Features of 2-Dimensional and 3-Dimensional Shapes

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1 Unit 2 Common Core INVESTIG ATION 1 Features of 2-Dimensional and 3-Dimensional Shapes Day Session Common Core Adaptation Common Core Standards 1 1.1A Subtraction Facts See p. CC9. MP1, MP6, MP7 2.OA Geoblock Faces MP5, MP7 2.OA.1, 2.OA.2, 2.G.1 ACTIVITY Teaching Note Introducing Quick Images: Shapes Additional Shapes Display the pentagon (Shape U), the hexagon (Shape V), and the octagon (Shape X) before going on to Activity 2. Discuss the number of sides, and ask students whether or not they know the name of each shape. Use Student Math Handbook p. 117, Naming Polygons, as a reference. SESSION FOLLOW-UP Daily Practice and Homework Family Letter: Make and send home copies of C9 C10, Family Letter, as a replacement for M5 M6, Family Letter Working with Geoblocks MP5 2.OA.1, 2.OA.2, 2.OA.4, 2.G Sorting Geoblocks MP3, MP5 2.OA.4, 2.NBT.2, 2.G Addition Combinations and Ways to Fill Mathematical Practices (MP) Domains Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Combining Shapes MP5 2.G.1 MP5 2.OA.2, 2.MD.7, 2.G.1 Classroom Routines Quick Images: Drawing Shapes SESSION FOLLOW-UP Daily Practice In addition, when students compare and contrast the three Shape Cards, focus specifically on the number of sides of each shape, pointing out that while irregular, these shapes (quadrilateral, pentagon, and hexagon) are still named by the number of sides. Family Letter Make and send home copies of C11 C12, Family Letter, as a replacement for M17 M18, Family Letter. Instructional Plan CC5

2 INVESTIG ATION 2 What Is a Rectangle? Day Session Common Core Adaptation Common Core Standards Assessment: Sorting Shapes by Number of Sides ACTIVITY Sorting Shape Cards Math Note Sorting and Naming Polygons Polygons are named for the number of sides they have. Students are likely to be familiar with the regular pentagon (Shape U) but be surprised that Shape T is also a pentagon because it has 5 sides. Similarly, they will be surprised by the hexagons Shape V (regular) and Shape I and the octagons Shape X (regular) and Shape W. Look for opportunities throughout Sessions 2.1 and 2.2 to point out and discuss pentagons and hexagons. Teaching Note Shapes with More Than 4 Sides As students are sorting Shape Cards by the number of sides, spend a short amount of time looking at the set of shapes with more than 4 sides. Have students further sort this set into shapes with 5, 6, and 8 sides. Discuss the name of each shape and the number of sides and angles. MP3 2.OA.1, 2.OA.2, 2.G Sorting Quadrilaterals MP3 2.MD.7, 2.G.1 DISCUSSION Teaching Note What s a Rectangle? Pentagons, Hexagons, Octagons When discussing the set of shapes with more than four sides, discuss the name of each shape, the number of sides, and angles Ordering Rectangles MP3, MP4 2.G.1, 2.G.2 Classroom Routines Use Shape U instead of Shape P. Have students compare and Quick Images: Drawing Shapes contrast the three shape cards, focusing specifically on the number of sides and the number of angles. Use Student Math Handbook p. 117, Naming Polygons, as a reference. CC6 UNIT 2

3 INVESTIG ATION 2 What Is a Rectangle? continued Day Session Common Core Adaptation Common Core Standards Building Rectangles MP3, MP5 3E MATH WORKSHOP Double It Include Double It in Math Workshop. Student Activity Book page 21A or C13 (Double It Recording Sheet) Make copies. (1 per pair) Teaching Note Double It This game, introduced in Counting, Coins, and Combinations (Unit 1) is added to this session and subsequent sessions and provides additional practice with the doubles combinations. Students practice the doubles combinations by drawing a number card, doubling the result, and recording the sum on the recording sheet Drawing Rectangles MP5 2F MATH WORKSHOP Double It Include Double It in Math Workshop. C13 (Double It Recording Sheet) Make copies. (1 per pair) 2.OA.1, 2.OA.2, 2.OA.4, 2.G.2 2.OA.2, 2.OA.4, 2.MD.7, 2.G How Many Rectangles MP5, MP6 2.OA.2, 2.OA.4, 2.G.2 MATH WORKSHOP 2F Include Double It in Math Workshop. Double It C13 (Double It Recording Sheet) Make copies. (1 per pair) Assessment: Is It a Rectangle? SESSION FOLLOW-UP Daily Practice Making Boxes from Rectangles Assessment: Faces of a Geoblock Homework: Students play Double Arrays and Double It at home. Have students complete Student Activity Book pages 28B 28C or C14 C15 (Double Arrays and Double It) MP6, MP7 2.OA.1, 2.OA.2, 2.G.1 MP1 2.NBT.2, 2.G.1, 2.G.2 MP3 2.MD.7, 2.G A End-of-Unit Assessment See p. CC14. MP1, MP2 2.OA.2, 2.OA.4, 2.G.2 Instructional Plan CC7

