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eToolkitePresentations Interactive Teacher’s
Lesson Guide
Algorithms Practice
EM FactsWorkshopGame™
AssessmentManagement
Family Letters
CurriculumFocal Points
Common Core State Standards
468 Unit 6 Geometry
Advance PreparationFor Part 1, place a cereal box near the Math Message. Construct a prism by taping 3 or 4 of the same
pattern-block shapes together. For the optional Enrichment activity in Part 3, copy a set of geometry
riddle cards (Math Masters, page 201) on cardstock for each small group.
Teacher’s Reference Manual, Grades 1–3 pp. 144–146
Key Concepts and Skills• Compare faces on prisms.
[Geometry Goal 2]
• Identify the faces of polyhedrons.
[Geometry Goal 2]
• Identify and name prisms.
[Geometry Goal 2]
• Identify the faces, edges, and vertices
of prisms.
[Geometry Goal 2]
Key ActivitiesChildren identify the bases, faces, and
vertices of various prisms. They classify
prisms according to the shapes of their bases.
Key Vocabularyrectangular prism � triangular prism �
hexagonal prism
MaterialsMath Journal 1, p. 153
Student Reference Book, p. 115
Home Link 6�11
pattern-block prism � cereal box � per group:
4 of each pattern-block shape (square,
triangle, trapezoid, hexagon), transparent
tape � paper
Playing Beat the Calculator (Multiplication)Math Journal 1, p. 156
Student Reference Book, p. 279
per group: calculator
Children practice multiplication facts.
Ongoing Assessment: Recognizing Student Achievement Use an Exit Slip (Math Masters, p. 398). [Operations and Computation Goal 3]
Math Boxes 6�12Math Journal 1, p. 154
Children practice and maintain skills
through Math Box problems.
Home Link 6�12Math Masters, p. 199
Children practice and maintain skills
through Home Link activities.
READINESS
Illustrating PrefixesStudent Reference Book, p. 103
paper
Children illustrate prefixes used to
name polygons.
ENRICHMENTSolving Geometric RiddlesMath Masters, pp. 200 and 201
Student Reference Book, pp. 112–114
scissors � slate
Children solve geometric riddles.
Teaching the Lesson Ongoing Learning & Practice
132
4
Differentiation Options
Polyhedrons, Part 2Objective To provide opportunities to explore the
characteristics of prisms.c
�������
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Lesson 6�12 469
1 Teaching the Lesson
� Math Message Follow-Up WHOLE-CLASSDISCUSSION
Briefly go over the answers regarding the cereal box. rectangular prism; 6 faces; 12 edges; 8 vertices; rectangular
� Identifying the Bases of a WHOLE-CLASSDISCUSSION
Rectangular PrismExplain that this lesson further explores the characteristics of prisms.
Review the characteristics of the bases of prisms:
� They are flat, opposite each other, and parallel.
� They are the same shape and the same size, so they arecongruent.
Have children discuss which faces are the bases of the cereal box. Ask: Does each face have an opposite face that is parallel and congruent to it? Yes How many pairs of parallel faces does the box have? 3 pairs
In a rectangular prism, any pair of opposite faces can be the bases of the prism. Choose a pair of opposite faces to be the bases. Once you have made a choice, the other two pairs of faces are not considered the bases.
Getting Started
Math Message What kind of shape is the cereal box? How many faces does it have? How many edges? How many vertices? What is the shape of its faces? Write your answers on paper and discuss them with a partner.
Home Link 6�11 Follow-Up Have children share some of the 3-D objects and pictures that they brought to school. Encourage them to use geometry vocabulary to name the objects and pictures.
Mental Math and Reflexes Write decimals on the board. Children read them aloud. Encourage them to exaggerate the th sound so that decimal numbers are not confused with whole numbers.
Suggestions:
0.42 forty-two hundredths
1.34 one and thirty-four hundredths
6.09 six and nine-hundredths
0.5 five-tenths
2.4 two and four-tenths
20.50 twenty and fifty-hundredths
5.813 five and eight hundred thirteen-thousandths
45.030 forty-five and thirty thousandths
80.102 eighty and one hundred two-thousandths
Ask questions like Which digit is in the tenths place? What is the value of the digit x? How many hundredths are there?
