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MATH MAKES SENSE 3

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					MATH MAKES SENSE 3
Facilitator Notes



Introduction                5 min.

Materials:     Geometry Big Ideas (overhead)
               Master 3.1 Unit Rubric: Geometry
               Master 3.2 Ongoing Observations: Geometry

Review Geometry Big Ideas

ASSESSMENT FOR LEARNING – review before each lesson so that you
know “what to look for”

Review Master 3.1 Unit Rubric: Geometry and 3.2 Ongoing Observations:
Geometry


A. Lesson 8: Identifying Prisms and Pyramids               15 min.

Outcome: E5 recognize, name, describe, and represent different prisms
            and pyramids

Materials:     sets of 3D solids (1 set per group)
               Step-by-Step 8 (Master 3.25)

EXPLORE             Prism vs Pyramid
- how are they alike? different?
- talk about geometric attributes they used to describe prisms and pyramids

CONNECT              Parts of prisms and pyramids
-   base
-   vertices         Ask questions on p. 28
-   edges
-   faces
PRACTICE            Naming prisms and pyramids
- prisms and pyramids are named by their base
- distribute a set of 3D solids to each group and have them name them



B. Sorting Solids                      10 min.

Outcome: E5 recognize, name, describe, and represent different prisms
            and pyramids

Materials:   sets of 3D solids (1 set per group)
             loops of yarn
             index cards

EXPLORE      Have a volunteer choose a solid and describe it for others to
             guess. Encourage the use of attributes to describe the solid.

Review curved surfaces (used to describe sphere, cone, cylinder)
      - sphere has 1 curved surface                Common Misconception
      - cylinder has 1 curved surface and 2 faces students consider curved
      - cone has 1 curved surface and 1 face      surfaces to be faces

CONNECT      Activity: Reaching All Learners: Alternative Explore (p. 32 TG)
                       Early Finishers: Write a Riddle (p. 32 TG)

PRACTICE      You don’t have to do ALL the questions
choose something that is different from what the students have done (i.e.
writing, using a calculator, drawing, etc.)

NOTE:        p. 111 Question #2 (a)
             shape E (cube): the answer key suggests that E should be in
             the centre of the Venn diagram (Has 6 faces and Has
             rectangular faces); students would not understand this as they
             don’t see a square as a rectangle
             shape D: students may not know what this shape is (it could be
             a trapezoidal pyramid, pentagonal pyramid, or hexagonal
             pyramid); the answer key says that it has 6 faces
C. Nets                    10 min.

Outcome: E6 cut and assemble net patterns for pentagonal and hexagonal
            prisms and pyramids

             E11 recognize and identify various polygons, prisms, and
                 pyramids in real-world contexts

Materials:    2-cm grid paper
              scissors

Building solids may be challenging/frustrating for students:
- consider using pre-made nets and have students cut, fold and glue or
       tape (there are some nets of prisms and pyramids available in the
       Blackline Masters)
- students could roll and trace 3D shapes to create a net and then put them
       together
- students could use polydrons if available

The purpose for having students create and put together nets of solids is to
emphasize the faces (shapes, number, congruency) of solids.

If time permits, do the Extension on p. 37 in the Teachers’ Guide
- draw on grid paper as many nets for a cube as you can…cut and fold each
one to check

D. Skeletons                     10 min.

Outcome: E7 build skeletons of various prisms and pyramids to focus on
            edges and vertices

The purpose for having students build skeletons of solids is to emphasize
the number of edges and vertices in solids.

Explain that you may want to distribute the PM (Program Masters) chart for
Question #1 on p. 117. Students should NOT have to copy the chart in the
book.
E. Views of Solids                     5 min.

Outcome: E1 continue their development of spatial sense with emphasis
            on perceptual constancy

Materials:   snap cubes
             2-cm grid paper

You may want to do the EXPLORE activity to demonstrate/explain top and
side view (p. 119 student text)

Another interesting activity is suggested in Reaching All Learners: How to
Help p. 42 TG. Have teachers predict the shadow that will be cast by
placing different views of objects on an overhead projector.

Many of the questions in the PRACTICE section ask students to draw
different views of cubes using dot paper. Students may have difficulty
drawing the 3D structures (dot paper). This is not an expectation at grade
three, however, some students may enjoy the activity.

F. Final Activity                      5 min.

Materials:   geometry words chart

Each person at the table takes a turn and chooses two words from the chart
and uses both of them in one sentence.

i.e. “ A cone has a curved surface.”
                   Geometry Big Ideas


   Figures and solids can be described and compared according
    to their attributes.



   Two figures or two solids are congruent if they have the
    same size and shape.



   Figures can be combined to make other figures.



   Solids have faces that are figures. The shape of the base
    tells the name of the solid.



   Different figures can be used to build models of solids.



   A model of a solid can be made from a net.



   Many objects in our world resemble three-dimensional solids.
attributes     prism       pyramid


  edge         face        vertices


  base       congruent    rectangle


 triangle     square      pentagon


 hexagon       cube      Venn diagram


  cone        sphere       cylinder

              curved
  solid                      net
              surface

  figure     skeleton       length


  width       height         view


 top view    side view

				
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