4 INVESTIG ATION 3 Symmetry Skip this Investigation. Day Session Common Core Adaptation Common Core Standards 3.1 Mirror Symmetry 3.2 Copy Tiles 3.3 Paper Folding and Cutting 3.4 Is It Symmetrical? 3.5 End-of-Unit Assessment This End-of-Unit Assessment is now Session 2.10A. CC8 Unit 2

5 s e s s i o n 1. 1 A Subtraction Facts Math Focus Points Developing fluency with the subtraction facts related to the Plus 1, Plus 2, and Make 10 addition combinations Today s Plan activity Addition Combinations and Related Subtraction Facts ACTIVITY Which Subtraction Facts Do I Know? Activity Writing Addition Clues Session Follow-Up Daily Practice and Homework 20 Min Class Pairs 30 Min Individuals Pairs 10 Min Class Individuals Materials Connecting cubes; Make a cube tower of 8: 7 yellow and 1 red. Connecting cubes (10 per student) C2 C6, Subtraction Cards Sets: 1 3 Make copies and cut apart. (1 set per student) Envelopes (2 per student) Student Activity Book, p. 1A or C7, Practicing with Subtraction Cards Make copies. (as needed) Connecting cubes (as needed) Student Activity Book, p. 1A or C7, Practicing with Subtraction Cards Make copies. (as needed) Student Activity Book, p. 1B or C8, Subtraction Facts Make copies. (as needed) Classroom Routines Quick Images: Double Arrays Using the transparent double arrays from Rectangular Arrays (T24), display the 2 4 array. Follow the basic Quick Images activity. Students determine the total number of squares and share how they determined the amount. Record an equation using addition (e.g., = 8) that represents the array. Repeat with 2 7 and 2 9. Session 1.1A Subtraction Facts CC9

6 1 Activity 2 Activity 3 Activity 4 Session Follow-Up Name Rectangular Arrays A C T I V I T Y Addition Combinations and Related Subtraction Facts 20 Min class pairs Begin this session by referring to the sets of addition combinations that students worked on and were assessed on in the previous unit. Pearson Education 2 M28 T24 Sessions 2.6, 3.1 Pearson Education 2 You each have sets of cards for the Plus 1, Plus 2, and the Make 10 combinations. Today, we are going to look at some subtraction problems that are related to these addition combinations. Write the following on the board, and have students record them on a piece of paper. T Here are three problems that are related to one another. Solve each of the problems, and then talk with a partner about how you think these problems are related. Most students will quickly solve these problems, and many will recognize that they can use what they know about one problem (7 + 1 = 8) to solve the related subtraction problems (8 1 = 7 and 8 7 = 1). Show students the tower of 8 cubes (7 yellow and 1 red) that you have prepared. Ask volunteers to explain how the problems in this set are related using the cubes to demonstrate their ideas. As students explain their thinking, model it for the class. Students might say: 8 is equal to a group of 7 plus a group of 1. If you take away the 7 yellow, you are left with 1 red, and if you take away 1 red, you are left with the 7 yellow. Subtraction is like the opposite of addition. Either you put the groups together or you take them apart. If you know 7 1 is 8, then you know 8 take away 1 is 7 and 8 take away 7 is 1. CC10 Investigation 1 Features of 2-Dimensional and 3-Dimensional Shapes

7 1 Activity 2 Activity 3 Activity 4 Session Follow-Up = 8 I wonder whether this will work for other addition combinations. Write the following on the board, and have students record them on a piece of paper Here are two other sets of problems. Solve each problem, and build a cube model of each set. Then talk with a partner about how the problems are related. When students are finished, briefly discuss their thinking about how these sets of problems are related. 1 Teaching Notes 1 Building Fluency with Subtraction Facts Students build on their growing understanding of the inverse relationship between addition and subtraction, as well as their fluency with addition combinations, to learn the related subtraction facts. Students will work on sets of subtraction facts in Units 2, 4, 5, and 9, following the assessment of a set of related addition facts (i.e., in Unit 1 students are assessed on the Plus 1, Plus 2, and Make 10 addition combinations. In Unit 2 they work on the related sets of subtraction facts). You can use this session as a model for introducing new sets of facts as indicated in subsequent units. 2 Subtraction Facts Related to Addition Combos Point out to students that one set has Subtraction Facts related to the +1 addition combinations, one set has Subtraction Facts related to the +2 combinations, and one set has Subtraction Facts related to the combinations of 10. A C T I V I T Y Which Subtraction Facts Do I Know? 30 Min Individuals In the previous unit you were working on three sets of addition combinations, the Plus 1, Plus 2, and Make 10 combinations. Just as it is important to quickly know addition combinations with small numbers, it is also important to be able to quickly solve subtraction problems with small numbers. Today, you are going to get sets of subtraction fact cards that are related to the addition facts you already know. Refer to the sets of problems that students just worked on as examples of each set. 2 pairs Related to Related to Related to +1 combinations +2 combinations combinations of = 7 2 = 10 3 = 8 7 = 7 5 = 10 7 = Session 1.1A Subtraction Facts CC11

