Hands On Three-Dimensional Shapes

LESSON 11.1 Hands On Three-Dimensional Shapes FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards 1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and threesided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. ematical Practices (See ematical Practices in GO! 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 Grades Before Grade 1 After K.G.A.3 1.G.A.1 2.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 Homework Level 3: Applications...Think Smarter and Go Deeper Learning Objective Identify and describe three-dimensional shapes according to defining attributes. Language Objective Children listen to an explanation of how to identify and describe three-dimensional shapes, then rephrase the explanation to a partner. Materials Board, models of three-dimensional shapes, Three-Dimensional Shapes (See eteacher Resources) F C R For more about how GO! fosters Coherence within the Content Standards and ematical Progressions for this chapter, see page 629H. Multimedia and Technology About the Professional Development Why Teach This Interactive Student Edition Geometry awakens children s awareness of the shapes of real-world objects and integrates children s understanding of number and measurement. Children use numbers Professional Development to describe attributes of shapes, and they apply measurement concepts as they consider the relative sizes of parts of shapes. Personal Trainer on the Spot Video 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. Professional Development Videos 633A Chapter 11 Animated Models itools: Geometry HMH Mega

Daily Routines Common Core Problem of the Day 11.1 Basic Facts Add. Circle the problems you can solve by counting on. Daily Routines 5 + 1 2 + Common 9 6 Core + 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, 1 ENGAGE with the Interactive Student Edition Essential Question How can you identify and describe three-dimensional shapes? Making Connections Invite 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 Activity What 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 Interactive Student Edition Multimedia eglossary How would you describe a surface that is not flat? Possible answers: round or curved Literacy and ematics 12 34 Fluency Builder Cube Count Within 10 Common Core Fluency Standard 1.OA.C.6 Materials 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. Choose 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. Then have partners say their addition fact aloud. 6+3=9 12 34 Pages 48 49 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson. How can you identi fy and describe threedimensional shapes? Lesson 11.1 633B

LESSON 11.1 1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes DO NOT EDIT--Changes besize); madebuild through File info (e.g., color, orientation,must overall and draw shapes to possess defining attributes. 2 EXPLORE Listen and Draw HANDS ON Hands On Lesson 11.1 Three-Dimensional Shapes Essential Question How can you identify and describe three-dimensional shapes? 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. Geometry 1.G.A.1 MATHEMATICAL PRACTICES MP4, MP6, MP8 Listen Listen and and Draw Draw Draw to sort the three-dimensional shapes. Possible answer shown. Answers may include sorting by shape, by size, or by color. Distribute sets of s 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? cubes and s 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? Possible Ask volunteers to share the two groups they made. Point out that there is more than one way to sort the shapes. k Tal MP8 Look for and express regularity in repeated reasoning. Use Talk to focus on children s understanding of how to sort three-dimensional shapes based on common features. answer: Sort by shapes that roll and shapes that stack. Talk: Possible answer: I sorted by shapes that roll and shapes that do not roll. ELL Strategy: Differentiated Instruction Restate Chapter 11 six hundred thirty-three 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. 3 Reteach 11.1 DO NOT EDIT--Changes must be made through "File info" 1 Lesson 11.1 Reteach 3/3/14 8:40 PM Enrich 11.1 2 DO NOT EDIT--Changes must be made through "File info" Differentiated Instruction Lesson 11.1 Enrich Three-Dimensional Shapes Match the Shapes Draw lines to connect the three shapes that match. curved and flat surfaces 1. cone cylinder 2. flat surfaces 3. rectangular prism cube Color to sort the shapes into three groups. 1. only flat surfaces cube, rectangular prism 3. both curved and flat surfaces cube Chapter Resources 1_MNLEAN342781_C11R01.indd 5 4. 2. only a curved surface cone 633 Chapter 11 633 Meeting Individual Needs 1_MNLESE341951_C11L01.indd 633 curved surface MATHEMATICAL PRACTICES 8 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. How is a different from a cube? Possible answers: a can roll; a cube has flat sides and a does not. Talk cone, cylinder cylinder 5. Writing and Reasoning Circle each shape that has two or more flat surfaces. rectangular prism 11-5 Reteach Chapter Resources 21/02/14 3:55 PM 1_MNLEAN342781_C11E01.indd 6 11-6 Enrich 21/02/14 3:54 PM

3 EXPLAIN Share and Show Model and Draw These are three-dimensional shapes. cone cylinder rectangular cube prism MATH BOARD Use three-dimensional shapes. Sort the shapes into three groups. and draw the shapes. Why is a cube a special kind of rectangular prism? 1. only flat surfaces 2. only a curved surface cube, rectangular prism 3. both flat and curved surfaces Check children s drawings. cylinder, cone Model and Draw MP6 Attend to precision. Hold up each If Quick Check MATHEMATICAL PRACTICES 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 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. MATH BOARD Share and Show MATH BOARD 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. 3 2 1 Rt I a child misses the checked exercise 634 six hundred thirty-four Advanced Learners Visual Individual / Partners Differentiated Instruction 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:, cone, cube, cylinder, and rectangular prism. For example, children might name or draw the following: basketballs, party hats, number cubes, markers, or cereal boxes. Then Differentiate Instruction with Reteach 11.1 Personal Trainer 1.G.A.1 RtI Tier 1 Activity (online) COMMON ERRORS 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. Lesson 11.1 634