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Adjusting the Activity
470 Unit 6 Geometry
Pattern-Block PrismsLESSON
6 � 12
Date Time
Work in a group.
1. Each person chooses a different pattern-block shape.
2. Each person then stacks 3 or 4 of the shapes together to make a prism. Use
small pieces of tape to hold the blocks together.
3. Below, carefully trace around each face of your prism. Then trace around each
face of 2 or 3 more prisms on a separate sheet of paper. Ask someone in your
group for help if you need it. Share prisms with other people in your group.
See children’s work.
Math Journal 1, p. 153
Student Page
PolyhedronsA polyhedron is a solid whose surfaces are all flat andformed by polygons. It does not have any curved surfaces.The faces of a regular polyhedron are all formed bycopies of one regular polygon that have the same size.
Three important groups of polyhedrons are shown below.These are pyramids, prisms, and regular polyhedrons.Many polyhedrons do not belong to any of these groups.
Geometry
Pyramids
triangularpyramids
rectangularpyramids
pentagonalpyramid
hexagonalpyramid
Prisms
triangular prisms rectangular prisms hexagonal prism
Regular Polyhedrons
regulartetrahedron
(pyramid) (4 faces)
cube(prism)
(6 faces)
regularoctahedron
(8 faces)
regulardodecahedron
(12 faces)
regularicosahedron
(20 faces)
Student Reference Book, p. 115
Student Page
� Constructing Pattern-Block SMALL-GROUP ACTIVITY
Prisms and Tracing Their Faces(Math Journal 1, p. 153)
Give each group 16 pattern blocks (four each of triangles, squares, trapezoids, and hexagons). Draw a square on the board. Ask: Why is the drawing not a prism? The drawing is a 2-dimensional figure. It has no thickness. Hold up a square pattern block and ask the class why it is a prism. The pattern block is a 3-dimensional object because it has thickness.
Hold up a pattern-block prism that you taped together. (See Advance Preparation.) Each group will make different pattern-block prisms by taping together 3 or 4 congruent pattern blocks. Each child in a group should make a different prism. Children in each group then share their pattern-block prisms to complete journal page 153.
� Discussing the Shapes of WHOLE-CLASSDISCUSSION
the Faces of Prisms(Student Reference Book, p. 115)
When most children have completed their tracings on the journal page, discuss children’s work as a class. Ask several children to name the shape of the bases of their prisms. Ask: What is the shape of the faces that are not bases? rectangles
Prisms are named after the shapes of their bases. For example, the bases of a rectangular prism are rectangles. A prism whose bases are triangles is a triangular prism. The bases of a hexagonal prism are hexagons.
Discuss the shapes on page 115 in the Student Reference Book. Point out that pyramids, as well as prisms, are named after the shape of their bases. Children should also notice that there are other polyhedrons besides pyramids and prisms. Some children might count the number of edges or vertices on the five polyhedrons at the bottom of the page. Ask: What kind of pyramid is the tetrahedron? Triangular pyramid
Have children name a prism with a 5-sided base, pentagonal prism
7-sided base, heptagonal prism 8-sided base, octagonal prism 9-sided base,
nonagonal prism and 10-sided base. decagonal prism Write the names on the
board. Ask children how the names are related to the names of 2-dimensional
shapes. Pentagonal is related to pentagon, which is the shape of the base of the
pentagonal prism; heptagonal is related to heptagon, which is the shape of the
base of the heptagonal prism, and so on.
A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L
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5. Connect 3 points to make a right
triangle. Label the points.
Which letter names
the right angle? C
Sample answer:
3. Number of days for one revolution
around the sun:
A. Mercury C. Venus
B. Earth D. Mars
Date Time
2. Draw all the lines of symmetry.
There are 5 lines of symmetry.