8 1 Activity 2 Activity 3 Activity 4 Session Follow-Up Teaching Note 3 Practicing Subtraction Facts Throughout this unit and in subsequent units, students should continue to practice the subtraction facts in their working on piles. This practice can be assigned as additional homework, a Math Workshop activity, or something students work on when they have a few minutes after completing another activity. C7 allows you to individualize this practice according to student needs. Name Name Shapes, Blocks, and Symmetry Name Shapes, Blocks, and Symmetry Name Shapes, Blocks, and Symmetry Name Shapes, Blocks, and Symmetry Subtraction Cards: Set 1 (page 1 of 5) Subtraction Cards: Set 1 (page 2 of 5) Subtraction Cards: Set 2 (page 3 of 5) Subtraction Cards: Set 2 (page 4 of 5) Subtraction Cards: 3Set 3 1(page 5 of 5) INV12_BLM02_U2.indd 2 INV12_BLM02_U2.indd C2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2 Unit 2 Session 1.1A Unit 2 Session 1.1A C3 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2 C4 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2 Unit 2 Session 1.1A C5 Pearson Education, Inc., or its affiliates. All Rights 5/2/11 Reserved. Unit 2 Session 1.1A 2:052 PM C6 Pearson Education, Inc., or its affiliates. All Rights 5/2/11 Reserved. Unit 2 Session 1.1A 2:062 PM INV12_BLM02_U2.indd 4 The Subtraction Cards are going to work just like your Addition Cards. Look through the cards and sort them into two groups. If you look at a card and you know the answer without having to stop and solve the problem, put that card in the Subtraction Facts I Know envelope. Put the cards that you aren t sure about or have to stop and figure out the answer to in the Subtraction Facts I Am Still Working On envelope. Have pairs of students work together to practice with the cards. They should mix up the sets of cards so that related cards (i.e., Subtraction Cards related to +1 combinations) are not together Once students have initialed their cards, give each student two envelopes. Have students write their name on both envelopes and label one with Subtraction Facts I Know and the other with Subtractions Facts I Am Still Working On. As you circulate, take subtraction cards from each student s Subtraction Facts I Know envelope and see whether you agree that the student knows these facts. Re-file cards as needed Distribute the three sets of Subtraction Cards (C2 C6) to each student. Explain to students that they should write their initials on the back of each card. Tell them that they should not write the answers to the problems on the cards, and for now, they should leave the blank. Ongoing Assessment: Observing Students at Work 5/19/11 2:48 PM INV12_BLM02_U2.indd 5 5/19/11 2:49 PM INV12_BLM02_U2.indd 6 5/19/11 2:49 PM Resource Masters, C2 C6 Students practice the subtraction facts related to +1 and +2 combinations and combinations of Which subtraction facts can students recall fluently? Which do they need to figure out? Are students able to identify the related addition combination and use this information to help them solve an unknown subtraction fact? differentiation: Supporting the Range of Learners Some students may find it helpful to sort their cards into sets and practice each set together. For students who have a lot of cards in the Still Working On envelope, check to see if they are fluent with the related addition combination cards. Those students who are not yet fluent with these combinations should practice working with their addition combination cards from the previous unit. Review the phrases facts I know and facts I am working on by sorting with students a few cards that show examples of each. CC12 Investigation 1 INV12_TE02_U02_S1.1A.indd 12 Features of 2-Dimensional and 3-Dimensional Shapes 6/15/11 4:47 PM

