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Connecting Surface Area to Nets

Connecting Surface Area to Nets

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Published by Cassie Peterson
This lesson incorporates a variety of tools and resources to teach students about surface area and nets of 3-dimensional figures.
This lesson incorporates a variety of tools and resources to teach students about surface area and nets of 3-dimensional figures.

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Published by: Cassie Peterson on Apr 28, 2013
Copyright:Attribution Non-commercial


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Connecting Surface Area to NetsGrade/Subject:
- Math
Students will be able to identify and classify 3-dimensional figures based on theirattributes.
Students will be able to create nets that match geometric solids.
 Standards Addressed:Math Standards:
5.3.1 Describe, classify, and draw representations of three-dimensional figures.
5.3.2 Determine the area of triangles and quadrilaterals; determine the surface area andvolume of rectangular prisms in various contexts.
INET NETS Standards:
Students apply digital tools to gather, evaluate, and use information.
Students use critical thinking skills to plan and conduct research, manage projects,solve problems, and make informed decisions using appropriate digital tools andresources.
The purpose of this lesson is to help students describe, classify, and compare 3-dimensional shapes and understand how these skills are use in the real world.
Learning Environment:
The lesson will take place within the classroom setting. Students aregrouped in fours or fives (all mixed ability groups). I will be using my computer to projectimages of three-dimensional images, along with the ENO board. However, the ENO board often
doesn’t work. If this happens, the projector will still be used and Ex
po markers will be usedinstead. In addition, students will have a series of hands-on math manipulatives, along withdigital tools..
Description of Learners:Entry Behaviors:
Students are fairly successful with area in perimeter with two-dimensionalfigures. In fourth grades, they had some exposure to nets, but did not master the concept.
Prior Knowledge:
Prior to this unit, most students are able to identify common three-dimensional figures, such as cubes, spheres, and rectangular prisms.
Attitude Toward Content:
Students appear to be motivated when discussing three-dimensionalfigures and surface area. However, they have not been exposed to volume in the past.
Moreover, they become easily frustrated with nets and are unable to “unwrap” three
-dimensional figures.
Academic Motivation:
Of the 25 students in my class, about 20 are very motivated to learn,consider themselves good at math, and frequently ask questions. The other students becomeeasily frustrated with math and often give up. Most all of the students are comfortable with
geometry because they consider it, “nothing more than looking at shapes.”
Education and Ability:
Within my classroom, I have four gifted students. On the other hand, Ihave two students who qualify for Special Education services in math, along with six students inTitle 1. Outside of test scores, three students have become extremely high mathematicalthinkers/processors. Currently, I have two more students in the assessment phase for SpecialEducation in Math.
Learning Preferences:
During an inventory taken in the beginning of the year, most studentssaid they learn best through hands-on activities. However, a couple students said they learnbest through visual representation and three said they are auditory learners.
Group Characteristics:
My classroom is set-up in mixed-ability groups of four. They have beenin groups, rotating every month, since the beginning of the year. They work well together well,are encouraging to their peers, and willingly teach each other concepts when something is
Anticipatory Set:
Give students pictures of 3-dimensional shapes and ask them to work on classifyingthem.
Students should be able to get most of the figures, but may use the classroomcomputers or tablets around the room to figure out the remaining unknown shapes.(Figure 1)
Have students begin to sort prisms, pyramids, and the other figures that don’t fit into a
specific category. Graphic organizers should be used during this process. Students canwork in small groups and use Kidspiration software to complete this task.
My YouTube video can be shown before or after the sorting
Figure 1
 Introduce and Model New Knowledge (Whole Group):
Students will be given a picture of a triangular pyramid (Figure 2). As a class, we willname and describe the shape. Then, students are asked to sketch the net of thistriangle and label the measurements (no calculations are needed during this beginningphase).
Students will then be given a picture of a net on graph paper (Figure 3). They are toname the shape (in this case it is a rectangular prism), describe the faces, count andlabel measurements of the solid, and calculate the area of each face. After studentshave done this, they are asked to find the total area of the figure. This gives them someguided practice and introduction into future skills and concepts.
Figure 2 Figure 3
Guided Practice (Small Group):
Students will be given game cards (figure 4). While working in their groups, they should matchthe picture, name, net, and description of faces. Students will have resources available to themif they struggle to match all the cards. The student computers, and two tablets are throughoutthe room to use to find examples and other pictures of the objects.

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