Unit 9. Blocks and Boxes. Common Core. INVESTIG ATION 1 Comparing and Constructing 3-D Shapes

Transcripción

1 Unit 9 Blocks and Boxes INVESTIG ATION 1 Comparing and Constructing 3-D Shapes Common Core Mathematical Practices (MP) Domains Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Day Session Common Core Adaptation Common Core Standards Describing and Comparing Shapes CLASSROOM ROUTINEs Quick Images: Shapes ACTIVITY Describing Geoblocks Replace Shapes D and O with Shapes E and P. Math Note Defining Attributes Students will comment on and use many different attributes of shapes. This unit encourages students to focus on what mathematicians call defining attributes (e.g., the shape and number of faces). While nondefining attributes (e.g., color, size, and orientation) may be of note to students, what is mathematically relevant about a cube is that it has 6 congruent square faces, not that it s large or small, tan, or lying on a face or balanced on a point. MP2, MP4, MP6, MP7 1.G.1 SESSION FOLLOW-UP Describing and Comparing Shapes, continued Classroom routines Quick Survey: More Buttons or Zippers? SESSION FOLLOW-UP and Homework : In addition to Student Activity Book page 1, students complete Student Activity Book page 2B or C95 (More True or False?) for ongoing review. Family Letter: Make copies of C93 C94, Family Letter, as a replacement for M3 M4, Family Letter. Replace Quick Survey: More Buttons or Zippers with the following: Quick Survey: Morning, Afternoon, or Night? On chart paper, create a vertical 3-column table, titled Which do you like best: morning, afternoon, or night? with the words Morning, Afternoon, and Night as the column headings. Use tally marks to record students responses, and then count them by 5s and 1s. After counting the responses, briefly discuss the results of the survey. As you discuss the data, ask students to find how many more and/or fewer are in one category than another. Use greater than and less than notation to record the comparisons. : In addition to Student Activity Book page 2, students complete Student Activity Book page 3A or C96 (More Halves and Fourths) for ongoing review. MP2, MP4, MP6, MP7 1.NBT.3, 1.MD.4, 1.G.1, 1.G.2 Instructional Plan CC115

2 INVESTIG ATION 1 Comparing and Constructing 3-D Shapes, continued Day Session Common Core Adaptation Common Core Standards Matching Blocks to Pictures CLASSROOM ROUTINEs Tell a Story After solving , repeat the process with the equation? and then with MP2, MP4, MP5, MP6 1.OA.1, 1.OA.2, 1.OA.6, 1.OA.8, 1.G.1 SESSION FOLLOW-UP and Homework Assessment: Blocks in a Sock Homework: Students do not collect Mystery Boxes in this unit. For ongoing review, replace this Homework activity with Student Activity Book page 4 or C97 (Adding and Subtracting 10). MP3, MP5, MP6, MP7 1.G.1 SESSION FOLLOW-UP and Homework Assessment: Matching Blocks to Outlines SESSION FOLLOW-UP and Homework : In addition to Student Activity Book page 6, students complete Student Activity Book page 7A or C98 (Unknown Numbers) for ongoing review. Homework: Students do not collect Mystery Boxes in this unit. Disregard the Teaching Note reminder. : In addition to Student Activity Book page 9, have students complete Student Activity Book page 11A or C99 (More Adding with Cubes) for ongoing review. Homework: Students do not collect Mystery Boxes in this unit. Disregard the Teaching Note reminder. MP3, MP4, MP5, MP6, MP7 1.G What Kind of Box Is It? Skip this session. 1.7 Making Boxes Skip this session. 1.8 Revealing the Mystery Boxes Skip this session. CC116 Unit 9 Blocks and Boxes

3 INVESTIG ATION 2 Building a Block Town Day Session Common Core Adaptation Common Core Standards Drawing Geoblocks MP4, MP5, MP6 CLASSROOM ROUTINEs Tell a Story SESSION FOLLOW-UP and Homework After solving , repeat the process with the equation 10 +? 15 and then with : In addition to Student Activity Book page 14, students complete Student Activity Book page 16 or C100 (Adding Tens with Cubes) for ongoing review. 1.OA.1, 1.OA.2, 1.OA.6, 1.OA Building from a Plan MP4, MP5, MP6, MP7 1.G.1, 1.G.2 CLASSROOM ROUTINEs Replace Morning Meeting: Can Everyone Have a Partner? with Morning Meeting: the following: Can Everyone Have a Partner? Quick Images: Shapes Show transparencies from Shape Cards (T62 T63), beginning with Shape J. Follow the basic Quick Images activity. Ask students to describe the shape after they have drawn it. Repeat with Shape L and then Shape Q. Compare the three shapes at the end of the activity. SESSION FOLLOW-UP : In addition to Student Activity Book page 18, students complete Student Activity Book page 18B or C101 (How Many Are Left?) for ongoing review A Cones and Cylinders See p. CC119. MP2, MP3, MP4, MP6 1.MD.3, 1.G.1, 1.G Buildings for Our Town Skip this session. 2.4 Building Our Town Skip this session. 2.5 Building Our Town, continued Skip this session. Instructional Plan CC117

