Lesson 5 surface area of a rectangular prism
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This document discusses how to calculate the surface area of a rectangular prism. It explains that the surface area is the total area around the outside of the prism. To find it, you calculate the area of each face and add them together. The key steps are: 1) Identify the length, width, and height, 2) Calculate the area of the sides as length x height x 2, 3) Calculate the area of the faces as width x height x 2, 4) Calculate the area of the ends as length x width x 2, and 5) Add all the areas together. A formula is provided as surface area = 2 x (length x width + length x height + width x height). Examples are given
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This document provides instructions for calculating the surface area and volume of a rectangular prism. It gives the formulas for surface area as SA=2(LxH)+2(HxW)+2(LxW) and volume as V=LENGTH x WIDTH x HEIGHT. An example calculation is shown finding the surface area of a prism with length of 6 cm, height of 4 cm, and width of 5 cm to be 148 cm^2, and its volume to be 120 cm^3.
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This document provides instructions for calculating the surface area and volume of a rectangular prism. It gives the formulas for surface area as SA=2(LxH)+2(HxW)+2(LxW) and volume as V=LENGTH x WIDTH x HEIGHT. An example calculation is shown finding the surface area of a prism with length of 6 cm, height of 4 cm, and width of 5 cm to be 148 cm^2, and its volume to be 120 cm^3.
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To find the surface area of a rectangular prism:
1. Find the length, width, and height
2. Use the formula: Surface Area = 2(Length x Height) + 2(Height x Width) + 2(Length x Width)
3. Plug the dimensions of the prism into the formula and calculate
To find the volume of a rectangular prism:
1. Find the length, width, and height
2. Use the formula: Volume = Length x Width x Height
3. Multiply the three dimensions to get the volume
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A rectangular prism is a 3D shape with length, width, and height, unlike a 2D rectangle. The document provides a picture of a rectangular prism and rectangle for comparison. It then gives the formula to find the surface area of a rectangular prism as the sum of the areas of each face: SA=2(L x W)+2(W x H)+2(H x L). An example calculation for a prism with given dimensions is shown to demonstrate using the formula.
Lesson 5 surface area of a rectangular prism
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1) The document provides guidance on solving problems involving the area and perimeter of rectangles using different methods like counting squares, using the formula of length x width, or adding all the side lengths.
2) It gives examples of applying these methods to calculate the area of classroom floors to determine how much carpet is needed, or the perimeter to find the length of edging/skirting board required.
3) Key aspects to look for include word clues that indicate if the question is asking for area or perimeter, and identifying the relevant length and width values provided in the problem. Calculating the area or perimeter then involves using the appropriate method based on the information given.
Perimeter and Area of Polygons
A perimeter is a closed path that encompasses, surrounds, or outlines either a two dimensional shape or a one-dimensional length. Area is the quantity that expresses the extent of a two-dimensional region, shape, or planar lamina, in the plane. Surface area is its analog on the two-dimensional surface of a three-dimensional object
Mathematics: Perimeter and Area Lesson
This document provides information about polygons, perimeter, and area. It defines a polygon as a 2D shape with straight sides. There are two types of polygons: regular and irregular. Perimeter is defined as the distance around a 2D shape and is measured by adding up the lengths of all sides. Area is the amount of surface a shape covers and is measured in square units. Formulas are provided to calculate the perimeter and area of common polygons like squares, rectangles, and triangles. Examples are given to demonstrate calculating perimeter and area using the appropriate formulas and units of measurement.
Q3 week 6(Area of Composite Figures).pptx
The document provides objectives, examples, and practice problems for calculating the area of composite figures made up of basic shapes like triangles, squares, rectangles, circles, and semicircles. It begins with the class objectives of finding and solving problems involving the area of composite figures. Examples are then provided to demonstrate calculating areas of individual shapes and composite figures. The document concludes with routine and non-routine practice problems for students to solve.
Module 6 geometry of shape and size
This document provides instruction on calculating the areas of various plane figures including rectangles, squares, parallelograms, triangles, trapezoids, and circles. It begins by explaining that the area of a plane figure is the number of square units contained within the figure. It then provides examples of calculating areas of rectangles and squares using the formulas A=lw for rectangles and A=s^2 for squares. The document also explains how to calculate the areas of parallelograms using the formula A=bh, and triangles using the formula A=1/2bh. Students are given practice problems to solve involving finding areas of various plane figures.
The perimeter and area.pptx
This document discusses how to calculate the perimeter and area of squares and rectangles.
The perimeter of a square is calculated by multiplying the length of one side by 4. The area of a square is calculated by multiplying the length of one side by itself.
The perimeter of a rectangle is calculated by adding the length and width and multiplying by 2. The area of a rectangle is calculated by multiplying the length by the width.
Several examples are provided calculating the perimeter and area of squares with side lengths of 9cm and 5cm and rectangles with dimensions of 4cm by 6cm and 6cm by 8cm.
Tec 551 interactive activity part 2
The document discusses how to find the surface area of prisms. It defines surface area as the total area of all surfaces of a 3D object. It provides examples of calculating the surface area of a rectangular prism and triangular prism by finding the area of each surface and adding them together. It also introduces nets, which are 2D representations of 3D shapes, and provides a surface area formula for prisms.
