and recording a list of vocabulary words used to describe shapes. Include words such as sides, corners, faces, points, edges, length, and size. Also, generate and record a list of different 2- and -dimensional shapes that children know. Have children give each other clues about shapes they spy in the room. For example, one child says, I spy with my little eye a shape with 4 sides the same length. Children in the group guess which shape the child spies. ENRICHMENT Constructing Regular Polyhedrons (Math Journal 2, p. 20) INDEPENDENT 5 0 Min To further explore the properties of -dimensional figures using a concrete model, have children build polyhedrons with straws and connectors. Display labeled models of polyhedrons and have children look at the five regular polyhedrons shown on journal page 20. Tell children that polyhedrons are -dimensional shapes that have all flat faces. Prisms and pyramids are examples of polyhedrons. Regular polyhedrons are special because all of the faces are the same. There are only five kinds of regular polyhedrons. Invite each child to build his or her own regular polyhedron out of straws and twist-ties. Children should be able to build a tetrahedron or cube, but don t be surprised if someone tries to build an octahedron. Planning Ahead For Lesson 0-, you may want to find a recent national weather map from a newspaper, a large classroom map of the United States, and a local forecast from a current newspaper. ELL SUPPORT Comparing 2- and -Dimensional Shapes SMALL-GROUP 5 5 Min To provide language support for shapes, ask children to create lists of 2- and -dimensional shapes, using words and pictures. Have them explain how 2- and -dimensional shapes are alike and how they differ. 82 Unit 0 Year-End Review and Assessment

6 Name 7 5 Cylinder Template Copyright Wright Group/McGraw-Hill 22A

7 Name 7 Cone Template Copyright Wright Group/McGraw-Hill 22B

8 Name 0 5 Cube Template Copyright Wright Group/McGraw-Hill 288A

9 Name 0 5 Rectangular Prism Template Copyright Wright Group/McGraw-Hill 288B