Fill in the blanks with sometimes, always, or never.
Identify PolygonsEssential Question How can you use line segments and angles to make polygons?
connect In earlier lessons, you learned about line segments and angles. In this lesson, you will see how line segments and angles make polygons.
A polygon is a closed plane shape that is made up of line segments that meet only at their endpoints. Each line segment in a polygon is a side.
A
plane shape
open shape
closed shape
curved paths
line segments
polygon
B
plane shape
open shape
closed shape
curved paths
line segments
polygon
C
plane shape
open shape
closed shape
curved paths
line segments
polygon
D
plane shape
open shape
closed shape
curved paths
line segments
polygon
All polygons are closed shapes. Not all closed shapes are polygons.
Polygons are __ plane shapes.
Polygons are __ closed shapes.
Polygons are __ open shapes.
Plane shapes are ___ polygons.
Circle all the words that describe the shape.
MathTalk Math Processes and Practices 2
Reason Abstractly Why are not all closed shapes polygons?
Learning Objective You will use line segments and angles to name and describe polygons by telling the number of sides and the number of angles a shape has.
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=A
7. WRITE Math Drawapentagon.Explainhowyouknewthenumberofsidesandanglestodraw.
Learning Objective You will use line segments and angles to name and describe polygons by telling the number of sides and the number of angles a shape has.
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=A
Name
Circle the objects that match the shape name.
cuberectangular prism
Three-Dimensional Shapes
Three-dimensional objects come in different shapes.
What is a magnetic field? How can we measure it and see its forces?
“A magnetic field is the area around a magnet, magnetic object, or an electric charge in
which magnetic force is exerted.”
Huh?
Let’s put it this way. The invisible area around a magnetic object that can pull or push
another object is called a magnetic field. It’s kind of like those invisible “force fields”
that surround an object with invisible power in movies.
Sounds like magic, right? So how does it work?
Retrieved and adapted by ELA Instructional Coaching Team (JPSD 86) on 11.16.17 from http://www.dowlingmagnets.com/blog/2015/what-is-a-magnetic-field/ (3-PS2-3)
Magnetic fields are created by moving electric charge. When electrons, which have a
negative charge, move around in certain ways, a magnetic field can be created. These
fields can be created inside magnetic objects. This is called electromagnetism.
How do we measure a magnetic field?
We measure a magnetic field by its strength and by the direction it points.
Every magnetic field is a bit different. Some magnetic fields are large, some are strong,
some are small, and some are weak. For example, the Earth’s magnetic field is large,
but weak.
How close or far away an object is really counts in magnetism. The closer you stand to
a magnet, the stronger the magnetic field will be. The farther away you are from a
magnet, the weaker the magnetic field becomes. A magnetic field never ends. It
simply gets weaker and weaker the farther away you go!
Suppose you set a paperclip on a table. If you were to hold a magnet and stand on the
other side of the room from the table, the paperclip would respond to the magnetic field
around the magnet. The response would be very, very weak. However, if you were to
walk closer, place the magnet on the table, and slide it toward the paperclip, there
would be a point where the paperclip would jump off the table and fly through the air to
the magnet! At that point, the magnetic field would be strong enough to overcome the
forces of gravity and friction which were preventing the paperclip from moving before.
(This is also a great example of how magnetic forces can cause motion!)
Retrieved and adapted by ELA Instructional Coaching Team (JPSD 86) on 11.16.17 from http://www.dowlingmagnets.com/blog/2015/what-is-a-magnetic-field/ (3-PS2-3)
Sometimes we draw field lines to show the direction of the forces at different locations
within a magnetic field. Field lines exit the magnet at its north pole, travel around in the
air, and re-enter the magnet through its south pole. Field lines don’t start in one place
and stop in another; magnets travel in “closed paths,” which means they will continue to
travel the same path again and again.
Retrieved and adapted by ELA Instructional Coaching Team (JPSD 86) on 11.16.17 from http://www.dowlingmagnets.com/blog/2015/what-is-a-magnetic-field/ (3-PS2-3)
Retrieved and adapted by ELA Instructional Coaching Team (JPSD 86) on 11.16.17 from http://www.dowlingmagnets.com/blog/2015/what-is-a-magnetic-field/ (3-PS2-3)
Unbalanced Forces A game of tug-of-war can be fun! Both team’s members hold the rope tightly in their hands. The rope stays in one place as both teams pull with all their might. When the two teams pull in opposite directions with the same force, the net force is zero. The forces on the rope are balanced. Now the women on the right pull with more force than the men on the left. The rope is moved to the right, the direction in which the women are pulling. The forces on the rope are unbalanced. Unbalanced forces cause an object to move.
When forces are unbalanced, they no longer add up to zero. In this case, the net force is to the right, and the rope is moved to the right.
Text adapted from National Geographic Learning-Exploring Science
Text adapted from National Geographic Learning-Exploring Science
Types of Interactions
Changing Direction
Athletes use forces in games of all types. A skilled player can control every motion of the
ball. The player uses forces to start the ball moving, changing it’s direction and speed.
A strong force will cause the ball to move faster than a weak force. He uses just the right
force in the right direction to move the ball over the net.
Think of the force you would need to move this ball over the net. Would you need a push
or a pull? How strong of a force would you need? In which direction would you apply the
force?
Patterns of Motion
Some motion is hard to predict. For instance, it is hard to know exactly where a leaf
blowing in the wind might land. But some motion follows a pattern.
