# Math: Unit 7 Lesson 5 Standards: Iowa Core Standard - 1.G.

2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quarter-circles) or three-dimensional shapes (cubes, right triangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Objectives: Students will be able to identify three dimensional shapes (sphere, cylinder, & rectangular prism) 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, other shapes)

Procedural Steps: These bullet points are part of the Everyday Math instruction, but do not connect to my objective. 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 sure their 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 Geometry Words worksheet for our word bank to help guide understanding as each term is introduced. o The ball is an example of a sphere, the can is an example of a cylinder, 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. The rectangular prism has 6. The sphere has none. o Now I want us to look at the shapes of the flat faces? (All the flat faces of the rectangular prism are rectangles and on the cylinder they are circles.)  Point to a corner of the rectangular prism. Each corner is a point at which at least three flat faces meet. A cylinder does not have any corners because its flat faces do not meet. o How many corners does the rectangular prism have? (Display box and count 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 that collect, organize, and label objects for others to see.  Today, we are going to start a shapes museum with the objects you have brought 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. Have the rest of the class help them decide which label to correctly place their object. Have students place objects that are not spheres, cylinders, or rectangular prisms into the other category. (Some informal assessment can be done here to see if students are able to correctly place their object.) o Remind students that actual shapes are often “close, but not quite” the ideal 3-D shape; for example, books are “almost” rectangular prisms and that 2-D shapes are the faces of 3-D shapes. o Encourage students to notice shapes of objects they see at school and at home 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 to my 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 put their names on their paper and date then they can put it in their mailbox and put away all their math things.