9 1 Activity 2 Activity 3 Activity 4 Session Follow-Up Teaching Notes Ac tivit y 10 Min Writing Addition Clues class Individuals After most students have sorted and practiced their sets of Subtraction Cards, call the group together to discuss how to use the Clue on each Subtraction Card. 4 Assessing Subtraction Facts Most students should be comfortable with most of these first sets of Subtraction Facts. Students will be assessed on these three sets of facts in Session 2.10A as a part of the End-of-Unit Assessment. Write following problems on the board. Name Homework Practicing with Subtraction Cards note Students practice subtraction facts and use related addition facts to help. Choose 6 Subtraction Card problems from your working on pile, and write these on the blank cards below. Practice these at home with a friend or family member. = Addition Ask volunteers to explain their thinking about which addition problem they would record. Use cubes to model their ideas. Explain to students that they should work with a partner to write addition clues for any of the cards that are in the Subtraction Facts I Am Still Working On envelope. Each student should work on his or her own set of cards but can consult with a partner if they need a suggestion about the related addition clue. 4 Have students choose 6 problems from their Working On envelopes that they want to practice at home. They record those subtraction facts on Student Activity Book page 1A or C7. = Addition = Addition = Addition Pearson Education 2 Suppose you were stuck on these two subtraction facts. Talk with the person next to you about what addition problem you could use as a clue to solve the subtraction problem. = Addition = Addition Session 1.1A Unit 2 1A Student Activity Book, Unit 2, p. 1A; Resource Masters, C7 INV12_SE02_U2.indd 1 5/20/11 9:28 AM Name Daily Practice Subtraction Facts note Students solve subtraction problems related to addition combinations. Solve the subtraction problems = 8 2= 7 5= 9 1= 10 7 = 10 4 = 8 6= 5 1= 8 7= Write subtraction facts that relate to these addition combinations. Session Follow-Up Daily Practice: For ongoing review, have students complete Student Activity Book page 1B or C8. Homework: Students work on the subtraction facts they recorded on Student Activity Book page 1A or C7 at home with a friend or family member. 7+2= = 10 = = = = = = Pearson Education 2 Daily Practice and Homework 8+1=9 1B Unit 2 Student Activity Book, Unit 2, p. 1B; Resource Masters, C8 INV12_SE02_U2.indd 2 Session 1.1A INV12_TE02_U02_S1.1A.indd 13 Session 1.1A 5/20/11 9:30 AM Subtraction Facts CC13 6/8/11 6:39 PM

10 s e s s i o n A End-of-Unit Assessment Math Focus Points Constructing and describing rectangular arrays of tiles Achieving fluency with the doubles combinations Developing fluency with subtraction facts related to the Plus 1, Plus 2, and Make 10 addition combinations Today s Plan ASSESSMENT ACTIVITY End-of-Unit Assessment Problems Session Follow-Up Daily Practice 60 Min individuals Materials C16 C19, End-of-Unit Assessment Make copies. (1 per student) M15, Inch Grid Paper Make copies. (1 per student; plus extras as needed) M29, Centimeter Grid Paper Make copies. (optional) C20, Assessment Checklist: Doubles Combinations Make copies. (2 or 3 sheets) C21, Assessment Checklist: Subtraction Facts Make copies. (7 or 8 sheets) M19, Addition Cards Set 2: Doubles Combinations (from Session 1.4; optional) ; color tiles; tape\ Student Activity Book, p. 30B or C22, Fly Away! Make copies. (as needed) Student Math Handbook, pp. 47, 126 Classroom Routines Today s Number: 29 Students individually generate numerical expressions for the number 29 using addition and/or subtraction. They record these expressions on blank paper which they have labeled with the date and heading Today s Number: 29. This work will give you some information on how students are understanding and working with Today s Number. Additionally, this is the second in a series of work samples for Today s Number that will be collected throughout the year. CC14 Investigation 2 What Is a Rectangle?

11 1 Assessment Activity Ongoing Assessment: Observing Students at Work Students make a rectangular array and describe it. Do students make a rectangular array with 18 tiles? Do students identify the number of rows and number of tiles in each row? Cut out your rectangle and tape it in this space == == == = 10 5 = 10 2 = 6 4= 6 4= 6+6= 8 2= 8 2= 1+1= 7 5= 7 5= 7+7= 10 4 = 5 2= 10 3 = 10 4 = 5 2= 10 3 = 2. Describe your rectangle. Include how many 5 + 5and = how many tiles 2 +are 2 =in each row = rows 10 8 = 10 8 = 9 7= 9 7= 10 7 = 10 7 = 10 6 = 10 6 = 8+8= 4 2= 4 2= 4 1= 4 1= Unit 2 Session 2.10A Unit 2 Session 2.10A Unit 2 Session 2.10A Unit 2 Session 2.10A INV12_BLM02_U2.indd 16 C16 C17 C19 C19 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2 INV12_BLM02_U2.indd 17 4/21/11 5:47 PM 5/2/11 2:08 PM INV12_BLM02_U2.indd 19 5/2/11 2:09 PM Resource Masters C16 C19 5/2/11 2:09 PM INV12_BLM02_U2.indd Students may need to tape together two sheets of inch grid paper to make their rectangle, or students may choose to draw their rectangle on Centimeter Grid Paper (M29). 1.Subtraction Make a rectangle using 18 color tiles. Draw it Facts on grid paper. 6 6 Part 1: Make a Rectangle On End-of-Unit Assessment: Make a Rectangle (C16), students make a rectangle using 18 color tiles, draw it on Inch Grid Paper (M15), cut it out, and attach it to the assessment sheet. Then students describe the rectangle. End-of-Unit Assessment (page (page 12 of of 4) 4) End-of-Unit Assessment (page 4 of 4) Make a Rectangle Doubles Combinations End-of-Unit Assessment (page 4 of 4) Subtraction Facts 5 5 As students are working on the assessment, have individuals or small groups of students cycle through a station with you to complete the assessments for Doubles Combinations and Subtraction Facts. 4 4 They are also assessed on their fluency with the subtraction facts related to +1 and +2 combinations and combinations of 10 as they complete Subtraction Facts (C18 C19). Name Name Name Name 3 3 There are three parts to the End-of-Unit Assessment. Each student works independently to solve the problem Make a Rectangle (C16) that assesses Benchmark 2: Identify the number of rows and the number of squares in each row in an array. Students also complete Doubles Combinations (C17) that assesses Benchmark 6: Demonstrate fluency with addition combinations: doubles combinations to Teacher Note: End-of-Unit Assessment, pp , This End-of-Unit Assessment focuses on two of the unit s benchmarks Min Individuals Student End-of-Unit Assessment Professional Development Assessment Checklist: Doubles Combinations A SSESSMENT AC TIVIT Y 2 Session Follow-Up Unit 2 Session 2.10A INV12_BLM02_U2.indd C20 Pearson Education, Inc., or its affiliates. All Rights Reserved Resource Masters, C20 6/6/11 8:06 AM Part 2: Doubles Combinations The Doubles Combinations assessment can be done in one of two ways. Both involve observation. If you choose to use End-of-Unit Assessment: Doubles Combinations (C17), observe students as they complete the sheet to see how fluent they are in their responses. Session 2.10A INV12_TE02_U02_S2.10A.indd 15 End-of-Unit Assessment CC15 6/15/11 5:19 PM