4 INVESTIG ATION 2 Building a Block Town, continued Day Session Common Core Adaptation Common Core Standards 2.6 Giving Directions Skip this session. 2.7 Giving Directions, continued Skip this session End-of-Unit Assessment MP1, MP2, MP4, MP7 1.NBT.3, 1.MD.4, 1.G.1, 1.G.2 CLASSROOM ROUTINEs Morning Meeting: Discussing the Yearly Data SESSION FOLLOW-UP In addition, present problems that ask students to compare two-digit numbers (e.g., the number of sunny days vs. the number of rainy days) and to add two-digit numbers (e.g., what if we added the number of rainy days and the number of sunny days how many sunny and rainy days would there be altogether?). As a class, represent the data with cubes in towers of 10. Discuss strategies and ask students to think about how the data would change if there had been 10 more/fewer [rainy] days. : Replace Student Activity Book page 31 with Student Activity Book page 32 or C104 (Shape Castle) for enrichment. CC118 Unit 9 Blocks and Boxes

5 s e s s i o n 2. 3 A Cones and Cylinders Math Focus Points Recognizing shapes in the world Observing and describing characteristics of 3-D shapes, including right circular cones and cylinders Today s Plan Activit y Introducing 3-D Solids 30 Min Cl ass Vocabulary rectangular prism sphere cone cylinder Materials Geometric Solids (rectangular prism, sphere, cone, cylinder) Real-world examples of the 3-D solids (e.g., shoe box, ball, party hat, soup can) ACTIVIT Y Comparing Cones and Cylinders DISCUSSION Comparing Cones and Cylinders SESSION FOL L OW-UP 15 Min Pair s 15 Min Cl ass Student Activity Book, p. 18C or C102, Comparing Cones and Cylinders Make copies. (as needed) Student Activity Book, p. 18D or C103, 3-D Shape R iddles Make copies. (as needed) Student Math Handbook, pp. 83, 85, 88 Classroom Routines Morning Meeting: Telling Time to the Half Hour Follow your daily Morning Meeting Routine. During Daily Schedule, post the time of events on the classroom schedule using both analog and digital representations. Focusing on activities that start on the hour or half hour, ask students questions about what time different activities happen: What s happening at 9:30 this morning? [Music] What time does [science] start? [2:30] What time does school start? [9:00] Review what the analog clock looks like at each of these times. Also, ask students to help you record a few times that aren t on your schedule, and to help you set the demonstration clock to those times. We have lunch at [11:30] today. How would you write that time? What would my clock look like at that time? Session 2.3A Cones and Cylinders CC119

6 1 Activity 2 Activity 3 Discussion 4 Session Follow-Up Math Note 1 Defining Attributes Students will comment on and use many different attributes of shapes. This unit encourages students to focus on what mathematicians call defining attributes (e.g., the shape and number of faces). While non-defining attributes (e.g., color, size, and orientation) may be of note to students, what is mathematically relevant about a cylinder is that it has one curved surface and circles at either end, not that it s large or small, red, or standing up or lying flat. Differentiation 2 English Language Learners English Language Learners may struggle with the formal names of the solids. When using the names of the solids throughout this session, also mention a real-world object with that shape. For example: What can you tell me about the shape of a cylinder, or a can? A c t i v i t y Introducing 3-D Solids Display the rectangular prism, sphere, cone, and cylinder. 30 Min These are 3-dimensional shapes. Why do you suppose we call these shapes 3-dimensional? Students might say: They are not flat. [Hold up the rectangular prism.] This shape is a rectangular prism because its base, or bottom, is a rectangle, and all of its other faces are also rectangles. 1 Write rectangular prism on the board. Then show students the [shoe box]. This [shoe box] is a rectangular prism. What are some other objects that are rectangular prisms? Hold up the sphere and ask students to describe it. Ask if anyone knows the name of the shape. 2 This shape is a sphere. It is perfectly round with no edges and no corners. Write sphere on the board. Then show students the [ball]. This [ball] is a sphere. What are some other objects that are spheres? Hold up the cone and ask students to describe it. Ask if anyone knows the name of the shape. This shape is a cone. It has a circle on one end and narrows to a point on the other end. Write cone on the board. Then show students the [party hat]. This [hat] is a cone. Can you think of anything shaped like a cone? cl ass Hold up the cylinder and ask students to describe it. Ask if anyone knows the name of the shape. This shape is a cylinder. A cylinder has a curved surface with a circle on each end. CC120 Invest igat ion 2 Building a Block Town