4 ELABORATE On Your Own On Your Own MP4 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 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,, 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. Image Credits: (tl) Corbis; (bl) PhotoDisc/Getty Images (tc) Comstock/Getty Images (br) Corbis MATHEMATICAL PRACTICE 4 Use Models Use three-dimensional shapes. Write the number of flat surfaces for each shape. 4. A rectangular prism has 6 flat surfaces. 5. A cube has 6 flat surfaces. 6. A cylinder has 2 flat surfaces. 7. A has 0 flat surfaces. DEEPER Write to name each shape. 8. 9. 10. cone 11. 12. cylinder Exercises 4 7 can help you write the shape names. cube rectangular prism Chapter 11 Lesson 1 six hundred thirty-five 635 635 Chapter 11

CorrectionKey=B MATHEMATICAL PRACTICES COMMUNICATE PERSEVERE CONSTRUCT ARGUMENTS Problem Problem Solving Solving Applications Applications Problem Solving Applications Solving Thinking MATHEMATICAL PRACTICES Circle the objects that match the clues. 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. 13. Kelly drew objects that have both flat and curved surfaces. SMARTER 14. Sandy drew some rectangular prisms. 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. SMARTER Personal Trainer 15. on the Spot Video Tutor Match each shape to the group where it belongs. SMARTER Use this video to help children model and solve this type of Think Smarter problem. on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com. Both flat and curved surfaces Only flat surfaces Only a curved surface TAKE HOME ACTIVITY Ask your child to name real objects shaped like a, a rectangular prism, and a cylinder. 636 SMARTER six hundred thirty-six 1_MNLESE341951_C11L01.indd 636 Meeting Individual Needs DIFFERENTIATED INSTRUCTION 11/6/14 6:26 PM INDEPENDENT ACTIVITIES Personal Trainer Be sure to assign Exercise 15 in the Personal 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. 5 EVALUATE Differentiated Centers Kit Activities On the Corner Children complete blue Activity Card 10 by showing the number of sides and corners for various shapes. Formative Assessment Essential Question Literature April s First Word Children read the book and identify three-dimensional shapes. Reflect 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. Journal Use pictures or words to describe a cone. Lesson 11.1 636

Practice and Homework Use 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 section to determine children s understanding of content for this lesson. Encourage children to use their Journals to record their answers. Three-Dimensional Shapes Use three-dimensional shapes. Write the number of flat surfaces for each shape. 1. A cylinder has _ 2 flat surfaces. 2. A rectangular prism has _ 6 flat surfaces. 3. A cone has _ 1 flat surface. 4. A cube has _ 6 flat surfaces. Practice and Homework Lesson 11.1 COMMON CORE STANDARD 1.G.A.1 Reason with shapes and their attributes. Problem Solving 5. Circle the object that matches the clue. Mike finds an object that has only a curved surface. 6. Use pictures or words to describe a cone. Check children s work. Chapter 11 six hundred thirty-seven 637 COMMON CORE PROFESSIONAL DEVELOPMENT Talk in Action Discuss the reason why three-dimensional shapes that roll or stack have curved or flat surfaces. Ramón: What do you notice about shapes that roll? They have a curved surface. That is correct, Ramón. Which shape is really good at rolling? Aaron: Deb: Ramón: No. If it did then it would not stack. What do you notice about shapes that stack? They have a flat surface. I think you can stack a cylinder on a cube. Aaron: Aaron: A rolls well because it has only a curved surface. No part of it is flat. How do you stack shapes? I put one shape on another. Does the shape on top fall off? Ramón: Aaron: Yes. Why do you think that is so? The bottom of a cylinder is a flat surface. Could you stack a cube on top of the cone? No. A cone is not flat on top. The cube would fall. 637 Chapter 11

CorrectionKey=B Lesson Check (1.G.A.1) 1. Circle the shape that has both flat 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. 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. 5 3 = 2 + FOR MORE PRACTICE GO TO THE 638 Personal Trainer six hundred thirty-eight 1_MNLESE341951_C11P01.indd 638 10/10/14 1:55 PM Connecting and Science CorrectionKey=NL-A CorrectionKey=NL-A 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. Good Night, S.T.E.M. Activity Good Night, Sky Sky Develop Vocabulary 1. Chapter 11 Use with ScienceFusion pages 276 277. Write the definition using your own words. moon: the moon is a round object made of rock that can be seen in the sky at night. 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). Do the! 4. moon Color the s. : A is round and solid, or three-dimensional. Develop Concepts 2. Children should color the first shape and the last shape. Think about what the moon is made of. Why can t the moon 5. Which shapes above are the same shape make its own light? as the sun and the moon? A rock cannot make light. 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. S.T.E.M. Activity Summarize 111 Explain what you know about the nighttime sky. one hundred eleven 7. There are objects you can see in the nighttime sky. 112 1_MCNLESE815070_276-277.indd 276 276 What are two ways the moon and the sun are alike? How are 6. Give examples that show the difference between a they different? and a circle. Both are big and round. they are s. Both are found inathe ballsky. is an example of a. A plate is an example of a circle. Draw one line under a detail. Draw an arrow to the main idea it tells about. (bkgd) John Lund/Getty Images Active Reading 3. You can identify what the nighttime sky looks like. You may see the moon. The moon is a large, or ball of rock. It does not give off its own light. You may also see clouds at night. the ones I colored, the s Through this S.T.E.M. Activity, children will connect the GO! 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. one hundred twelve 11/9/15 10:51 AM Lesson 11.1 638