About the Math Professional Development Professional Development Videos LESSON AT A GLANCE Combine More Shapes LESSON 12.4 689A Chapter 12 Interactive Student Edition Personal Math Trainer Math on the Spot Video Animated Math Models HMH Mega Math If Children Ask As you teach this lesson, some children may not understand that the shapes must be turned over and around to make the new shapes. These children may not yet understand that the position of a shape does not define the shape. Help children understand that a shape is the same despite its orientation. Provide cutouts of the shapes found in the Two-Dimensional Shapes (to combine) (see eTeacher Resources). Explain that all the new shapes in this lesson can be made from turning the smaller shapes over and around until they match a part of the new shape. Have children practice the concept by using the cutouts to make each new shape shown on the student pages. Learning Objective Compose a new shape by combining two-dimensional shapes. Language Objective Children listen to a partner explain, then rephrase in their own words, how to combine two- dimensional shapes to make new shapes. Materials MathBoard, models of two-dimensional shapes, Two-Dimensional Shapes, Two-Dimensional Shapes (to combine) (see eTeacher Resources) FCR 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. MP4 Model with mathematics. FCR Coherence: Standards Across the Grades Before K.G.B.6 Grade 1 1.G.A.2 After 2.G.A.1 FCR Rigor: Level 1: Understand Concepts....................Share and Show ( Checked Items) Level 2: Procedural Skills and Fluency.......On Your Own, Practice and Homework Level 3: Applications..................................Think Smarter and Go Deeper FCR For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 667J. FOCUS COHERENCE RIGOR
Transcript
About the MathProfessional Development
Professional Development Videos
LESSON AT A GLANCE
Combine More Shapes
LESSON 12.4
689A Chapter 12
Interactive Student Edition
Personal Math Trainer
Math on the Spot Video
Animated Math Models
HMH Mega Math
If Children AskAs you teach this lesson, some children may not understand that the shapes must be turned over and around to make the new shapes. These children may not yet understand that the position of a shape does not define the shape. Help children understand that a shape is the same despite its orientation.
Provide cutouts of the shapes found in the Two-Dimensional Shapes (to combine) (see eTeacher Resources). Explain that all the new shapes in this lesson can be made from turning the smaller shapes over and around until they match a part of the new shape. Have children practice the concept by using the cutouts to make each new shape shown on the student pages.
Learning ObjectiveCompose a new shape by combining two-dimensional shapes.
Language ObjectiveChildren listen to a partner explain, then rephrase in their own words, how to combine two-dimensional shapes to make new shapes.
MaterialsMathBoard, models of two-dimensional shapes, Two-Dimensional Shapes, Two-Dimensional Shapes (to combine) (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. MP4 Model with mathematics.
F C R Coherence:Standards Across the GradesBeforeK.G.B.6
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 667J.
FOCUS COHERENCE RIGOR
ENGAGE1Daily Routines
Common Core
Lesson 12.4 689B
How can you combine two-dimensional shapes
to make new shapes?
with the Interactive Student Edition
Essential QuestionHow can you combine two-dimensional shapes to make new shapes?
Making ConnectionsInvite children to tell what they know about combining shapes.
Display pictures or guide them in a discussion about the designs found on clothing or wallpaper borders.
Learning ActivityHave children model the lesson using square, rectangle, and triangle pattern blocks to create new shapes. Have children focus on the new shapes formed by the individual shapes.
• What are the shapes of the puzzle pieces in the grass? square, circle, triangle, rectangle
• What two shapes are combined to make the new shape? a square and a triangle
Literacy and MathematicsChoose one or both of the following activities.
• Invite children to work in small groups to combine pattern blocks to make models of objects, such a boat, a train, or a house. Have them name the shapes they use to make their models.
• Have children combine pattern blocks to create an original story character, such as a dog, robot, or clown. Then have them name and describe the character.
1 23 4 Fluency BuilderMake a TenWrite these addition facts on the board. For each fact have children write a “make a ten” fact and then solve. When they have finished, have partners share their solutions to check.
9 + 4 = 10 + 3 = 13
8 + 7 = 10 + 5 = 15
7 + 5 = 10 + 2 = 12
6 + 8 = 10 + 4 = 14
8 + 9 = 10 + 7 = 17
5 + 9 = 10 + 4 = 14
9 + 7 = 10 + 6 = 16
7 + 8 = 10 + 5 = 15
8 + 5 = 10 + 3 = 13
9 + 6 = 10 + 5 = 15
Problem of the Day 12.4Basic Facts Solve. Circle the doubles facts.
