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EM_Lesson_3

EM_Lesson_3

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Published by Kathleen Marie

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Categories:Types, School Work
Published by: Kathleen Marie on Mar 06, 2012
Copyright:Attribution Non-commercial

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04/17/2012

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Math: Unit 7 Lesson 5Standards:
Iowa Core Standard - 1.G.2:Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right triangular prisms,right circular cones, and right circular cylinders) to create a composite shape, andcompose new shapes from the composite shape.
Objectives:
Students will be able to identify three dimensional shapes (sphere, cylinder, & rectangularprism) and explain their characteristics.
Resources/Materials:
student math journal
student whiteboard, sock, & markers
Math Masters p. 212 (Home-link 7.5)
ball
can
box
labels for shape museum (cylinder,sphere, rectangular prism, othershapes)
Procedural Steps:
 These bullet points are part of the Everyday Math instruction, but do not connect to myobjective. However, I will still instruct on these points because it follows our math routine.
Math Boxes p. 144 (5 minutes with 2 minute review)
Review past Home-link (5 minutes)Briefly discuss what is necessary for a shape to be a polygon.
Mental Math & Reflexes (5 minutes)Use an exit slip to have the students record the value of each set shown. Make suretheir name is their sheet. Collect when done.
3 longs & 5 cubes
4 longs & 11 cubes
1 flat, 2 longs, & 16 cubes
1. Math Message
Display the box, can, and ball?
 
Which one of these objects can roll 
? Ask a child to try to roll each object.Have students share their observations.
2. Discussing Characteristics of 3-D Shapes
Ask
the students, “How would you describe the ball, the can, and the box?
 
Today we are going to learn the names of these shapes. Refer to GeometryWords worksheet for our word bank to help guide understanding as each termis introduced.
o
The ball is an example of a sphere, the can is an example of acylinder, and the box is an example of a rectangular prism. The
outside or “skin” of any 3
-D shape is called its surface.
 
o
Ask someone to point to the flat sides of the rectangular prism (box)and the cylinder (can). Say that these sides are called faces.
o
 
Let’s see how many flat faces these shapes have. Point to each face
and count them together as a class. The cylinder has 2. Therectangular prism has 6. The sphere has none.
o
Now I want us to look at the shapes of the flat faces? (All the flat facesof the rectangular prism are rectangles and on the cylinder they arecircles.)
Point to a corner of the rectangular prism. Each corner is a point at which atleast three flat faces meet. A cylinder does not have any corners because itsflat faces do not meet.
o
How many corners does the rectangular prism have? (Display box andcount with class pointing to each corner. = 8 corners)
3. Starting the Shapes Museum
We can recall from our previous background experiences that museums are places thatcollect, organize, and label objects for others to see.
Today, we are going to start a shapes museum with the objects you havebrought in from home.
o
Place the box, can, and ball under their appropriate labels.
o
Call on each student individually to come forward with their object. Havethe rest of the class help them decide which label to correctly place theirobject. Have students place objects that are not spheres, cylinders, orrectangular prisms into the other category. (Some informal assessmentcan be done here to see if students are able to correctly place theirobject.)
o
 
Remind students that actual shapes are often “close, but not quite” the
ideal 3-D shape; for exam
ple, books are “almost”
rectangular prisms andthat 2-D shapes are the faces of 3-D shapes.
o
Encourage students to notice shapes of objects they see at school and athome and your homework will help you.
Play Coin Exchange to give students practice. (Each student uses 2 Q, 5 D, 5 N,& 5 P; another option is to play this on the game mat Mrs. Schmazil designed.)This bullet points is part of the Everyday Math instruction, but does not connect tomy objective.
Assessment:
(1 minute)
 
The formal assessment will be their home-link.
 
Hand out the Lesson, 7.4 to students as their Home-link. Instruct students to puttheir names on their paper and date then they can put it in their mailbox and putaway all their math things.
 

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