7 Pearson Education 1 1 Activity 2 Activity 3 Discussion 4 Session Follow-Up Write cylinder on the board and show students the [soup can]. This [can] is a cylinder. What other cylinders can you think of? Ask students to describe the solids you have displayed. Encourage them to look at the shapes of the faces, and the number of faces and corners on each. Ask students to compare the sphere and cylinder. What do you notice about these shapes? Can you tell ways that they are the same? How are they different? Students might say: The sphere and cylinder can both roll. Name Blocks and Boxes Date Comparing Cones and Cylinders Draw a cone and a cylinder. Tell ways the 2 shapes are alike. Tell ways the 2 shapes are not alike. 18C Unit 9 Session 2.3A Student Activity Book, Unit 9, p. 18C; R esource Masters, C102 The cylinder has 2 flat sides but the sphere doesn t have any. A C T I V I T Y Comparing Cones and Cylinders 15 Min pair s Pairs complete Comparing Cones and Cylinders (Student Activity Book page 18C or C102). Students draw a cone and a cylinder, and tell some of the ways the two shapes are the same and different. On goin g Assessmen t: Observing Students at Work Students compare 3-D shapes and draw them. How do students draw cones and cylinders? Do their drawings include circles? How do students describe and compare cones and cylinders? What attributes do they notice and refer to? (Overall shape? Size? Function? The number and shape of the faces?) Session 2.3A Cones and Cylinders CC121

8 Pearson Education 1 1 Activity 2 Activity 3 Discussion 4 Session Follow-Up Name Blocks and Boxes 3-D Shape Riddles Draw a line to connect the riddle to its shape. Riddle 1. I m a box for shoes, and cereal, too. 2. Kids use me to play games with bats and bases. I m a shape with no faces! 3. I ll hold your ice cream for you. You can wear me as a party hat, too. 4. Inside me are sauces. Soup I can hold. Or, think about a paper towel roll. Date Shape cylinder cone rectangular prism sphere note Students match the clues to the 3-D shapes. 83, 85, 88 Session 2.3A Unit 9 Student Activity Book, Unit 9, p. 18D; R esource Masters, C103 18D di ffer en t i at i o n : Suppor ting the R ange of Learner s Cones and cylinders are more difficult to draw because of their curved surfaces. Remind students of the strategies they discussed for drawing 3-D shapes earlier in Investigation 2. Tracing line drawings of cones and cylinders may be beneficial to these students. D I S C U S S I O N Comparing Cones and Cylinders Math Focus Points for Discussion 15 Min Observing and describing characteristics of 3-D shapes, including right circular cones and cylinders Class On the board, make a two-column table labeled same and different next to labeled drawings for a cone and cylinder. Gather students together to discuss the similarities and differences between cones and cylinders. Record students ideas on the board in the appropriate column. cone cylinder same -both can roll -both have curved edges -both have faces that are circles different -cones have a point -cylinders have 2 faces that are circles, cones have 1 face that is a circle S ES S I O N F O L L O W - U P : For reinforcement of this unit s content, have students complete Student Activity Book page 18D or C103. Student Math Handbook: Students and families may use Student Math Handbook pages 83, 85, 88 for reference and review. See pages in the back of Unit 9. CC122 Invest igat ion 2 Building a Block Town

9 Name Blocks and Boxes Date Family Letter About the Mathematics in This Unit (page 1 of 2) Dear Family, We are beginning a new unit in mathematics called Blocks and Boxes. This second geometry unit in Grade 1 focuses on 3-D shapes. Students describe, compare, build with, and represent Geoblocks and geometric solids sets of related threedimensional wooden blocks that include cubes, rectangular prisms, triangular prisms, cones, cylinders, and pyramids. They also explore the relationship between 3-D shapes and 2-D shapes as they search for the 3-D block shown in a 2-D photograph, and attempt to draw a Geoblock building (or build one), given a 2-D drawing. Throughout this unit, students will work toward these goals: BENCHMARKS/ GOALS Attend to features of 3-D shapes, such as overall size and shape, the number and shape of faces, and the number of corners. EXAMPLES It has 6 corners or points. It has 5 faces or sides. Two of the faces are triangles. The other faces are rectangles. (continued) Unit 9 Session 1.1 C93 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

