# Shapes/Area Unit 6/Ch.19

## CPC: November 30

## Lesson One: Planes, Lesson Two: Solids Lesson Three: Area-insert for area is in your unit folder

## the shapes unit is another opportunity to build geometry knowledge as well as numeracy. Ask questions as how many more..how many fewer...combined..etc.

## Materials:

## GEOMETRY TEKS: SHAPES AND AREA

## 2.8 (A) create two dimensional shapes based on given attributes, including number of sides and vertices

## 2d Shapes /PLANES/Polygons

## PLANE

## A closed, two-dimensional or flat figure is called a plane shape. Different plane shapes have different attributes, such as the numbers of sides or corners. A side is a straight line that makes part of the shape, and a corner is where two sides meet.

## POLYGON

## Students will study the attributes of the following polygons:

## triangle, square, rectangle, pentagon, hexagon, trapezoid, rhombus, parallelogram, octagon

## RHOMBUS: a rhombus has four equal sides, opposite sides that are parallel, equal opposite angles and diagonals that bisect at right angles.

## Parallelogram: A quadrilateral with both pairs of opposite sides parallel.

## SMALL GROUP EXPERIENCES

## iN SMALL GROUP GIVE STUDENTS POLYGONS AND ASK THE FOLLOWING QUESTIONS AS THEY WORK WITH A PARTNER TO SOLVE. MAKE TEMPLATES SUCH AS THE FOLLOWING STUDENTS MAY USE.

## QUESTIONING IS KEY!

## Name the polygons that are quadrilaterals?

## Which polygon has less than five sides?

## Which polygons combined have 11 sides?

## How many vertices (corners) in two trapezoids? Three trapezoids?

## How many sides in an octagon? Two octagons?

## How many more sides does the hexagon have than the trapezoid?

## Have students write about what they know about polygons ...

## CLASSIFY AND SORT

## SOLIDS

## 2.8 (B) classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language

## Students will learn about the attributes of: sphere, cube, rectangular prism, cones, cylinders, triangular prisms

## Vertices-A point where two straight lines or edges intersect.

## REAL WORLD CONNECTIONS

## Which 3D/Solid stack? Why?

## Which 3D/Solid roll? Why?

## Name the 3D/solids that have 12 edges?

## Name the solids with more than six edges?

## Which 3D/solids have more than five faces?

## How many faces combined does the cube and rectangular prism have?

## How many more faces does the cube have than the cone?

## CLASSIFY AND SORT

## POLYGONS

## 2.8 (C) classify and sort polygons with 12 or fewer sides according to attributes including identifying the number of sides and number of vertices

## Which polygons have less than five sides? Which have five or more sides?

## Which polygons have more than four vertices?

## composing and decomposing

## 2.8 (D/E) Compose two dimensional shapes and three dimensional solids with given properties or attributes,

## Materials: Geoboards (composing plane shapes), Pattern Blocks, IPAD Patterns App

## Which 3D/Solids have square faces? Which have triangular faces?

## Decomposing 2D shapes

## and decompose two dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.

## Matific site: Students can compose and decompose plane shapes...free trial

## What shape do you get when you cut a corner of a square?

## What shape do you get when you cut/partition a rectangle in half? diagonally?

## 2.8E According to the standard, solids are limited to prisms and do not include pyramids.

## 2.9 (F) Use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit.

## What is the area of...?

## How may square units is the rectangle? square?

## Sentence Stem: The area is ___square units because____.

## District addition-area

## Area-the number of square units needed to cover a surface

## VOCABULARY-create anchor charts for plane and solid shapes as well as area with the words, definition and drawing.

## Attributes

## Plane Shapes

disregard: heptagon, nonagon, decagon and dodecagon

## CREATE AN ANCHOR CHART FOR QUADRILATERALS

## Solids

* pyramid is not a second grade geometry standard

## Plane and Solid Shapes-create a Venn Diagram What are the differences, how are they the same?

## AREA

## Small Group Activities-I have included several for plane, solid shapes and area.

There is a hard copy in your unit folder

## SHOW ME! Use the geoboards....

Have students show you..example...

- quadrilateral (s)
- a hexagon
- a trapezoid
- a triangle
- a plane shape with four equal sides
- a plane shape with four vertices
- a plane shape with more than four vertices

## Students draw the plane shape, answer the questions (s) then create it on a geoboard.

## 2.8E-an activity for this TEK

## Solids

## Review of Plane and Solid SHAPES

## AREA-a great activity for area and a nice transition to multiplication (next unit)

## Tech Integration-use the Pattern Shapes app on the iPAD to combine shapes as well as Explain Everything and Chatterpix.

(F) **compose two-dimensional shapes by joining two, three,** or **four figures to produce a target shape in more than one way if possible;**

Making new shapes into other shapes… Vocabulary is important; Students will need to understand what compose and decompose mean; Have students start with composing (putting together) shapes using pattern blocks and then decompose the shapes.

## TASK CARDS- I placed these task cards in your box-include them in your small group activities for the composing new shapes TEKS.

## SMART EXCHANGE Interactive lessons

This one is perfect to teach/review plane (polygons) and solid shapes. **Note: Use the first few slides that focus on polygons and solids....**

This one goes with the book Greedy Triangle

http://exchange.smarttech.com/details.html?id=b6fa5391-e747-41cc-998e-f2fb9cc47760

## BOOKS-i INCLUDED AN ACTIVITY TO GO ALONG WITH THE Greedy Triangle

## Games-send the link home as well

## Create a KAHOOT or use one that has been made!

## FLASHCARDS

* attach to backpack to take home and practice 5 minutes a day

*recording sheet/planner parents signature (daily/weekly)-send reminders via Class Dojo

Monthly 5 minute fact fluency test-set a date

## Continue teaching time at EDC and whenever possible...

If you need one....We have this star organizer in the language arts lab!

## Time TEKS and games

**read**and

**write**

**time**to the

**nearest**

**one-**

**minute increment**using

**analog**and

**digital clocks**and

**distinguish between a.m. and p.m**.

Learning to tell time is challenging for children. In order to read an analog clock, they must be able to read a dial-type instrument. Furthermore, they must realize that the hour hand indicates broad, approximate time while the minute hand indicates the minutes in between each hour. As students experience clocks with only hour hands, they begin to realize that when the time is two o’clock, twofifteen, or two forty-five, the hour hand looks different- but is still considered “two”. Discussing time as “**about 2 o’clock**”, “**a little past 2 o’clock”**, and “**almost 3 o’clock**” helps build vocabulary to use when introducing time to the nearest minute.

Try: **Bang on Time and Teaching Clock-include this link on your website and send the link to parents**

http://resources.woodlands-junior.kent.sch.uk/maths/measures.htm

## PLC-Tuesday, January 2 from 10-12

**Bring:**

**Laptops**

Bring 1-2 Make & Take for a skill previously taught and/or an upcoming skill (multiplication, Measurement, etc)

I will print out your DMAC data.

Our goal is to identify the weaknesses/strengths of the students and have a plan of action to address their needs.

## DCA Data

DCA #1 **December 7, 2017**-**21 questions**

DCA#2 **May 3 2018-**

**Distric**t average:

**28%**

**-**December 2016

**Rees** average:** 27%**