Lesson+3

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Need laptops for pairs or triads
surface area and volume
 * Snap cubes and group activity worksheet from cube-n-ometery
 * Follow up with the individual Cube-n-ometry worksheet
 * HW: Give two examples from [] and then ask which could be re-created as physical sculpture- reflect on blog. Cubits- one additive and subtractive. I am not sure if we are going to have time for this. Can this be an extension? I think that we might get more bang for our buck if we move the Cubenometry individual worksheet to HW.

=Objectives= =Essential knowledge=
 * Students will understand the difference between 1D, 2D, and 3D objects.
 * Students will identify the face, vertex, and edge of a 3D object.
 * Students will calculate the surface area and volume of 3D objects using basic dimensions.
 * surface area and volume
 * view mats from various views
 * why is surface area or volume important to an artist? a scientist? an engineer?

=NCTM Grade 3-5 Expectations= =Materials= =Time= 60 minutes =Procedure= //All italicized words are instructions for the teacher.//
 * Build and draw geometric objects.
 * Identify and build a three-dimensional object from two-dimensional representations of that object.
 * Use geometric models to solve problems in other areas of mathematics, such as number and measurement.
 * Snap cubes or, preferably, one-inch cubes
 * Cube-n-ometry group worksheet
 * [|Lesson 3 Worksheet]
 * Cube-n-ometry individual worksheet
 * KWL 3D Art Google Doc

Introduction

 * Review as a whole class the previous night’ homework (Sol Lewitt reading). What did you learn? Is there anything that can be added to the KWL 3D Art Google Doc//?//
 * Distribute the Lesson 3 Worksheet.
 * Talk about the types of art that Sol Lewitt created (2D and 3D). Discuss what is meant by 1D, 2D, and 3D- give examples and ask the students to draw a picture in the boxes on their Lesson 3 worksheet.
 * Explain what students will be doing during the activity- building structures using a front, top, and side view to find volume and surface area. Show the Cube-n-ometry group worksheet. //Explicitly discuss what affordances mat drawings and front, right, and top drawings have for conveying information about what to physically construct. Why would an artist want to use these types of information?//
 * Review the mathematical terms for face, edge, and vertex. Use a snap cube as an example. Ask the students to fill in the information on the Lesson 3 worksheet.
 * Review the mathematical terms for surface area and volume and how each is calculated. Also talk about notation for both surface area and volume. Ask the students to fill in the information on the Lesson 3 worksheet.
 * Conclude by asking why surface area and volume would be important to an artist.

Activity

 * Distribute snap cubes or, preferably, one-inch cubes. //If snap cubes are used, tell the students that they should calculate the surface area and volume of the structures in the Cube-n-ometry group worksheet as if they were 1 in x 1 in x 1 in. Snap cubes are actually ¾ in x ¾ in x ¾ in.//
 * Distribute the Cube-n-ometry group worksheet.
 * Circulate and assist as needed.

Conclusion
=Assessment= Assessment will occur through the Lesson 3 and Cube-n-ometry group worksheets. =Extension= Give two examples from [] and then ask which could be re-created as physical sculpture- reflect on blog. Cubits- one additive and subtractive.
 * Discuss what was easy or difficult about the activity.
 * Collect the Cube-n-ometry group worksheet.
 * Distribute the Cube-n-ometry individual worksheet and go over the instructions and examples. Assign this for homework.