12 1 Assessment Activity 2 Session Follow-Up Teaching Note 2 Subtraction Facts Related to the Doubles Combinations (Set 4) This set of facts will be introduced at the beginning of Session 1.2 in Unit 3. In preparation, make copies and cut apart C25, Subtraction Cards Set 4 (1 per student). Alternately, you can interview students, using a blank set of the Addition Cards Set 2: Doubles Combination (M19), and they can respond orally. Keep track of student responses on the Assessment Checklist: Doubles Combinations (C20). 2 Ongoing Assessment: Observing Students at Work Students solve doubles combination problems. Do students accurately and efficiently solve all the Alternately, you can interview students using their sets of subtraction fact cards and record your observations on C21 as well C Part 3: Subtraction Facts Students solve a selection of subtraction facts related to +1 and +2 combinations and combinations of 10. The subtraction facts assessment can be done in one of two ways and involves observation. If you choose to use End-of-Unit Assessment: Subtraction Facts (C18 C19), observe 5 6 students at a time as they complete the sheet to see how fluent they are in their responses. Record information on the Assessment Checklist: Subtraction Facts by circling the facts that the student is not yet fluent with (C21) Unit 2 Session 2.10A Student Make 10 2 Student 1 Make Student Related to Addition Combinations 1, 2, Make 10 Assessment Checklist: Subtraction Facts 2 1 Make 10 problems in a reasonable amount of time? Pearson Education, Inc., or its affiliates. All Rights Reserved. 2 INV12_BLM02_U2.indd 21 5/19/11 3:09 PM Resource Masters, C21 Name Ongoing Assessment: Observing Students at Work Students solve subtraction problems related to +1 and +2 combinations, and combinations of 10. Daily Practice Fly Away! Tell how many of each kind of block are in the kite design. Then follow the directions for coloring. triangle Do students accurately and efficiently solve all the note Students practice identifying 2-D shapes. 114 problems in a reasonable amount of time? pentagon trapezoid hexagon 1. Triangles Color triangles green. Session Follow-Up 2. Pentagons Color pentagons blue. Daily Practice 3. Trapezoids Color trapezoids red. 4. Hexagons Color hexagons yellow. Pearson Education 2 Daily Practice: For enrichment, have students complete Student Activity Book page 30B or C22. Session 2.10A Unit 2 30B Student Activity Book, Unit 2, p. 30B; Resource Masters, C22 INV12_SE02_U2.indd 2 CC16 5/20/11 9:51 AM Investigation 2 INV12_TE02_U02_S2.10A.indd 16 Student Math Handbook: Students and families may use Student Math Handbook pages 47 and 126 for reference and review. See pages in the back of this unit. What Is a Rectangle? 6/20/11 10:08 AM

13 Name Subtraction Cards: Set 1 (page 1 of 5) Unit 2 Session 1.1A C2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

14 Name Subtraction Cards: Set 1 (page 2 of 5) Unit 2 Session 1.1A C3 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

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17 Name Subtraction Cards: Set 3 (page 5 of 5) Unit 2 Session 1.1A C6 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

18 Name Practicing with Subtraction Cards Homework note Students practice subtraction facts and use related addition facts to help. Choose 6 Subtraction Card problems from your working on pile, and write these on the blank cards below. Practice these at home with a friend or family member. = = Addition Addition = = Addition Addition = = Addition Addition Unit 2 Session 1.1A C7 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

