correctionkey=c lesson 11.2 hands on • combine three ...chapter 11 six hundred thirty-nine 639...

Professional Development Videos

LESSON AT A GLANCE

Professional Development

Professional Development

Professional Development Videos

LESSON AT A GLANCE

639A Chapter 11

LESSON 11.2

Hands On • Combine Three-Dimensional Shapes

Teaching for DepthWe are familiar with different three-dimensional objects because we live in a three-dimensional world. Children are in frequent contact with common three-dimensional shapes, such as balls (spheres), cereal boxes (rectangular prisms), and toy blocks (cubes). While many children can identify the shapes of these real-world objects, they may find it difficult to combine and describe three-dimensional shapes. Work with children to first identify the two shapes they will be putting together. Then ask the following questions to help deepen understanding:

•How is your new shape like the shapes you used to build it? How is it different?

•Can you put together a sphere and another shape to make a new shape? Why or why not?

Interactive Student Edition

Personal Math Trainer

Math on the Spot Video

iTools: Geometry

About the Math

Learning ObjectiveCompose a new shape by combining three-dimensional shapes.

Language ObjectiveChildren compose a note to a child who is at home sick today explaining how to combine three-dimensional shapes to make new shapes.

MaterialsMathBoard, models of three-dimensional shapes

F C R Focus:Common Core Sate Standards

1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

MatheMatical Practices (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP6 Attend to precision.

F C R Coherence:Standards Across the GradesBeforeK.G.A.3 K.G.A.4

Grade 11.G.A.2

After2.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 HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper

F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 629H.

FOCUS COHERENCE RIGOR

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Multimedia and Technology

ENGAGE1Daily Routines

Common Core

Daily RoutinesCommon Core

1 23 4 Pages 50–51 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.

Lesson 11.2 639B

How can you combine three-dimensional shapes

to make new shapes?

with the Interactive Student Edition

Essential QuestionHow can you combine three-dimensional shapes to make new shapes?

Making ConnectionsInvite children to tell you what they know about combining three-dimensional shapes. Hold up models one at a time and ask children to name the shapes.

Could you stack this shape with another shape? Answers will vary.

In what ways other than stacking can you combine shapes? Possible answer: I can put them side by side.

Learning ActivityWhat is the problem the children are trying to solve? Connect the story to the problem.

• Are there different ways to stack two of the same shape? Answers will vary; for cylinders and cubes, no; for rectangular prisms, yes.

• Describe the shapes you can make by stacking two of the same shape. Answers will vary.

Literacy and MathematicsChoose one or both of the following activities.

• Have children find three-dimensional shapes around the classroom and see how they can combine them.

• Have children use blocks to build a structure and describe how they combined the blocks to make new shapes.

1 23 4 Fluency BuilderFind the Unknown AddendDisplay facts with missing numbers like the examples below.

Have children say the number that completes the fact. Then have them show the unknown addend with their fingers.

6 = 5 plus what? 1

7 = 7 plus what? 0

8 = 4 plus what? 4

11 = 9 plus what? 2

12 = 4 plus what? 8

15 = 6 plus what? 9

18 = 8 plus what? 10

Problem of the Day 11.2Calendar Math On November 8th, Chad counts forward five days until his soccer game. What is the date of Chad's soccer game? November 13

Have children find today’s date on the calendar and then count forward to determine other dates.

Vocabulary• Interactive Student Edition• Multimedia Glossary e

Common Core Fluency Standard 1.OA.C.6

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HandsOn

Listen and DrawListen and Draw

MathTalk MATHEMATICAL PRACTICES 3

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Combine Three-Dimensional ShapesEssential Question How can you combinethree-dimensional shapes to make new shapes?

Trace to draw the new shape.Write to name the new shape.

Mandy Carl

Chapter 11 six hundred thirty-nine 639

Lesson 11.2HANDS ON

Geometry—1.G.A.2

MATHEMATICAL PRACTICESMP1, MP2, MP3, MP6

Apply Describe the new shapes Mandy and Carl made.

FOR THE TEACHER • Have children trace the shapes to solve the problems. Mandy stacks one cylinder on top of another cylinder. Carl stacks one cube on top of another cube. What new shapes did Mandy and Carl make?

Math Talk: Possible answer: Mandyput two cylinders together to makea taller cylinder. Carl put two cubes together and made a rectangularprism that is not a cube.

cylinder rectangular prism

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EXPLORE2

Name

and do not make this shape.

Combine Three-Dimensional Shapes

Put shapes together to make a new shape.

Use three-dimensional shapes.

