EFT4 Task 5
EFT4 Task 5
5th and 6th graders will be introduced to the concept of surface area of a cube. When doing so I would first begin by connecting previous learning with the new concept. These previous concepts are the prerequisite skills necessary to complete this task. Students will need to know how to compute for surface area. Some experience with using the equation (L x W) to compute for surface area is also helpful when advancing to surface area of a cube. Secure understanding of multiplication facts with aid the students in computing equations quickly.
Once the students have made the connections to their previous learning about surface area I would begin their introduction by giving the students a cube. I would have the students turn and talk to their partners and come up with some characteristics they are observing about their cube.
Together we would review that the cube has 6 equal faces/surfaces and the lengths and widths are equal. As the discussion is progressing we would together decide that an equation would determine the surface area of a cube. This equation is determined when each surface area is computed and given the symbol s. The equation can then be simplified to say that a cube has 6 surfaces that need to be computed to determine it’s area (6s). Once each surface area is computed the students can plug in that quantity to determine the cube’s surface area.
Example:
Surface Area=7
6(s)=
6(7)=42
The surface area of this cube is: 42
In order for students to understand the concept of changing a 2 dimensional object into 3 dimensional I would use the assistance of a net.
The 2D net is shaped like a cross. This cross has 6 equal faces, and is used to form the sides of the 3D cube. I would start by taping the sides of the net to the top, then take the bottom portion of the net and secure it with tape to complete the cube. The students will then see a 2D object transformed to a
3D object.
5th and 6th graders will be introduced to the concept of surface area of a cube. When doing so I would first begin by connecting previous learning with the new concept. These previous concepts are the prerequisite skills necessary to complete this task. Students will need to know how to compute for surface area. Some experience with using the equation (L x W) to compute for surface area is also helpful when advancing to surface area of a cube. Secure understanding of multiplication facts with aid the students in computing equations quickly.
Once the students have made the connections to their previous learning about surface area I would begin their introduction by giving the students a cube. I would have the students turn and talk to their partners and come up with some characteristics they are observing about their cube.
Together we would review that the cube has 6 equal faces/surfaces and the lengths and widths are equal. As the discussion is progressing we would together decide that an equation would determine the surface area of a cube. This equation is determined when each surface area is computed and given the symbol s. The equation can then be simplified to say that a cube has 6 surfaces that need to be computed to determine it’s area (6s). Once each surface area is computed the students can plug in that quantity to determine the cube’s surface area.
Example:
Surface Area=7
6(s)=
6(7)=42
The surface area of this cube is: 42
In order for students to understand the concept of changing a 2 dimensional object into 3 dimensional I would use the assistance of a net.
The 2D net is shaped like a cross. This cross has 6 equal faces, and is used to form the sides of the 3D cube. I would start by taping the sides of the net to the top, then take the bottom portion of the net and secure it with tape to complete the cube. The students will then see a 2D object transformed to a
3D object.