19 Name Subtraction Facts Solve the subtraction problems. Daily Practice note Students solve subtraction problems related to addition combinations = 8 2 = 7 5 = 9 1 = 10 7 = 10 4 = 8 6 = 5 1 = 8 7 = Write subtraction facts that relate to these addition combinations = = = 10 = = = = = = Unit 2 Session 1.1A C8 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

20 Name Family Letter About the Mathematics in This Unit (page 1 of 2) Dear Family, We are beginning a new unit in mathematics called Shapes, Blocks, and Symmetry. In this unit, students will identify two- and three-dimensional shapes, focus on the properties of rectangles and rectangular prisms, and work on doubles combinations. Throughout this unit, students will be working toward these goals: BENCHMARKS/GOALS Identify the number of sides of a polygon. EXAMPLES 3 sides 6 sides 4 sides Identify the number of rows and the number of squares in each row in an array. Identify rectangles as four-sided shapes with four right angles. Identify the number of faces on a rectangular prism and show which faces are congruent. 2 rows 6 in each row These are all rectangles. How many faces? Which faces are congruent? (continued) Unit 2 Session 1.1 C9 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

21 Family Letter About the Mathematics in This Unit (page 2 of 2) BENCHMARKS/GOALS Demonstrate fluency with addition combinations: doubles combinations to Demonstrate fluency with subtraction facts related to addition combinations, +1, +2, and Make 10. EXAMPLES = = = = 7 1 = 5 2 = 10 6 = Students will continue to engage in math problems and activities and share how they solve a given problem. At home, you can encourage your child to explain his/her math thinking to you as you engage in activities that further support the mathematics in this unit. Unit 2 Session 1.1 C10 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

22 Name Family Letter Related Activities to Try at Home (page 1 of 2) Dear Family, The activities suggested below are related to the geometry we are currently working on in school. Doing them together can enrich your child s learning. Look Out for Shapes Look for different shapes in the environment. Where do you see rectangles and squares? How many triangles do you see? Can you find a trapezoid? How about a hexagon or an octagon? Are there some shapes within other shapes, such as panes in a window? Your child can also look for and make threedimensional shapes by combining blocks, boxes, or other building materials. Making Shapes Make shape pictures out of shapes cut from paper. Scrap paper and newspaper work fine. Cut a variety of shapes (for example, squares, rectangles, triangles, circles, and hexagons) for your child to glue onto a background. You might like to do this as a family mural, adding shapes over a period of time. Where Are Arrays? Look for rectangles or arrays (for example, floor tiles, eggs in a carton, cans in a box, calendar grids, and window panes). Talk about the number of rows and columns that you see and use that to figure out the total number of items in each array. You can also draw new arrays. Take turns choosing the number of rows and columns. If an array has 3 rows and 6 columns, does it always look the same? How many different arrays can you make with 24 tiles? (continued) Unit 2 Session 1.5 C11 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

23 Name Family Letter Related Activities to Try at Home (page 2 of 2) Math and Literature Here are some children s books that contain ideas related to our work in this geometry unit. You can find many of them in your local public library and read them together. Burns, Marilyn. The Greedy Triangle Friedman, Aileen. A Cloak for the Dreamer Hoban, Tana. Shapes, Shapes, Shapes Hutchins, Pat. Clocks and More Clocks Greene, Rhonda Gowler. When a Line Bends... A Shape Begins Neuschwander, Cindy. Sir Cumference and the First Round Table Pluckrose, Henry. Math Counts: Shape Schulz, Charles M. How to Draw Peanuts Unit 2 Session 1.5 C12 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

24 Name Double It Recording Sheet Pick a card. Double the number. Write the total Unit 2 Session 2.4 C13 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

25 Name Homework Double Arrays Pick a card. Double the number. Color that many squares. Write an equation. note Students draw arrays of a doubles fact and then write an equation to match the array = 6 Unit 2 Session 2.7 C14 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

26 Name Homework Double It Recording Sheet note Students practice adding doubles. Pick a card. Double the number. Write the total Unit 2 Session 2.7 C15 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

27 Name End-of-Unit Assessment (page 1 of 4) Make a Rectangle 1. Make a rectangle using 18 color tiles. Draw it on grid paper. Cut out your rectangle and tape it in this space. 2. Describe your rectangle. Include how many rows and how many tiles are in each row. Unit 2 Session 2.10A C16 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

28 Name End-of-Unit Assessment (page 2 of 4) Doubles Combinations = = = = = = = = = = Unit 2 Session 2.10A C17 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

29 Name End-of-Unit Assessment (page 3 of 4) Subtraction Facts 9 8 = 6 1 = 5 4 = 8 6 = 8 1 = 9 2 = 9 1 = 7 6 = 5 3 = 5 1 = 6 2 = 10 1 = 7 2 = 8 7 = 7 1 = Unit 2 Session 2.10A C18 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

30 Name End-of-Unit Assessment (page 4 of 4) Subtraction Facts 10 9 = 10 5 = 10 2 = 6 4 = 8 2 = 7 5 = 10 4 = 5 2 = 10 3 = 10 8 = 9 7 = 10 7 = 10 6 = 4 2 = 4 1 = Unit 2 Session 2.10A C19 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

