CorrectionKey=C LESSON 11.3 Hands On • Make New Three ... · LESSON AT A GLANCE Hands On • Make New Three-Dimensional Shapes LESSON 11.3 645A Chapter 11 MP1 Make sense of problems

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LESSON AT A GLANCE

Hands On • Make New Three-Dimensional Shapes

LESSON 11.3

645A Chapter 11

MP1 Make sense of problems and persevere in solving them. Children use what they learned about combining three-dimensional shapes to create new shapes. Using concrete objects, children explain their reasoning as they identify attributes and the positions of the shapes in the new construction. Children become better at identifying characteristics of new shapes as they work with models to find which combinations are reasonable.

•Can a cone go on top of a cube? Can a cube go on top of a cone? Explain. A cone goes on top of a cube with the flat surface of the cone on the flat surface of the cube. A cube cannot go on top of a cone.

•Why would cylinders in a combined shape be standing up and not lying on their sides? Possible answer: A cylinder has flat surfaces at its ends, so it can stand up.

Interactive Student Edition

Personal Math Trainer

Math on the Spot Video

iTools: Geometry

About the Math

Learning ObjectiveUse composite three-dimensional shapes to build new shapes.

Language ObjectiveChildren work in teams to present how to use a combined shape to build new shapes.

MaterialsMathBoard, models of three-dimensional shapes, Three-Dimensional Shapes (see eTeacher Resources)

F C R Focus:Common Core State 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. MP5 Use appropriate tools strategically.

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

Lesson 11.3 645B

How can you use a combined shape to build new shapes?

with the Interactive Student Edition

Essential QuestionHow can you use a combined shape to build new shapes?

Making ConnectionsInvite children to tell what they know about combining shapes.

What are some ways you can combine shapes? Possible answers: by stacking them; by putting them side by side

Why are some shapes easier to combine than others? Possible answer: flat surfaces are easier to combine than curved or pointed surfaces

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

• Describe two different ways you could combine the two shapes. How would you describe the new shapes you can make? Answers will vary.

Literacy and MathematicsChoose one or both of the following activities.

• Invite children to play “I Spy” using three-dimensional shapes in the classroom. Have children take turns, spying objects of different shapes.

• Have pairs work together to find magazine pictures that show combined shapes. Then have the partners describe to each other how the shapes are combined.

Problem of the Day 11.3Basic Facts What addition fact can you use to solve 17 ∙ 8 ∙ ? 8 + 9 = 17 or 9 + 8 = 17

Repeat with other examples.

Vocabulary• Interactive Student Edition• Multimedia Glossary e

1 23 4 Fluency BuilderClock TalkMaterials Analog Clock Faces (see eTeacher Resources)

Prepare Analog Clock Faces for pairs of children. Provide each pair with one clock face.

•Suppose you want to show 6:30 on the clock. Where should the hour hand point? halfway between 6 and 7

•Where should the minute hand point? to the 6

•How do you write the time 6:30 like it is on a digital clock? Write 6 on the left side of the colon and 30 on the right side.

Tell each pair a time to the hour or a time to the half hour. Have partners work together to draw the hour and minute hands to show the correct time. Then have partners write the time in digital-clock form below the analog clock.

Have partners display their clocks and describe the position of the hands.


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Listen and DrawListen and Draw

MathTalk MATHEMATICAL PRACTICES 1

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Make New Three-Dimensional ShapesEssential Question How can you use a combined shape to build new shapes?

Draw to copy the shape.

Chapter 11 six hundred forty-fi ve 645

Lesson 11.3HANDS ON

Geometry—1.G.A.2

MATHEMATICAL PRACTICESMP1, MP2, MP3, MP5

Describe how to draw to copy the new shape.

FOR THE TEACHER • Leila put a box on top of another box. Draw to copy the new shape Leila made.

Math Talk: Possible answer: Draw a small box on top of a larger box. The top box will be lined up with the bottom box on the right side.

Children’s drawing should show a small box on the top, right side of a larger box.

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EXPLORE2

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You cannot make this new shape. The first shapes did

not stay the same.

Make New Three-Dimensional Shapes

Build a shape. Copy the shape.

Combine them. Circle a new shape you can make.

Use three-dimensional shapes.

Build these shapes.

Circle the new shape you can make. Cross out the shape you cannot make.

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2.

Lesson 11.3Reteach

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11-9 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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Name Lesson 11.3Enrich

Make New ShapesHere is a shape.Repeat and combine. Which new shapes can you make? Circle the correct shapes. Cross out the wrong shapes.

1. 2. 3.

4. 5. 6.

7. 8. 9.

Writing and Reasoning How were you able to make different shapes?

Possible answer: I turned them in different ways.

