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Learning Resource Type

Lesson Plan

Nets: Message in a Box

Subject Area

Mathematics

Grade(s)

6

Overview

In cooperative/collaborative groups, students will compare and contrast a two-dimensional pattern and a three-dimensional shape. Students will use a net to label and then construct a rectangular prism. Students will find the surface area of a rectangular prism. As a final performance task, students will create a message box. 

    MA19.6.27

    Determine the surface area of three-dimensional figures by representing them with nets composed of rectangles and triangles to solve real-world and mathematical problems.

    Unpacked Content

    UP:MA19.6.27

    Vocabulary

    • Nets
    • Surface area
    • Rectangular prism
    • Triangular prism
    • Square pyramid
    • Rectangular pyramid
    • Triangular pyramid

    Knowledge

    Students know:
    • Measurable attributes of objects, specifically area and surface area.
    • Strategies for representing the surface area of a 3-D shape as a 2-D net.

    Skills

    Students are able to:
    • Communicate the relationships between rectangular models of area and multiplication problems.
    • Model the surface area of 3-D shapes using 2-D nets.
    • Accurately measure and compute area of triangles and rectangles.
    • Strategically and fluently choose and apply strategies for finding surface areas of 3-D figures.

    Understanding

    Students understand that:
    • Area is additive.
    • Surface area of a 3-D shape is represented by the sum of the areas of the faces of the object.
    • Models represent measurable attributes of objects and help to solve problems.

    Primary Learning Objectives

    Key Concept:  Two-dimensional shapes can be assembled to form three-dimensional figures.

    Key Math Vocabulary:
    • Rectangle – A parallelogram with four right angles.
    • Rectangular Prism – A polyhedron whose bases are rectangles and whose other faces are rectangles.
    • Net – An arrangement of two-dimensional figures that can be folded to form a polyhedron.
    • Polyhedron – A three-dimensional figure in which all the surfaces or faces are polygons.
    • Polygon – A closed plan figure formed by three or more line segments that intersect only at their endpoints.
    • Surface Area – The sum of the areas of the faces, or surfaces, of a three – dimensional figure.

    Additional Learning Objective(s)

    Message Box: Nets
    Student Outcome: Students will create nets for a rectangular prism. Students will find the volume and the surface area of the rectangular prism.

    Procedures/Activities

    As students enter the classroom, the teacher will hand each student a colored card.  Students will be assigned to groups according to the color of the card.  Students should be in groups of four.

    Before:  (Activate prior knowledge) 3 to 5 minutes

    Handout a t-chart for students to list and sort two-dimensional and three-dimensional examples.

    Show video on two-dimensional and three-dimensional examples. ( examples of 24 nets)

    During:  (Actively engage students)  The teacher give the students the two performance tasks:

     

    Follow the steps to complete the performance task.


    Rectangular Prism: Centimeter Grid Paper
    Performance Task I: (5cm X 6cm X 4cm)
    1. Label the dimensions (on the inside).
    2. Cut out the provided rectangular prism net.
    3. ( length = 5cm, width = 6cm, height = 4cm) = 5cm X 6cm X 4cm
    4. The formula to find the volume of a rectangular prism is: V=lwh
    5. The volume of this rectangular prism is __
    6. The formula to find the surface area of a rectangular prism is:
    SA = 2lw + 2wh + 2lh
    7. Find the surface area of this rectangular prism.
    8. Show your work.


    Performance Task II:
    1. Draw a net for a rectangular prism.
    2. Use the following dimensions:
    6cm X 4cm X 2cm.
    3. Label the three dimensions.
    4. What is the formula to find the volume of a rectangular prism? 
    5. Find the volume of the rectangular prism. 
    6. What is the formula to find the surface area of the rectangular prism? 
    7. Find the surface area of the rectangular prism.

    Activity Learning Objectives

    The student(s) will able to use the order of operations to solve a number sentence that involves more than one operation.

     

    Activity Assessment Strategies

    The teacher can use observation to determine student progress on guided practice and performance on the test that is provided.

    Activity Acceleration and Intervention

    Activity Learning Objectives

    *Students can participate in a conversation about their opinions on films and their interests using a variety of phrases and simple sentences.

    *Students can use the target language to describe movies in the target culture and identify those which interest them personally.

    Activity Assessment Strategies

    *Informally assess whether the students are able to carry on a conversation with their partner about film preferences, using complete sentences with details, by moving around the room and listening in to make sure each pair is speaking in the target language about their opinions of the movies.

    *Informally assess if the students are able to complete the conversation about their opinions on the movies with their partners by checking their graphic organizers for completion.

    Activity Acceleration and Intervention

    Activity Learning Objectives

    • Students will convert among different units of measurement within the customary system to solve real-world problems. 
    • Students will convert among different units of measurement within the metric system to solve real-world problems. 
    • Students will determine the appropriate unit of measurement for a given object. 

    Activity Assessment Strategies

    Students should be able to use the skills obtained in the lesson and practiced in the interactives to solve real-world problems. Assess student mastery with a combination of skills in isolation, and then through application such as this activity. https://docs.google.com/document/d/1h5DSnI9dKEBKjTxQWj0asbELda3XPhXXhmd0L8HM6uo/edit?usp=sharing

    Activity Acceleration and Intervention

    Assessment Strategies

    After:  (Assessment)

    Performance Task III will be used to assess for enduring understanding. Rubric included on the Performance Task III card.  In addition, a writing component is at the end of the Performance Task III card.

    Acceleration

    Printable nets: 2D patterns for 3D shapes

    This interactive tool allows you to learn about various geometric solids and their properties. You can manipulate and color each shape to explore the number of faces, edges, and vertices.

    Writing Component:  After students have completed Performance Task III, they can write message to their classmates and put their message in the boxes.  

    Intervention

    Video on 2-D patterns and the 3-D shapes they create.  This is a Youtube video.  If the school system blocks Youtube videos, the teacher may download the video for free at keepvid.com.

    Videos, worksheets, stories and songs to help Grade 5 to Grade 8 students learn how to draw and recognize nets for 3-dimensional shapes.

    Approximate Duration

    Total Duration

    61 to 90 Minutes

    Background and Preparation

    Background/Preparation

    Prior knowledge formula:  Area = Length times Width

    Students should discover the following formula for finding the surface area of a rectangular prism:  Math formula for the surface area of a rectangular prism:  2lh + 2lw + 2wh, or 2(lh + lw = wh)   l = length; h = height; w = width

    Materials and Resources

    Materials and Resources

    Materials
    • Rectangular prism net
    • Glue or tape
    • Scissors
    Grid paper – centimeter squares
    • Straight edge
    • Large grid paper – one inch squares
    • Scrapbook paper = 12in X 12in sheets or heavy paper

    Technology Resources Needed

    Computer

    Projector

     

    ALSDE LOGO