Combine.Which new shapes can you make? Circle them.

1.

2.

Lesson 11.2Reteach

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11-7 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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Name

What’s New?Three children made new shapes. Circle the shape that matches the description.

1. Jill’s shape has a cube on the bottom and a cylinder on the top.

2. Roberto’s shape has two or more rectangular prisms.

3. Lin’s shape has a cylinder and a cone.

Writing and Reasoning Think of a shape you want to make. Write a description for it.Possible answer: a cube with a cone on top

Lesson 11.2Enrich

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11-8 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

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1

2

3 DifferentiatedInstruction

639 Chapter 11

LESSON 11.2

Enrich 11.2Reteach 11.2

1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Listen and DrawMaterials models of three-dimensional shapes

Read aloud the problem with children. Working in pairs or small groups, have children first model the problem with same-sized cylinders and cubes.

Mandy stacks one cylinder on top of another cylinder. Carl stacks one cube on top of another cube. What new shapes did Mandy and Carl make?

• Does it matter where on the cylinder you stack the other cylinder? Why? Possible answer: Yes. They have to be stacked on their flat surfaces or they will roll.

Have children trace the dashed lines on their pages to represent the new shapes.• When you stack two cylinders, what is the

new shape you get? How do you know? cylinder; Possible answer: It has flat surfaces and one curved surface.

• When you stack two cubes, what is the new shape you get? How do you know? a rectangular prism that is not a cube; Possible answer: It has 6 flat surfaces, 2 squares and 4 rectangles that are not squares.

MathTalk

MP3Constructviable argumentsandcritiquethereasoningofothers.Use Math Talk to focus on children’s understanding of the attributes of new shapes.• Agree or disagree with the following

statement: The only shape Carl can make with his cubes is a rectangular prism. Explain. Answers will vary.

ELL Strategy: Restate

Direct children’s attention to the models of three-dimensional shapes. Review the names and the attributes of each shape.• Can you put two shapes together to make a

new shape? Provide time for children to explore with the models.As they explore, talk about the new shapes and their attributes until children are confident in their ability to identify the shapes.

HandsOn

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MeetingIndividualNeeds

DifferentiatedInstruction

Advanced Learners

Model and DrawModel and Draw

Share and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and Show MATHBOARDMATHBOARDMATHBOARDMATHBOARDMATHMATHMATHMATHBOARDBOARDBOARDBOARD

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You can put shapes togetherto make a new shape.

or or

What othernew shapes could

you make?

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Combine. Which new shape can you make?

Circle it.

1.

2.

3.




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COMMON ERRORS

COMMON ERRORS

Quick Check

If

Rt I 1

2

3

EXPLAIN3

Then

Advanced Learners

Outline Pattern

Lesson 11.2 640

Error Children may misidentify the shapes.

Example In Exercise 2, children circle the f irst shape.Springboard to Learning Have children trace the shapes they are to combine. Then have them trace the shapes that make the new three-dimensional shapes to see if the parts are the same.

a child misses the checked exercises

Differentiate Instruction with • Reteach 11.2 • Personal Math Trainer 1.G.A.2 • RtI Tier 1 Activity (online)

Model and Draw MATHEMATICAL PRACTICESMP1 Make sense of problems and persevere in solving them. Work through the model. Have children use a cube and a rectangular prism to find additional shapes.• How are the new shapes you made the

same? How are they different? Possible answers: They all have flat surfaces. Some have more flat surfaces than others.

Share and Show MATHBOARDMATHBOARD

Make sure children understand how to read the chart. If there are not enough shapes available, have children work in pairs or small groups.• How do you know which shape you can

make? Possible answer: If I can put the shapes together to look like the picture, then I can make it.

• How can you check that your answer makes sense? I can draw lines to match the shapes.

Use the checked exercises for Quick Check. Children can draw the shapes they can make on their MathBoards to show their solutions.

Kinesthetic / VisualIndividual / Partners

Materials models of three-dimensional shapes, crayons

•Use the faces of three-dimensional shapes to create different outline patterns for children. Then have children make the composite shape that the outline pattern represents. For example:

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DifferentiatedInstruction

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On Your OwnOn Your Own

MATHEMATICALPRACTICE 6 Attend to Precision


Chapter 11 • Lesson 2 six hundred forty-one 641

Combine. Which new shape can you make?

Circle it. 4.

5.

6.

7.

8. SMARTER


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641 Chapter 11

On Your OwnMP6 Attend to precision. If children answered Exercises 2 and 3 correctly, assign Exercises 4–8. As children use three-dimensional shapes to find the answers, encourage them to name each shape aloud.