4. Write the numerals.
five-tenths 5 _ 10 or 0.5
five-hundredths 5
_
100 or 0.05
three-tenths 3 _ 10 or 0.3
three-hundredths 3
_
100 or 0.03
6. Divide.
30 ÷ 6 = 5
12 ÷ 4 = 3
20 ÷ 5 = 4
2 = 14 ÷ 7
3 = 9 ÷ 3
1. Draw a line, � � AB , parallel to line
segment, _
CD . Draw a ray, � EF ,
that intersects the ray, � GH .
Math BoxesLESSON
6 �12
100 101
79
122 123
33 34
106 107 52 53
A B
FEC D
H
G
Mercury 88
Venus 225
Earth 365
Mars 687
Which planet
takes the fewest
days to revolve
around the sun?
B
C
A
Fill in the circle for the best answer.
EM3MJ1_G3_U06_128-156.indd 154 1/18/11 3:31 PM
Math Journal 1, p. 154
Student Page
Lesson 6 �12 471
Name Date Time
Making a Solid ShapeHOME LINK
6�12
Our class has been exploring the characteristics and parts of various 3-dimensional shapes—especially prisms. The pattern on this page can be used to make one type of prism. Prisms are named for the shapes of their bases.
Please return this Home Link to school tomorrow.
Family Note
117
Cut on the dashed lines. Fold on the dotted lines. Tape or paste each
TAB inside or outside the shape.
Discuss the following questions with someone at home:
1. What is this 3-D shape called?
2. What is the shape of the bases?
3. What is the shape of the other faces?
4. How many edges does the shape have?
5. How many vertices does the shape have? 10 vertices
15 edges
rectangle
pentagon
pentagonal prism
TAB
TAB
TAB
TAB
TAB
TAB
TAB
TAB
TAB
EM3MM_G3_U06_167-205.indd 199 1/18/11 1:44 PM
Math Masters, p. 199
Home Link Master
2 Ongoing Learning & Practice
� Playing Beat the Calculator PARTNER ACTIVITY
(Multiplication)(Math Journal 1, p. 156; Student Reference Book, p. 279)
Children develop automaticity with multiplication facts by playing Beat the Calculator. Have children keep a record of the facts for which they get the product first when playing the role of the Brain by making a check mark on their Fact Power Table, journal page 156. For Fact Power Table directions, see Lesson 4-5. For game directions, see page 279 in the Student Reference Book. Remind children to fill in the product on their Fact Power Table when they have 3 check marks for a fact.
Ongoing Assessment: Exit Slip
�Recognizing Student Achievement
Use an Exit Slip (Math Masters, page 398) to assess children’s progress toward
demonstrating automaticity with multiplication facts through 10 × 10. Children
record the facts from the Fact Power Table for which they recorded at least
one check mark. Children are making adequate progress if they record all of
the facts from the unshaded portion of the table. Some children may record
additional facts from the shaded portion.
[Operations and Computation Goal 3]
� Math Boxes 6�12 INDEPENDENTACTIVITY
(Math Journal 1, p. 154)
Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 6-10. The skill in Problem 6 previews Unit 7 content.
� Home Link 6�12 INDEPENDENTACTIVITY
(Math Masters, p. 199)
Home Connection Children cut out a pattern and make a pentagonal prism. Then they talk about the shape with someone at home.
NOTE For practice identifying
congruent figures, go to
www.everydaymathonline.com.
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472 Unit 6 Geometry
Polygons are named after the number of their sides. The prefix for a name tells the number of sides.
Geometry
triangle quadrangle orquadrilateral
pentagon
heptagon
hexagon
octagon nonagon
1. Name the polygon.a. 6 sides b. 4 sides c. 10 sidesd. 8 sides e. 12 sides
2. Draw a pentagon whose sides are not all the same length.Check your answers on page 339.
Prefixestri- 3
quad- 4
penta- 5
hexa- 6
hepta- 7
octa- 8
nona- 9
deca- 10
dodeca- 12
flag of Nepal
flag ofSwitzerland
The flag of Nepal is the only flag in the world with 5 sides. All other flags have 4 sides. The flag ofSwitzerland has a whitecross with an edge that is a dodecagon (12 sides).