When motion follows a pattern, it is easier to predict future motion. Regular motion has
a pattern of repeating over and over. A swing has regular motion. Swings move back and
forth, over and over.
Text adapted from National Geographic Learning- Exploring Science
Types of Interactions
Electric and Magnetic Forces
Magnets
Have you ever dipped a magnet into a pile of paper clips? If you have, you saw that the
paper clips stuck to the magnet. That’s because magnets pull on certain kinds of
metals. Magnets also pull on, or attract, other magnets. The pull a magnet exerts is
called magnetic force. A magnet doesn’t have to touch a paper clip to exert a magnetic
force on it. The magnet just has to be close enough to the clip for the magnetic force to
affect it.
The places on a magnet where the pull is strongest are called poles. There are two kinds
of poles-north (N) and south (S). The north pole of one magnet attracts the south pole of
another magnet. Two north poles or two south poles repel, or push each other apart.
The magnetic force of this
magnet is strong enough to
keep these objects from
falling.
Text adapted from National Geographic Learning- Exploring Science
Electric Forces
The tiny particles that make up matter can have an electric charge. Electric charges also
exert forces. There are two kinds of charges-positive and negative. In electric forces,
opposite charges attract and like charges repel. Like magnets, electrically charged
objects don’t have to touch other objects to act on them.
Some objects become charged after they contact certain materials. An electric charge
that builds up on an object is called static electricity. You might have experienced
static electricity when taking off a shirt made your hair crackle and stand on end!
The balloon and the cat’s fur
have opposite electric charges.
Name: _____________________ Date: ____________
Unbalanced Forces
Directions: Write 2 sentences about a push activity you did at
home and 2 sentences about a pull activity at home.
Example: I pushed in the chair at the dinner table.
Example: I pulled out the garbage cans and put them at the end of
1) Print out a copy of the maze for each student. Each person should
receive at least two magnets and one paper clip for the experiment.
2) Cut out maze template and glue to cardboard base.
3) Pass out metal and non‐metal samples to groups of students. Everyone
can share the samples and take turns using them among the groups.
4) Have each student test what kinds of materials magnets are attracted
to by placing a magnet on the metal and non‐metal samples and
investigating whether they attract to one another.
5) Once students determine what kinds of materials magnets attract to
(only certain metals), have them test magnets with other magnets.
They should look for a way to bring the magnets together that will
result in both a pushing and pulling force.
6) Now that students have investigated some of the qualities of magnets,
it is time for the magnet maze. Start by placing one paper clip at the
“start” point.
7) Working in pairs, have one student hold the maze level, while the
other student holds a magnet underneath the maze and presses it flush
against the cardboard where the paper clip is resting.
8) Carefully slide the magnet across the bottom of the cardboard to help
guide the paper clip through the maze.
9) Once the students complete the maze, the pair can switch roles so that
both students have an opportunity to solve the maze and feel the
attractive force between the paper clip and the magnet through the
cardboard.
Background Information All magnets have magnetic fields because the molecules in them have moving
electrons, which create an electric current, and according to Maxwell’s Equations,
moving electric charges will create a magnetic field. Basically, each atom acts like
an electromagnet. Although this magnetic field is invisible, it can be detected by
investigating the North and South poles of a magnet, which are produced when
the magnetic fields align in the same way. When two like‐poles come into contact
with one another, they repel. Conversely, when two unlike‐poles come into
contact with one another, they attract. As a result, students will notice that when
they bring their magnets close to one another, they will either push apart or pull
towards one another, depending on how they orient the poles.
Magnets will also attract to certain kinds of metals, such as iron, nickel, steel, and
cobalt. These metals belong to a group called ferromagnetic metals, which can be
made to act like a magnet when an actual magnet is brought near. Since the
magnetic fields are often very strong, magnets will still attract to these metals
even if they are separated by another material (i.e.: cardboard). The important
thing is not that the magnet and ferromagnetic metal touch one another, but that
their magnetic fields are close enough to come in contact with one another.
As students work through this activity, they will be able to observe these
characteristics of magnets and metals in action, but a more advanced
understanding of what is going on the molecular level is better suited for older
grades. The inclusion of the maze activity will help young learners combine their
learning about magnets with the development of problem‐solving skills, as well
as aid them in the development of hand muscles for their writing skills.
Students will explore balanced and unbalanced
forces using a cotton ball, straw and track.
Students will draw a race track on a piece of paper.
Using the straw, blow the cotton ball around their
constructed/drawn track. (Students will determine
that force is needed to make the cotton ball race
around the track.)
● Additional ideas for materials: bouncy ball,
pencil, feather, marble, etc.
VocabularyPractice these words with your child before or during the lesson:
• Nervous: alarmed or feeling worried
• Anxious: feeling worried or nervous, typically about something that might happen or something that is uncertain
• Handle: to deal with someone or something
• Manage: to handle calmly
• Recognize: to know someone or something from having seen that person or thing before
After the Lesson • Work with your child to complete the lesson Home Link.
• Notice when your child is having strong emotions and encourage them to notice how their body feels at that time.
Daily PracticeTry doing these activities with your child to help reinforce what they’ve learned:
• Play Frozen Feelings Factory with challenges.
• Review the hand-brain activity from the Home Link with your child.
• Have your child practice the “Calm It Down” dance.
GRADE
3Lesson 11: Introducing Emotion Management
What Is My Child Learning?Your child is learning to focus attention on their body for clues about how they’re feeling.
Why Is This Important?Thinking about feelings helps the thinking part of your child’s brain start to get back in control. This helps your child manage strong feelings.
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