SMARTER

Exercise 8 requires children to apply what they know about combining shapes as they use models to combine three shapes. Children also need to visually discern the difference between a cube and a non-cube rectangular prism.

DEEPER

To extend their thinking, have children choose two three-dimensional shapes.• How many different ways can you put your

two shapes together to make a new shape? Answers will vary.

Encourage children to first draw the two shapes they choose and then record all the new shapes they can make on their MathBoards. Invite volunteers to share their results with the class.MP2 Reason abstractly and quantitatively.• How can you describe your new shape?

I can name the shapes I used to make it.

4 ELABORATE

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Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIES

Math Problem Solving • ApplicationsProblem Solving • Applications

MATHEMATICAL PRACTICES ANALYZE • LOOK FOR STRUCTURE • PRECISION

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9.

10. SMARTER Circle the ways that make the same shape.

DEEPER Circle the shapes you could use tomodel the ice cream cone.

11. SMARTER Combine and .Choose all the new shapes you can make.

● ●

● ●

TAKE HOME ACTIVITY • Ask your child to show you twodifferent new shapes he or she can make by combininga soup can and a cereal box.


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EVALUATE5 Formative Assessment

Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.

Lesson 11.2 642

SMARTER

Exercise 11 assesses whether children can combine three-dimensional shapes to make new shapes. Children must look for one rectangular prism and one cone in each answer choice. The first two choices each contains only one of those shapes. If children only select the third or fourth choices, remind them that the problem may have more than one correct answer.

Essential QuestionReflect Using the Language Objective Have children compose a note to a child who is at home sick today, to answer the Essential Question.How can you combine three-dimensional shapes to make new shapes? Possible answer: I can match two flat surfaces to combine shapes.

Math Journal Math

Combine two shapes to make a new shape. Describe how you put the shapes together.

MATHEMATICAL PRACTICES

MP6 Attend to precision. Have children complete Exercises 9–11.

DEEPER

Exercise 9 requires children to apply what they know about combining shapes to represent the ice cream cone.

SMARTER

In Exercise 10, children compare and contrast composite shapes to identify like composite shapes.

Children read the book and learn about three-dimensional shapes.

LiteratureBuilding a Mini-Park

Children complete purple Activity Card 10 by combining two-dimensional

shapes to create new shapes.

ActivitiesBuilding Blocks

Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.


Meeting Individual Needs

Problem Solving • ThinkingProblem Solving • Applications

Extend the Math Activity

Problem SolvingProblem Solving

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Chapter 11 six hundred forty-three 643

Combine Three-Dimensional Shapes


Combine.Which new shape can you make? Circle it.

1.

2.

COMMON CORE STANDARD—1.G.A.2 Reason with shapes and their attributes.

Lesson 11.2Practice and Homework

3. Circle the shapes you coulduse to model the bird feeder.

4. Math Combine two shapes to make a new shape. Describe how you put the shapes together.

Check children’s work.


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Practice and HomeworkUse 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 Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.

643 Chapter 11

What New Shapes Can You Make?Materials models of three-dimensional shapes

Investigate Have children work in small groups. Give each group the same three shapes. For example, you might give each group a cube, a cylinder, and a cone. Then have children combine the shapes to make a new shape. Once groups have made their new shapes, have them share their shapes with the class. Then repeat the activity with a different set of three shapes, such as a cube, a non-cube rectangular prism, and a cylinder.Math Talk Use the following questions to guide discussion about ways to make new shapes.

• How can you describe your new shape? Possible answer: It has a cube, a cylinder, and a cone; the cylinder is stacked on the cube; the cone is stacked on the cylinder.

• How else could you stack a cube, a cylinder, and a cone? Possible answer: You can stack a cube on a cylinder or a cylinder on a cube because they have flat surfaces on each end. You cannot stack a cube or a cylinder on a cone because the top of the cone is pointy.

Summarize Guide children to the conclusion that a shape’s attributes, such as flat and curved surfaces, affect how it can combine with other shapes.


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Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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Lesson Check (1.G.A.2)

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1. Circle the shape that combines and .

Spiral Review (1.OA.A.1, 1.NBT.C.4)2. Write the sum. Write how many tens.

40 + 20 = 60 6 — tens

3. Emi has 15 crayons. She gives some crayons to Jo. Now she has 9 crayons. How many crayons did Emi give to Jo? Use the model to solve.

6 — crayons


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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.

Lesson 11.2 644


correctionkey=c lesson 11.2 hands on • combine three ...chapter 11 six hundred thirty-nine 639...

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