This week we embark on our Geometry unit. There are a lot of "pieces" with this unit! Here are our standards and learning targets for this unit: MCC6.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 1. I can calculate the area of polygons by composing or decomposing them into basic shapes. 2. I can apply my understanding of shapes to solve real-world problems. MCC6.G.2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. 3. I can calculate the volume of a rectangular prism using unit cubes. 4. I can calculate the volume of a rectangular prism using formulas. 5. I can solve real-world problems involving volume. MCC6.G.4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. 6. I can represent three-dimensional shapes using nets. Our unit won't be too long, but intense. PLEASE WORK WITH YOUR CHILD EACH NIGHT. I have attached below a formulas page that students will use in class. This is the formula page that will be available to students during the Georgia Milestones. Please help you child refer to it as needed in their homework.
MONDAY - The test on equations will be given back to students. We will work on going over all of the problems in class, but students will do the actual corrections at home. If a student receives a "1" or "1.5" on their test, he/she may correct and increase their score to a "2". For the others, it is ABSOLUTELY beneficial to correct their test. This subject will account for almost 1/4 of the Georgia Milestones test. HOMEWORK: Correct test AND get it signed - due back by THURSDAY TUESDAY - As we begin our geometry unit, we will unpack our learning target and discuss the meanings of calculate, decompose, and compose as they relate to area and shapes. We will cut out some tangrams in class and practice composing shapes with them. Students will be figuring the area of each of the tangram pieces by comparing them to the small square. The small square will be “one square unit”. Therefore, the length and width are both one unit because 1 x 1 = 1. To review at home, follow this method: Ask students to find the two small congruent triangles and review the definition of congruent: same size, same shape. Put them together to make a square. Ask students what the area of this shape would be and ask them to explain how they know. (Because the square formed with the two small triangles is the congruent to the tangram square, its area must be the same 1 u^2.) Next ask students to take just one of the small triangles. Ask students what its area would be and ask them to explain how they know. Remember to relate it to the square. (The area of each small triangle is half of the area of the square, so its area is 1/2 u^2.) Give students the time to try to determine how to make the shapes before students share their work. This process time for thinking and experimenting will help students develop their spatial reasoning. Questions/Prompts: • What is the area of this shape? How do you know? • What shapes have the same area as the area of this shape? • What shapes did you use to create a figure congruent to this figure? What are the areas of those shapes used? • What could you add to find the area of this shape? TECHNOLOGY CONNECTION · http://illuminations.nctm.org/ActivityDetail.aspx?ID=108 Interactive triangle and parallelogram applets. Allows students to explore the relationship between the base and height in any type of triangle or parallelogram. (Do not use the trapezoid feature.) This is a great resource help clarify the misconception about height of a triangle. · http://www.geogebra.org/en/upload/files/english/Victoria/TriangleArea.html Interactive triangle, students can find the area given the base and height. · http://www.geogebra.org/en/upload/files/english/Knote/Area/Parallelogram2.html Interactive parallelogram, students can find the area given the base and height, as well as move a triangular piece to create a rectangle. · http://www.geogebra.org/en/upload/files/english/Knote/Area/parallelograms.html Interactive parallelogram, students can find the area given the base and height. · http://quizlet.com/35646048/unit-5-area-and-volume-flash-cards/ 21 terms from our unit to practice HOMEWORK: Decomposing shapes practice WEDNESDAY - Correct/share homework using concentric circles. Students fill in formula sheet for their binder. Then students work through a foldable with teacher, decomposing squares, rectangles and parallelograms. HOMEWORK: Practice with geoboard squares at home.
THURSDAY - Share/correct homework. Using rulers, students work in groups to find the area of a large shape by decomposing parts into rectangles, squares and triangles. Then the class puts all of their measurements together to calculate the area of the whole shape! HOMEWORK: Area Puzzler
FRIDAY - SPRING PICTURES TODAY! Check/share homework. Students work with teacher on activity AREA IN THE REAL WORLD.
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April 2015
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