31 Assessment Checklist: Doubles Combinations Student Unit 2 Session 2.10A C20 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

32 Assessment Checklist: Subtraction Facts Related to Addition Combinations 1, 2, Make 10 Student Student Student 1 2 Make Make Make Unit 2 Session 2.10A C21 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

33 Name Daily Practice Fly Away! Tell how many of each kind of block are in the kite design. Then follow the directions for coloring. note Students practice identifying 2-D shapes. 114 triangle pentagon trapezoid hexagon 1. Triangles Color triangles green. 2. Pentagons Color pentagons blue. 3. Trapezoids Color trapezoids red. 4. Hexagons Color hexagons yellow. Unit 2 Session 2.10A C22 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

34 Nombre Figuras, bloques y simetría Fecha Tarjetas de resta: Grupo 1 (página 1 de 5) Unidad 2 Sesión 1.1A C2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

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36 Nombre Figuras, bloques y simetría Fecha Tarjetas de resta: Grupo 2 (página 3 de 5) Unidad 2 Sesión 1.1A C4 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

37 Nombre Figuras, bloques y simetría Fecha Tarjetas de resta: Grupo 2 (página 4 de 5) Unidad 2 Sesión 1.1A C5 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

38 Nombre Figuras, bloques y simetría Fecha Tarjetas de resta: Grupo 3 (página 5 de 5) Unidad 2 Sesión 1.1A C6 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

39 Nombre Figuras, bloques y simetría Practicar con tarjetas de resta Fecha Tarea nota Los niños practican operaciones de resta y usan operaciones relacionadas de suma como ayuda. Escoge 6 problemas de tarjetas de resta de la pila con la cual estás trabajando y escríbelos en las tarjetas en blanco de abajo. Practícalos en casa con un amigo o un miembro de tu familia. = = Pista para la suma: Pista para la suma: = = Pista para la suma: Pista para la suma: = = Pista para la suma: Pista para la suma: Unidad 2 Sesión 1.1A C7 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

40 Nombre Figuras, bloques y simetría Operaciones de resta Resuelve los problemas de resta. Fecha Práctica diaria nota Los niños resuelven problemas de resta relacionados con combinaciones de suma = 8 2 = 7 5 = 9 1 = 10 7 = 10 4 = 8 6 = 5 1 = 8 7 = Escribe operaciones de resta que se relacionen con estas combinaciones de suma = = = 10 = = = = = = Unidad 2 Sesión 1.1A C8 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

41 Nombre Figuras, bloques y simetría 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 Figuras, bloques y simetría. En esta unidad, los niños identificarán figuras bidimensionales y tridimensionales, se enfocarán en las propiedades de los rectángulos y prismas rectangulares y trabajarán con combinaciones de dobles. A lo largo de esta unidad los niños trabajarán para lograr los siguientes objetivos: PUNTOS DE REFERENCIA/ OBJETIVOS EJEMPLOS Identificar el número de lados de un polígono. 3 lados 6 lados 4 lados Identificar el número de filas y el número de cuadrados en cada fila de una matriz. Identificar rectángulos como figuras de cuatro lados con cuatro ángulos rectos. Identificar el número de caras de un prisma rectangular y mostrar qué caras son congruentes. 2 filas 6 en cada fila Todos estos son rectángulos. Cuántas caras? Qué caras son congruentes? (continúa) Unidad 2 Sesión 1.1 C9 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

42 Nombre Figuras, bloques y simetría Fecha Carta a la familia HOGAR Sobre las Matemáticas de esta unidad (página 2 de 2) PUNTOS DE REFERENCIA/ OBJETIVOS Obtener habilidad en el manejo de combinaciones de suma: combinaciones de dobles hasta Obtener habilidad en el manejo de combinaciones de resta relacionadas con combinaciones de suma, +1, +2, y Forma 10. EJEMPLOS = = = = 7 1 = 5 2 = 10 6 = Los niños continuarán participando en problemas y actividades de matemáticas, y compartirán la manera en que resuelven un problema dado. En casa, anime a su hijo/a a que le explique su razonamiento matemático mientras participa en actividades que le ayudarán con las matemáticas de esta unidad. Unidad 2 Sesión 1.1 C10 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

