Lesson Standard: 6.G.4 Represent Three-Dimensional Figures Using Nets Made up of Rectangles
Lesson Standard: 6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
Content Objective: Students will be able to identify a net made up of rectangles and triangles when given a 3-dimensional figure and identify the 3-dimensional figure when given a net made up of rectangles and triangles.
Mathematical practice(s): 1 Make sense of problems and persevere, 4 Modeling, 5 Use appropriate tools strategically, 6 Attend to precision
Lesson Design / What will the teacher be doing? / What will the students be doing?(Structured Student Interaction) / What will the teacher be listening for?
(What do we expect students to say?) / Probing Questions for Differentiation
Assessing Questions
(“stuck”) / Advancing Questions
(further learning)
Engage (Launch)
What geometric terms might you use to describe the cereal box? / Teacher will ask students to describe a cereal box using geometric terms to their partner.
Teacher will roam the room listening to student discussions.
Teacher will ask selected students to write their geometric terms on the board during the discussion. / Students discuss the cereal box with partner using geometric terms. / Base
Sides
Lateral sides
Front/back
Prism
Faces
Surfaces
Rectangle / Take one side and describe what you see.
What shape is one of the sides? / How would you deconstruct the box?
How many faces/surfaces will there be if the box was decomposed/deconstructed?
Activity or Task 1
Discuss what a net is and show an example.
Teacher will show the pyramid. Students will draw the net. / Teacher will explain what a net is … a net is a 2-D that can be folded into a 3D figure. (have 2-3 students repeat what a net is)
Conditions: identify the base, identify the number of lateral sides, all lateral sides must connect to a side or a base
Teacher will show the students the pyramid and ask them to draw what they think the net will be on their white board.
Show a net flat and then fold into a 3D figure. / Students will repeat definition of net.
Students will draw their prediction of a net for the pyramid on their whiteboard. Shade in the base on your net.
Students will discuss similarities and differences between the net shown and the one they drew using geometric terms. / How many sides does a pyramid have?
What is the base, bottom shape, of the pyramid?
What are the shapes of the sides of the pyramid? How do those connect to the base? / Would the sides be congruent?
Activity or Task 2
Students will draw their prediction of a net for the cereal box. / Teacher will ask students to draw what they think a net for the cereal box would look like if flattened.
Teacher will have students discuss the net they drew using geometric terms.
Teacher will have students discuss how they see their net folding to make a 3D figure with their partner.
Teacher will select 2-3 students to share their net with the class and explain using geometric terms and explain how the net will fold into a 3D shape. Connect the net to the position of the cereal box.
Look for possible “favorite no” of students making the same mistakes or having the same misconceptions. Bring to the front and have students discuss what the person did well and what the person needs to fix.
Ask if anyone has a different net to share. / Students will draw a net for the cereal box on paper. Shade in the base on your net.
Students will discuss with their partners the net they drew using geometric terms.
Students will discuss how they see their net folding to make a 3D figure.
Selected students will share their net with the class and explain using geometric terms and explain how the net will fold into a 3D shape.
Students will discuss the favorite no and what the person did well and what the person needs to fix. / How many sides does the cereal box have?
What is the base, bottom shape, of the box? Did you shade it?
What are the shapes of the sides of the box? How do those connect to the base?
Draw arrows to show how the net will fold.
Label the top of the net. / Is there more than one way to draw a net for the cereal box?
Activity or Task 3
Draw a net for a cube, triangular pyramid, and a triangular prism. Shade the base. (3D shapes are shown) / Teacher will show the 3D figure and ask students to draw a net for a cube. Shade the base. What are the sides? How many are there?
Teacher will show the 3D figure and ask students to draw a net for triangular pyramid. Shade the base.
Teacher will show the 3D figure and ask students to draw a net for a triangular prism. Shade the base. / Students will draw a net for each 3D shape shown and shade the base of each on their net. / How many sides?
What is the base, bottom shape? Did you shade it?
What are the shapes of the sides? How do those connect to the base?
Draw arrows to show how the net will fold.
Label the top of the net. / Is there more than one way to draw the net?
Closure
Go Math p. 417 #3 and #4. Students will identify and draw the 3D figure for the net shown. / Teacher will place the problem on the doc camera for students to solve. / Students will answer #3 and #4 on their paper.