10 Name Blocks and Boxes Date Family Letter About the Mathematics in This Unit (page 2 of 2) BENCHMARKS/ GOALS EXAMPLES Match a 2-D representation to a 3-D shape or structure. Students will continue to engage in math problems and activities and share how they solve a given problem. At home, you can encourage your children to explain their math thinking as they engage in activities that further support the mathematics in this unit. Unit 9 Session 1.1 C94 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

11 Name Blocks and Boxes Date More True or False? Circle the word to show whether the equation is true or false. note Students determine whether equations are true or false and complete equations to make them true True False True False True False Write a number that makes the equation true Unit 9 Session 1.1 C95 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

12 Name Blocks and Boxes Date More Halves and Fourths 1. Draw a line to cut the square in half. note Students solve problems about halves and fourths. 2. Draw lines to cut the circle in fourths. 3. Circle the squares that show halves. 4. Circle the squares that show fourths. Unit 9 Session 1.2 C96 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

13 Name Blocks and Boxes Adding and Subtracting 10 Solve the problems. Date note Students add 10 to and subtract 10 from two-digit numbers. 1. How many cubes? Add 10 more cubes. How many cubes? 2. How many cubes? Take away 10 cubes. How many cubes? Unit 9 Session 1.3 C97 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

14 Name Blocks and Boxes Date Unknown Numbers Solve each problem. Show your work. note Students solve story problems that involve an unknown change. Sam and Rosa are going on a Number Hunt. They are hunting for numbers that have a sum of Sam finds the number 6. What number must Rosa find to make a sum of 9? 2. Rosa finds the number 3. What number must Sam find to make a sum of 9? Unit 9 Session 1.4 C98 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

15 Name Blocks and Boxes More Adding with Cubes Write the number of cubes. Add. Date note Students add a one-digit number to a two-digit number Unit 9 Session 1.5 C99 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

16 Name Blocks and Boxes Adding Tens with Cubes Write the number of cubes. Add. 1. Date note Students practice adding a multiple of 10 to a two-digit number Unit 9 Session 2.1 C100 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

17 Name Blocks and Boxes Date How Many Are Left? Write the number of cubes. Subtract. note Students practice subtracting a multiple of 10 from a two-digit number Unit 9 Session 2.2 C101 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

18 Name Blocks and Boxes Date Comparing Cones and Cylinders Draw a cone and a cylinder. Tell ways the 2 shapes are alike. Tell ways the 2 shapes are not alike. Unit 9 Session 2.3A C102 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

19 Name Blocks and Boxes Date 3-D Shape Riddles Draw a line to connect the riddle to its shape. Riddle 1. I m a box for shoes, and cereal, too. note Students match the clues to the 3-D shapes. 83, 85, 88 Shape cylinder 2. Kids use me to play games with bats and bases. I m a shape with no faces! cone 3. I ll hold your ice cream for you. You can wear me as a party hat, too. rectangular prism 4. Inside me are sauces. Soup I can hold. Or, think about a paper towel roll. sphere Unit 9 Session 2.3A C103 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

20 Name Blocks and Boxes Shape Castle Draw the shape castle. Date note Students draw a threedimensional building. Unit 9 Session 2.8 C104 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

21 Nombre Bloques y cajas Fecha Carta a la familia HOGAR Sobre las Matemáticas de esta unidad (página 1 de 2) Estimada familia: Estamos empezando una nueva unidad de Matemáticas llamada Bloques y cajas. Esta segunda unidad de geometría para primer grado se enfoca en figuras tridimensionales. Los niños describen, comparan, representan y construyen, con Geoblocks y sólidos geométricos, conjuntos de bloques de madera tridimensionales relacionados entre sí que incluyen cubos, prismas rectangulares, prismas triangulares, conos, cilindros y pirámides. También exploran la relación entre figuras bidimensionales y tridimensionales a medida que buscan el bloque tridimensional que se muestra en una fotografía bidimensional e intentan dibujar (o construir) un edificio de Geoblocks dado un dibujo bidimensional. A lo largo de esta unidad, los niños trabajarán para lograr los siguientes objetivos: PUNTOS DE REFERENCIA/ OBJETIVOS Prestar atención a las características de las figuras tridimensionales, como tamaño y forma general, número y forma de las caras y número de esquinas. EJEMPLOS Tiene 6 esquinas o puntos. Tiene 5 caras o lados. Dos de las caras son triángulos. Las otras caras son rectángulos. (continúa) Unidad 9 Sesión 1.1 C93 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