43 Nombre Figuras, bloques y simetría Fecha Carta a la familia HOGAR Actividades relacionadas para hacer en el hogar (página 1 de 2) Estimada familia: Las actividades que se sugieren a continuación están relacionadas con la geometría con la que estamos trabajando en la escuela. Hacer estas actividades juntos puede enriquecer el aprendizaje de su hijo/a. Buscar figuras Busquen diferentes figuras en su entorno. Dónde ven rectángulos y cuadrados? Cuántos triángulos ven? Pueden encontrar un trapecio? Y un hexágono o un octágono? Hay figuras dentro de otras figuras, como las de los vidrios de una ventana? Su hijo/a también puede buscar y hacer figuras tridimensionales combinando bloques, cajas u otros materiales de construcción. Hacer figuras Hagan figuras con figuras de papel recortadas. Pueden usar papel borrador o de periódico. Recorten una variedad de figuras (por ejemplo, cuadrados, rectángulos, triángulos, círculos y hexágonos) para que su hijo/a los pegue en una superficie. Quizás le interese hacer un mural familiar, agregando figuras durante un período de tiempo. Dónde hay matrices? Busquen rectángulos o matrices (por ejemplo, baldosas del suelo, huevos en un cartón, latas en una caja, las cuadrículas de un calendario y los vidrios de ventanas). Hablen sobre el número de filas y columnas que pueden ver y usen eso para averiguar el número total de elementos en cada matriz. También pueden dibujar matrices nuevas. Túrnense para elegir el número de filas y columnas. Si una matriz tiene 3 filas y 6 columnas, se ve siempre igual? Cuántas matrices diferentes pueden hacer con 24 fichas cuadradas? (continúa) Unidad 2 Sesión 1.5 C11 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

44 Nombre Figuras, bloques y simetría Fecha Carta a la familia HOGAR Actividades relacionadas para hacer en el hogar (página 2 de 2) Matemáticas y literatura Aquí tiene un libro para niños que contiene ideas relacionadas con nuestro trabajo en esta unidad de geometría. Pueden buscarlo en la biblioteca pública y leerlo juntos. Hoban, Tana. Figuras, figuras, figuras Unidad 2 Sesión 1.5 C12 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

45 Nombre Figuras, bloques y simetría Fecha Duplícalo Hoja de anotaciones Escoge una tarjeta. Duplica el número. Escribe el total Unidad 2 Sesión 2.4 C13 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

46 Nombre Figuras, bloques y simetría Matrices dobles Escoge una tarjeta. Duplica el número. Colorea esa cantidad de cuadrados. Escribe una ecuación. Fecha Tarea nota Los niños dibujan matrices de suma de dobles y luego escriben una ecuación que corresponda a la matriz = 6 Unidad 2 Sesión 2.7 C14 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

47 Nombre Figuras, bloques y simetría Fecha Tarea Duplícalo Hoja de anotaciones nota Los niños practican la suma de dobles. Escoge una tarjeta. Duplica el número. Escribe el total Unidad 2 Sesión 2.7 C15 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

48 Nombre Figuras, bloques y simetría Fecha Evaluación final de la unidad (página 1 de 4) Hacer un rectángulo escritura 1. Haz un rectángulo usando 18 fichas cuadradas de colores. Dibújalo en papel cuadriculado. Recorta tu rectángulo y pégalo con cinta adhesiva en este espacio. 2. Describe tu rectángulo. Incluye cuántas filas hay y cuántas fichas cuadradas hay en cada fila. Unidad 2 Sesión 2.10A C16 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

49 Nombre Figuras, bloques y simetría Fecha Evaluación final de la unidad (página 2 de 4) Combinaciones de dobles = = = = = = = = = = Unidad 2 Sesión 2.10A C17 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

50 Nombre Figuras, bloques y simetría Fecha Evaluación final de la unidad (página 3 de 4) Operaciones de resta 9 8 = 6 1 = 5 4 = 8 6 = 8 1 = 9 2 = 9 1 = 7 6 = 5 3 = 5 1 = 6 2 = 10 1 = 7 2 = 8 7 = 7 1 = Unidad 2 Sesión 2.10A C18 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

51 Nombre Figuras, bloques y simetría Fecha Evaluación final de la unidad (página 4 de 4) Operaciones de resta 10 9 = 10 5 = 10 2 = 6 4 = 8 2 = 7 5 = 10 4 = 5 2 = 10 3 = 10 8 = 9 7 = 10 7 = 10 6 = 4 2 = 4 1 = Unidad 2 Sesión 2.10A C19 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

52 Lista de comprobación: Combinaciones de dobles Niño Unidad 2 Sesión 2.10A C20 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

53 Lista de comprobación: Operaciones de resta Relacionadas con combinaciones de suma 1, 2, Formar 10 Niño Niño Niño 1 2 Forma Forma Forma Unidad 2 Sesión 2.10A C21 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2

54 Nombre Figuras, bloques y simetría Fecha Práctica diaria A volar! Indica cuántos bloques de cada tipo hay en el diseño de la cometa. Luego sigue las instrucciones para colorearla. nota Los niños practican cómo identificar figuras bidimensionales. 114 triángulo pentágono trapecio hexágono 1. Triángulos Colorea los triángulos de verde. 2. Pentágonos Colorea los pentágonos de azul. 3. Trapecios Colorea los trapecios de rojo. 4. Hexágonos Colorea los hexágonos de amarillo. Unidad 2 Sesión 2.10A C22 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2