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11-10 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

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DifferentiatedInstruction1

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645 Chapter 11

Enrich 11.3Reteach 11.3

LESSON 11.31.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, Three-Dimensional Shapes (see eTeacher Resources)

Read the following problem aloud.Leila put a box on top of another box. Draw to copy the new shape Leila made.

Have children describe the two boxes in the picture and how they are put together.• Describe the smaller box. Possible answer: It is

shaped like a cube. • Describe the larger box. Possible answer: It is

shaped like a rectangular prism, and it is not a cube.

• Describe what your drawing will look like. Possible answer: It will show the cube-shaped box on the top right side of the larger box.

If children have difficulty drawing the shapes, provide them with a copy of the Three-Dimensional Shapes worksheet. Have them trace, cut out, and glue the appropriate shapes onto the page.

MathTalk

MP1Makesenseofproblems andpersevereinsolvingthem.Use Math Talk to focus on children’s understanding of making new shapes.• What other shapes could Leila make with

her two blocks? Possible answer: She could stack the rectangular prisms into one big one.

ELL Strategy: Model Language

Help children use prepositional phrases to describe the shapes in a construction. Model using on top, next to, and under.• The cone is on top of the cube. Show

children a cube with a cone on top.Repeat using a different construction of three-dimensional shapes. Have children describe the shapes using on top, next to, and under.

HandsOn

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MeetingIndividualNeeds

DifferentiatedInstruction

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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Build and Repeat. Combine. Which new shape

can you make? Circle it.

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Step 1

Build.

Step 2

Repeat.

Step 3

Combine.

Circle a new shape you can make. Explain why you cannot make the other shape.



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COMMON ERRORS COMMON ERRORS

Quick Check

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Advanced LearnersAdvanced LearnersAdvanced Learners

Lesson 11.3 646

Error Children may focus on the orientation of the blocks instead of their relative positions.

Example In Exercise 3, children choose the second drawing because the rectangular prisms are on their sides.Springboard to Learning Have children trace where the shapes in the original drawing are connected and then look for those same connections in the new shape.

a child misses the checked exercises

Differentiate Instruction with • Reteach 11.3

• Personal Math Trainer 1.G.A.2

• RtI Tier 1 Activity (online)

Model and Draw MATHEMATICAL PRACTICES

MP2 Reason abstractly and quantitatively. Work through the model with children. Encourage them to describe how each tower is made from a cube and a cylinder. Then have children predict which composite shape can be made from the two towers before building it to check.• Which shape will you circle? Why? I will circle

the second shape. The flat surfaces of the cubes and cylinders are still touching.

• Explain why you cannot make the other shape. Possible answer: The shapes in Step 1 are stacked with the flat surfaces matched. The combined shape has a curved surface next to a flat surface.

Share and Show MATHBOARDMATHBOARD

Discuss the chart. Explain that the shapes in Build and Repeat cannot move to new positions when they combine.• How do you know your answer is correct?

Possible answers: I can build by repeating the combination. I can see the first shape repeated in the picture.

Use the checked exercises for Quick Check.

Materials models of three-dimensional shapes, drawing paper, crayons

•Give each pair of children a set of cones, cylinders, cubes, and rectangular prisms.

•Have each partner build a structure using at least two different shapes. Then have partners combine their new shapes to make a larger new shape, if possible.

•Have each pair draw a picture of their combined shape. If children are unable to combine their shapes, discuss why. Have pairs share their pictures with the class.

Spatial / VisualPartners

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DifferentiatedInstruction

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On Your OwnOn Your Own

MATHEMATICALPRACTICE 5 Use a Concrete Model


Chapter 11 • Lesson 3 six hundred forty-seven 647

Build and Repeat.Combine. Which new shape

can you make? Circle it.

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How many are usedto make the shape?

3 — make the shape.

6 — make the shape.

7. SMARTER Look at the shape.

How many are used to make the shape?

TAKE HOME ACTIVITY • Ask your child to explain how he or she solved Exercise 4.


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EVALUATE5 Formative Assessment

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

647 Chapter 11

On Your OwnMP5 Use appropriate tools strategically. If children answered Exercises 2 and 3 correctly, assign Exercises 4–7. These exercises use two and three repeats of the original composite shape.• Explain how using a model helps you

eliminate a possible answer. Possible answers: When I tried to build some new shapes I had pieces left over; I would have to take apart my original shape to make the new shape pictured.

SMARTER

Exercise 7 requires children to use higher order thinking skills to determine the number of two-cube towers needed to make the larger shape. Encourage children to trace the outline of each two-cube tower in the larger shape. Then encourage children to use reasoning to determine how many single cubes make the shape.

4 ELABORATE

Essential QuestionReflect Using the Language Objective Have children work in teams to present to another group to answer the Essential Question.How can you use a combined shape to build new shapes? Possible answers: I can stack shapes with flat surfaces. I can combine shapes side by side.

