Find a place to display a large monthly calendar for students to see and write on. As a daily routine, students will record their thinking on this calendar as they explore patterns in factors and multiples. See Unit 3 Lesson 5.
Display the class number line (0–130) where students can see and reach it with a pointer.
Attach a desk number line (0–100) to each student's desk to use throughout the year.
Display the Math Practices page where all students can see it.
Provide each student copies of the Small Multiplication Table
Master. See Unit 8 Lesson 5.
Gather a collection of three-dimensional objects. See Lesson 6 Materials Preparation.
Have the following tools readily available for the Daily Practice and Problems items in this unit:
- number lines
- monthly calendar
- ruler
- individual clocks
- Triangle Flash Cards: 9s (stored in an envelope)
- Centimeter Grid Paper (from Lesson 1)
- Multiplication Facts I Know chart (from Unit 8 or Master in Lesson 1)
- Subtraction Strategies Menu (Student Guide) Reference
- Addition Strategies Menu (Student Guide) Reference
- Multiplication Table (Student Guide) Reference
- Fractions on Number Lines (Student Guide) Reference
- Fraction Circle Pieces (Student Guide) Reference
- Fraction Chart (Student Guide) Reference
| LESSON | SESSIONS | DESCRIPTION | SUPPLIES |
|---|---|---|---|
LESSON 1Just Passing Time |
1 | Students briefly review using clocks to understand elapsed time. Then they solve elapsed-time story problems involving time measurements to the nearest minute. |
|
LESSON 2Tangrams |
2–3 | Students sort the seven tangram pieces, and the class discusses how some of the sorts are alike or different. They find the area of each of the seven tangram pieces using a square-inch grid. Students make squares of different sizes using one, two, three, four, and all seven of the tans. They use a different method to verify the area of shapes. |
|
LESSON 3Tangram Puzzles |
2 | Students fill in tangram puzzles with all seven tans, and then measure the edges to find the perimeter for each puzzle to the nearest half inch. They complete a chart on the perimeter and area for each of the puzzles. Since the puzzles are completed with the same seven pieces, they have the same area. |
|
LESSON 4Building with Triangles |
2 | Students make shapes by putting two or three isosceles right triangles together edge to edge. For each shape, they determine the number of sides, vertices, right angles, and lines of symmetry. |
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LESSON 5Sorting Shapes |
2–3 | Students use the four-sided shapes they made from triangles in Lesson 4 to continue to analyze, describe, and classify two-dimensional shapes. |
|
LESSON 63-D Shapes |
2 | Students search for everyday objects that represent cubes, spheres, cones, prisms, and pyramids. Student pairs select one 3-D shape and identify properties of that shape. During a class discussion, students report what they discovered about their shape and add it to a class chart about 3-D shapes. |
|
LESSON 7Skeletons of 3-D Shapes |
2 | Students use plastic straws and chenille stems to construct skeletal models of three-dimensional shapes. They also identify the shapes' properties—the number of edges, vertices, and faces—of each shape they build. Then students manipulate their skeletal models to solve problems. |
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LESSON 83-D to 2-D |
2 | Students continue to analyze three-dimensional shapes. They trace and describe the faces and then use these properties to compare, sort, and categorize shapes. |
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LESSON 9Sorting 3-D Shapes |
2–3 | Students analyze the properties of three-dimensional shapes to make a chart and play a game. Then students sort 3-D shapes by their properties and write geometric riddles based on the properties of the three-dimensional shapes. |
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