1. 2 + 3 = = 2. 3 + 4 = =
3. 7 + 7 = = 4. 5 + 6 = =
5. 6 + 6 = = 6. 4 + 4 = =
To reinforce children’s understanding of doubles facts, you may wish to have them write other doubles facts they know.
VocabularyInteractive Student EditionMultimedia Glossary e
12
14
8
11
75
Common Core Fluency Standard 1.OA.C.6
1 23 4 Pages 50–51 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.
Use shapes to fi ll each outline. Draw to show your work.
Combine More ShapesEssential Question How can you combine two-dimensional shapes to make new shapes?
Chapter 12 six hundred eighty-nine 689
HandsOn
Lesson 12.4
Geometry—1.G.A.2
MATHEMATICAL PRACTICESMP1, MP4
FOR THE TEACHER • Have children use two shapes to fill the outline on the left, and draw a line to show the two shapes. Then have children use three shapes to fill the outline on the right, again drawing lines to show the shapes.
Represent Use the outline on the left to describe how two shapes can make another shape.
Possible lines shown.
Math Talk Possible answer: A triangle on top of a square fits into the outline. So, if I put a triangle and a square together, I can make a new shape.
EXPLORE2
1
2
3
Name
Combine More ShapesCombine shapes to make a new shape.
2 Shapes Combine New Shape
Circle the shapes that can combine to make the new shape.
LESSON 12.41.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 Draw Materials Two-Dimensional Shapes (to combine) (see eTeacher Resources)
Provide children with cutouts of the shapes. Disable any options on your computer or printer that may affect their size. Then read the following directions aloud.
Use two shapes to fill the outline on the left. Then draw a line to show the two shapes.
Remind children that they may need to turn the shapes so that the shapes fit. • Hold up a half-circle. Will this shape fit the
outline? Explain. No. The outline has straight sides.
• Which two shapes can you use? a triangle and a square
Have children place both shapes correctly in the outline. Then guide children to trace the square’s outline, within the shape.• How does your drawing show shapes in
the outline? The line I drew shows a triangle and a square
Continue by reading the following aloud.Use three shapes to fill the outline on the right. Then draw lines to show the shapes.
Guide children to identify the rectangle, square, and triangle.• Does it matter where you put the rectangle
and square? They have to fit in the outline, but it does not matter which side the shapes go on the bottom.
MathTalk
MP4 Model with mathematics. Use Math Talk to focus on children’s understanding of combining more shapes.
ELL Strategy: Model Language
Model thinking and language to talk about combining shapes to form a new shape.Draw a triangle. Then draw two halves of the triangle and a square.• Which two of these shapes will make this
triangle? Model the language with children.• I can see the square doesn’t fit. If I put
these two triangles together they form this triangle. Repeat with other shapes.
HandsOn
Enrich 12.4Reteach 12.4
or
Model and DrawModel and Draw
Share and ShShare and ShShare and Show MATHBOARDMATHBOARD
Circle two shapes that can combineto make the shape on the left.
COMMON ERRORS
Quick Check
If
Rt I RR1
2
3
Then
EXPLAIN3
Advanced Learners
Lesson 12.4 690
Error Children may not understand that they need to turn smaller shapes to get the new shape.
Example In Exercise 3, children do not turn the first quarter-circle to match its position in the new shape.Springboard to Learning Provide children with two quarter-circle cutouts from Two-Dimensional Shapes (to combine) (see eTeacher Resources). Have children first model the new shape. Then have them turn the quarter-circles so that they match the two quarter-circles in the answer choices.
a child misses the checked exercises
Differentiate Instruction with • Reteach 12.4
• Personal Math Trainer 1.G.A.2
• RtI Tier 1 Activity (online)
Model and Draw MATHEMATICAL PRACTICES
MP1 Make sense of problems and persevere in solving them. Point out that the two rectangles are the same size. Then have children describe how the two new shapes are alike and different.• How many different ways can you
combine the rectangles to make a new shape? Answers will vary.
• Why are there different ways you can combine two shapes to make a new shape? I can turn the shapes so different sides touch.
Share and Show MATHBOARDMATHBOARDMBMMMBBBMATHABOARDMMMAAATHATHTHHAAAAAAAAATTAAAABOARDBOARDBOARD
Encourage children to use their MathBoards to copy the shapes, combining them in different ways, before circling an answer.• How can you check to see if your answer
is correct? Possible answer: I could place the two smaller shapes on the larger shape.
Use the checked exercises for Quick Check.