Math Journal Math

Use a cube and a cylinder to build a new shape. Repeat. Draw to show how you can combine these two new shapes to make a larger shape.

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


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Data-Driven Decision Making

Mid-Chapter Checkpoint Personal Math TrainerOnline Assessment and Intervention

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Concepts and SkillsConcepts and Skills

1. Circle the rectangular prisms. (1.G.A.1)

2. Draw a line under the shapes that have bothflat and curved surfaces. (1.G.A.1)

Combine.Which new shape can you make?

Circle it.

3.

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Use three-dimensional shapes. (1.G.A.2)

Combine and .

4. SMARTER Which new shape can you make? (1.G.A.2)


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Mid-Chapter Checkpoint 648

Formative AssessmentUse the Mid-Chapter Checkpoint to assess children’s learning and progress in the first half of the chapter. The formative assessment provides the opportunity to adjust teaching methods for individual or whole class instruction.

SMARTER

For Exercise 4, children must be able to visualize combining the given shapes without taking them apart. The first two choices do not combine the shapes. The last choice takes apart the blocks and puts them back together in a different way. Have children use concrete materials to test their answers.

LESSONS 11.1 TO 11.3

Based on the results of the Mid-Chapter Checkpoint, use the following resources to strengthen individual or whole class instruction.

Item Lesson Standards Common ErrorPersonal

Math TrainerIntervene With

1 11.1 1.G.A.1 May not understand that a cube is a special kind of rectangular prism 1.G.A.1 R—11.1

2 11.1 1.G.A.1 May not understand the term both 1.G.A.1 R—11.1

3 11.2 1.G.A.2 May confuse a cylinder with a cone 1.G.A.2 R—11.2

4 11.3 1.G.A.2 May not correctly combine the composite shapes 1.G.A.2 R—11.3

Key: R—Reteach (in the Chapter Resources)

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Problem SolvingProblem Solving

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Chapter 11 six hundred forty-nine 649

Make New Three-Dimensional Shapes


Build and Repeat.Combine. Which new shape can you make? Circle it.

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2.

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

Lesson 11.3Practice and Homework

3. Dave builds this shape.Then he repeats and combines.Draw a shape he can make.

4. Math Use a cube and a cylinder to build a new shape. Repeat. Draw to show how you can combine these two new shapes to make a larger shape.

Check children’s work.

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.

649 Chapter 11


Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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Lesson Check (1.G.A.2)

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1. Which new shape can you make?Circle the shape.

Spiral Review (1.OA.B.4, 1.OA.C.6)

2. Which addition fact helps you solve 15 − 6 = ?Write the number sentence.

+ =

3. Which doubles fact helps yousolve 5 + 6 = 11?Circle the number sentence.

3 + 3 = 6 4 + 4 = 8

5 + 5 = 10 7 + 7 = 14

Combine and .

Possible answers:

6 + 9 = 15

9 + 6 = 15


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Monitoring Common Core Success

Maintaining Focus on the Major WorkIn Grade 1, part of the major work includes extending the counting sequence (1.NBT.A). In Lesson 11.1, children count the number of flat surfaces and other defining attributes that distinguish the three-dimensional shapes. In Lessons 11.2 and 11.3, children determine the number of smaller shapes used to create a composite shape (1.G.A.2). These lessons extend the connection to 1.NBT.B, understand place value. Children use the same thought process of combining shapes as they do for combining 10 ones to make 1 ten. Geometry concepts build a foundation for later mathematics.

Connecting Content Across Domains and ClustersIn Lessons 11.1–11.3, children work within cluster 1.G.A, reason with shapes and their attributes. Children learn the attributes of three-dimensional shapes (1.G.A.1) and compose

three-dimensional shapes to create a composite shape (1.G.A.2). In Lesson 11.1, children use counting to classify shapes by their number of sides. This work connects to Cluster 1.NBT.A. In Lessons 11.2 and 11.3, children work to make a new shape by combining three-dimensional shapes.

Focus on Mathematical Practices Making sense of problems and persevering in solving them (MP1) is emphasized in Lessons 11.1–11.3. In Lessons 11.2 and 11.3, children solve problems in which they are combining two or more three-dimensional shapes to form a composite shape. They rely on concrete objects to conceptualize the problem and work out their answer. Asking children how they used a composite shape to create a new shape in Lesson 11.3 can highlight MP1. To further the discussion, children can explain how they will use the given information and what aspects of the information are the most important.

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 11.3 650


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CorrectionKey=C LESSON 11.3 Hands On • Make New Three ... · LESSON AT A GLANCE Hands On • Make New Three-Dimensional Shapes LESSON 11.3 645A Chapter 11 MP1 Make sense of problems