Student Reference Book, p. 103
Student Page
3 Differentiation Options
READINESS PARTNER ACTIVITY
� Illustrating Prefixes 15–30 Min
(Student Reference Book, p. 103)
To explore polygon names, have children discuss prefixes used to name polygons and relate the prefixes to other words they know. Children refer to the chart of prefixes on page 103 in the Student Reference Book. They fold a blank page into 4 boxes and illustrate 4 or more (use the back of the page) of the prefixes with pictures that will help them remember the prefix meanings.
Examples:
� Tricycles have three wheels like a triangle has three angles and sides.
� A dollar is made of four quarters like a quadrangle is made of four angles and sides.
� The Pentagon building in Washington, D.C. is in the shape of a pentagon.
� The x in hexa- is like the x in six.
� An octopus has eight legs like an octagon has eight sides.
� The Ns in nona- are like the Ns in nine.
� Decades are made of 10 years like decagons are made of 10 angles and sides.
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LESSON
6�12
Name Date Time
Geometry Riddles
1. Work in teams of 2 to 4.
2. Cut out the Geometry Riddles cards from Math Masters, page 201
and place them facedown on the playing surface.
3. The team of readers chooses a card and silently reads all the clues.
They write the answer to the riddle on a slate without showing it to
the other team, the guessers. Then they read only the first clue
aloud to the guessers. The guessers discuss the clue and guess
the shape. If their guess is correct, the turn is over. If it is not
correct, the readers read the second clue. Continue until the
guessers name the shape on the card. Then switch roles.
4. Readers assign one tally mark for every clue needed. Record the
tallies on the chart below.
5. If teams disagree on an answer to a riddle, they may use the Student
Reference Book section on Geometric Solids, pages 112–119.
6. Teams switch roles. The game ends when all the cards have been
used. The team with the fewest tally marks wins.
112–119
Names of Team Members Points
Team 1:
Team 2:
EM3MM_G3_U06_167-205.indd 200 1/18/11 12:57 PM
Math Masters, p. 200
Teaching Master
LESSON
6�12
Name Date Time
Geometry Riddles Cards
1. I am a geometric solid.
2. I have only 1 surface.
3. My 1 surface is curved.
4. I have no base.
What am I?
A sphere
1. I am a polyhedron.
2. I have the fewest number of
faces of all the polyhedrons.
3. All of my faces are triangles.
4. I come to a point at the top.
What am I?
A triangular pyramid
1. I am a polyhedron.
2. I have 6 faces.
3. All of my faces are congruent.
4. All of my faces are squares.
What am I?
A rectangular prism or cube
1. I am a geometric solid.
2. I have 2 surfaces.
3. My base is formed by a circle.
4. I have a point at the top.
What am I?
A cone
1. I am a polyhedron.
2. I have 2 triangular bases.
3. I have 3 other faces.
4. My other faces are rectangles.
What am I?
A triangular prism
1. I am a polyhedron.
2. I have 5 faces.
3. Four of my faces are triangles.
4. My base is a square.
What am I?
A rectangular pyramid
EM3MM_G3_U06_167-205.indd 201 2/10/10 2:18 PM
Math Masters, p. 201
Teaching Master
Lesson 6 �12 473
ENRICHMENT SMALL-GROUP ACTIVITY
� Solving Geometric Riddles 15–30 Min
(Math Masters, pp. 200 and 201; Student Reference
Book, pp. 112–114)
To apply children’s knowledge of geometric solid attributes, have them solve geometry riddles. Directions are found on Math Masters, page 200. Children may refer to the Geometric Solids pages in the Student Reference Book as needed.
Planning Ahead
Make the prism from Home Link 6�12 for the Home Link Lesson 6�13 Follow-Up.
Have children keep Math Journal 1 accessible throughout Unit 7 as they will need to cut out the remaining Fact Triangles on Activity Sheets 3 and 4 for Lesson 7-2. Children also need to copy the Length of Day graph on journal page 125 to the graph on journal page 279. They need the data from the National High/Low Temperatures Project on journal page 43 for Lesson 7-8. Have children copy their body measures from journal page 251. They will revisit their body measures in Lesson 10-7.
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