Materials Two-Dimensional Shapes (to combine) (see eTeacher Resources), crayons
• Have each child combine two-dimensional cutouts to make a new shape. Children may use a shape more than once. Then have pairs of children combine their new shapes to make another new shape.
• Have each pair trace the outline of their new shape and trade with another pair. Each pair draws the lines that identify the shapes used to create the new shape.
• Review the outlines with the children. Have pairs identify each two-dimensional shape used to create the new shape.
Visual / Kinesthetic Partners
Name
Chapter 12 • Lesson 4 six hundred ninety-one 691
5.
On Your OwnOn Your Own
MATHEMATICALPRACTICE 4 Use Diagrams Circle two
shapes that can combine to make the shape on the left.
4.
SMARTER Draw lines to show two different ways to combine the shapes on the left to make new shapes on the right.
Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.
691 Chapter 12
On Your OwnMP4 Model with mathematics. If children answered Exercises 2 and 3 correctly, assign Exercises 4–7. Point out that Exercises 1–3 on the previous page combined like shapes. The exercises on this page combine different shapes to create a new shape. If needed, you may guide children through Exercise 4 by asking the following questions.• Do the top and bottom of the new shape
look the same? Explain. No. The top is curved and the bottom is straight.
• Which shape looks like the top in the new shape? Children should identify the quarter-circle in the answer choices.
• Which shape looks like the bottom in the new shape? square
SMARTER
Exercises 6 and 7 require children to visualize how to rotate and slide different shapes to make a new shape, and draw lines to show two different ways the new shapes can be made. In Exercise 6 they combine three shapes; in Exercise 7 they combine four shapes.
MP1 Make sense of problems and persevere in solving them.• How did you figure out Exercise 7?
Possible answer: I saw that I needed to make 3 squares. I only had 2 squares, so I made one square with two triangles.
Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.
Tell children that there is more than one way to answer Exercises 9 and 10.
SMARTER
MP1 Make sense of problems and persevere in solving them. In Exercises 8–10, children use higher order thinking skills as they visualize how to rotate and slide different shapes to make a new shape and draw lines to show how the shapes make it.
SMARTER
Exercise 11 requires children to look for structure and use two-dimensional shapes to make new two-dimensional shapes. Children who answer incorrectly may not understand that they need to turn smaller shapes to get the new shape. Have these children practice with pattern blocks to test different combinations of the given shapes.
Essential QuestionReflect Using the Language Objective Have children listen to a partner explain, then rephrase in their own words to answer the Essential Question.How can you combine two-dimensional shapes to make new shapes? You can turn them in different ways so that a side of each shape is connected to the side of another shape.
Math Journal Math
Draw two shapes. Then draw what they would look like if you put them together to make a new shape.
ActivitiesBuilding Blocks
Children complete purple Activity Card 10 by combining two-dimensional
shapes to create new shapes.
GamesOn the Water
Children practice describing the attributes of two-dimensional shapes to win the game.
Problem Solving • Applications
COMMON CORECOMMCOMMCOMMCOMMON CON CON CON COREOREOREORE
Circle two shapes that can combine to make the shape on the left.
1.
2.
Chapter 12 six hundred ninety-three 693
COMMON CORE STANDARD—1.G.A.2 Reason with shapes and their attributes.
Lesson 12.4Practice and Homework
3. Draw lines to show how the shapes on the left combine to make the new shape.
4. Math Draw two shapes. Then draw what they would look like if you put them together to make a new shape. Check children’s work.
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.
After children complete Exercise 2, discuss how to analyze new shapes.
Teacher: What do you notice about the new shape inExercise 2?
Mariela: It has a pointed top and a straight bottom.
Teacher: Two shapes in the answer choices are pointed. How do you know which pointed shape makes thenew shape?
Andrew: The pointed shape has to have a straight bottom. I would try the first shape first.
Teacher: Good thinking, Andrew! In the new shape, the pointed part is on top. Do you need to turn the
first shape for it to fit the new shape?
Andrew: No, because the pointed part is already on top.
Teacher: Correct. How do you know which straight shape to use?
Tenzin: I would try the last shape first. It has all straight sides that might fit with the first shape.
Teacher: You are right, Tenzin. The new shape has the straight bottom, and the middle shape does not. How can you check to make sure you can put the first and the last shapes together to make the new shape?
Ellen: I can draw a line across the new shape and see if it shows the first and the last shapes.
1. Circle the shapes that can combine to make this new shape.
Lesson Check (1.G.A.2)
2. How many more children chose than ?
3 — more children
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.