22 Nombre Bloques y cajas Fecha Carta a la familia HOGAR Sobre las Matemáticas de esta unidad (página 2 de 2) PUNTOS DE REFERENCIA/ OBJETIVOS EJEMPLOS Emparejar una representación bidimensional con una figura o estructura tridimensional. Los niños seguirán participando en problemas y actividades de matemáticas y comentarán la manera en que resuelven un problema dado. En el hogar, puede animar a su hijo/a a que le explique su razonamiento matemático mientras realiza las actividades que refuerzan las Matemáticas de esta unidad. Unidad 9 Sesión 1.1 C94 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

23 Nombre Bloques y cajas Fecha Práctica diaria Más verdadero o falso? Encierra en un círculo la palabra para indicar si la ecuación es verdadera o falsa. nota Los niños identifican si las ecuaciones son verdaderas o falsas y completan ecuaciones para hacerlas verdaderas Verdadera Falsa Verdadera Falsa Verdadera Falsa Escribe un número que haga que la ecuación sea verdadera Unidad 9 Sesión 1.1 C95 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

24 Nombre Bloques y cajas Más mitades y cuartos Fecha Práctica diaria nota Los niños resuelven problemas sobre mitades y cuartos. 1. Dibuja una línea para cortar el cuadrado por la mitad. 2. Dibuja líneas para cortar el círculo en cuartos. 3. Encierra en un círculo los cuadrados que muestran mitades. 4. Encierra en un círculo los cuadrados que muestran cuartos. Unidad 9 Sesión 1.2 C96 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

25 Nombre Bloques y cajas Sumar y restar 10 Resuelve los problemas. Fecha Práctica diaria nota Los niños suman y restan 10 a números de dos dígitos. 1. Cuántos cubos hay? Suma 10 cubos más. Cuántos cubos hay? 2. Cuántos cubos hay? Quita 10 cubos. Cuántos cubos hay? Unidad 9 Sesión 1.3 C97 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

26 Nombre Bloques y cajas Fecha Práctica diaria Números desconocidos Resuelve cada problema. Muestra tu trabajo. Sam y Rosa están buscando números. Buscan números que hagan una suma de 9. nota Los niños resuelven problemas-cuento que incluyen un cambio desconocido. 1. Sam encuentra el número 6. Qué número debe buscar Rosa para hacer una suma de 9? 2. Rosa encuentra el número 3. Qué número debe buscar Sam para hacer una suma de 9? Unidad 9 Sesión 1.4 C98 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

27 Nombre Bloques y cajas Fecha Práctica diaria Más suma con cubos Escribe el número de cubos. Suma. nota Los niños suman un número de un dígito a un número de dos dígitos Unidad 9 Sesión 1.5 C99 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

28 Nombre Bloques y cajas Fecha Práctica diaria Sumar decenas con cubos Escribe el número de cubos. Suma. nota Los niños practican la suma de un múltiplo de 10 a un número de dos dígitos Unidad 9 Sesión 2.1 C100 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

29 Nombre Bloques y cajas Fecha Práctica diaria Cuántos quedan? Escribe el número de cubos. Resta. nota Los niños practican la resta de un múltiplo de 10 de un número de dos dígitos Unidad 9 Sesión 2.2 C101 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

30 Nombre Bloques y cajas Fecha Comparar conos y cilindros Dibuja un cono y un cilindro. Di en qué se parecen las 2 figuras. Di en qué se diferencian las 2 figuras. Unidad 9 Sesión 2.3A C102 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

31 Nombre Bloques y cajas Fecha Práctica diaria Adivinanzas de figuras tridimensionales Dibuja una línea para emparejar la adivinanza con su figura. nota Los niños emparejan las pistas con las figuras tridimensionales. 83, 85, 88 Adivinanza 1. Soy una caja de zapatos y también una de cereal. Figura cilindro 2. Los niños me usan para jugar con bates y bases. Soy una figura que no tiene caras! 3. Te puedo sostener el helado. También me puedes llevar como un sombrero en una fiesta. 4. Dentro de mí hay salsas. También puedo guardar sopa. O puedes pensar en un rollo para toallas. cono prisma rectangular esfera Unidad 9 Sesión 2.3A C103 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

32 Nombre Bloques y cajas Castillo de figuras Dibuja un castillo de figuras. Fecha Práctica diaria nota Los niños dibujan un edificio tridimensional. Unidad 9 Sesión 2.8 C104 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1