Shape & Space
The document discusses teaching concepts related to shape and space for Year 4, including:
1. Two-dimensional shapes and calculating their perimeter and area, such as squares, rectangles, and triangles.
2. Three-dimensional shapes like cubes and cuboids, and calculating their volume.
3. Key formulas for calculating perimeter, area, and volume of different shapes. Examples of problems are provided to help teach these concepts.
Lesson 80 area of a rectangle and a square
This lesson plan teaches students about the area of rectangles and squares. It begins with reviewing multiplying whole numbers and measuring length. Students are shown examples of rectangles and squares and asked to identify the shapes and number of sides. Formulas for calculating the area of a rectangle (length x width) and square (side x side) are then derived. Students practice finding the areas of example figures using the formulas and measuring given lengths and widths. They also complete worksheets measuring and calculating the areas of real-world objects. The lesson ends with students solving additional area problems independently.
Math module 4 lesson 5
This document provides instructions and examples for a math lesson on multiplication and area measurement. It includes examples of using square tiles to form rectangles with given side lengths or areas, drawing arrays, and writing multiplication equations to represent the relationships between side lengths and area. Students practice skip-counting, identifying common products, solving word problems involving area, and showing commutativity through area problems.
Measuring area2021.pptx
Area is measured in square units and refers to the amount of surface space a flat object has. There are formulas to calculate the area of basic plane figures like squares, rectangles, triangles, circles, and composite figures that are made up of multiple shapes. To find the area of a composite figure, you break it into its component shapes, calculate the individual areas, and add them together. The document provides examples of using formulas to find the areas of various plane figures and composite shapes.
Geometry
The document introduces basic geometry concepts like area of squares and rectangles. It explains that to find the area of a square or rectangle, you multiply the length by the width. It provides examples of calculating areas of different shapes and has interactive exercises for students to practice finding areas. Finally, it discusses why understanding area is important and has students calculate areas of objects in the classroom.
Math module 4 lesson 13
This document provides lesson plans and materials for a math lesson on finding the area of composite shapes. It includes examples of decomposing larger shapes into rectangles to calculate their total area. Students practice breaking apart shapes, adding and subtracting areas, and solving problems with missing information. The lesson emphasizes using addition and subtraction to find the area of a composite figure after decomposing it into simpler shapes.
Area And Volume Spaced Learning
This document discusses formulas for calculating the areas and perimeters of various shapes, as well as volumes of 3D shapes. It provides formulas to find the area of rectangles, triangles, parallelograms, trapezoids, circles, and more complex shapes. It also discusses finding perimeters of shapes and surfaces areas and volumes of 3D shapes like cuboids and prisms. Formulas are given for calculating volumes of cuboids as length × width × height and for prisms as the cross-sectional area × length.
presentation
This PowerPoint presentation introduces geometry and the concepts of area of squares and rectangles. It includes examples of calculating the area of squares and rectangles using the formula of length x width. It prompts the learner to practice calculating areas of different shapes. It also discusses estimating how many smaller squares can fit into a larger square based on their areas. Finally, it encourages learners to measure real-world objects in the classroom and record their shapes, dimensions, and areas in a chart.
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Creating a Graph - Aarush
The document provides a 5-step process for creating a graph using an online graphing tool: 1) select the graph type and layout, 2) enter the graph title, axes labels, data set, and item names, 3) customize the text formatting and colors, 4) preview the graph, and 5) print or save the completed graph. The steps guide the user through designing, entering data for, formatting, previewing, and saving/printing a bar graph.
Lesson 8 dividing decimals by 10, 100, 1000, 10 000
This document discusses dividing decimals by powers of 10. It explains that when dividing a decimal by 10, 100, 1000, or 10,000, the decimal point moves to the left by the number of zeros in the divisor. Some examples are provided, such as 5.6/10 = 0.56 and 5.6/1000 = 0.0056. Students are instructed to practice these types of divisions using a calculator, identify patterns in a place value chart, and complete additional problems as in-class work and homework.
Lesson 7 multiplying decimals by 10, 100, 1000, 10 000
This document discusses multiplying decimals by powers of ten. It explains that multiplying a decimal by 10 moves the decimal point one place to the right, multiplying by 100 moves it two places to the right, and multiplying by 1000 moves it three places to the right. Examples are provided of multiplying various decimals by 10, 100, 1000 and 10,000 to demonstrate this pattern. Conversions between meters, decimeters, centimeters and millimeters are also explained.
Lesson 4 rounding decimals
This document discusses rounding decimals and includes examples of rounding decimals to different places. It introduces rounding decimals to the nearest whole number, tenth, hundredth, and thousandth. Students are asked to complete rounding practice problems in class and for homework, including rounding decimals between whole numbers on a number line.
Lesson 3 comparing and ordering decimals
This document discusses comparing and ordering decimals. It provides examples of ordering the lengths of different microorganisms from least to greatest using base ten blocks, place value charts, and number lines. Students are asked to practice ordering decimals using these methods and by solving problems in their textbook.
Lesson 2 exploring thousandths
The document provides instructions for students to explore decimals to the thousandths place value by completing exercises that have them write fractions as decimals and vice versa. It reviews place value of decimals to the thousandths and has students complete drawing and conversion practice problems between fractions and decimals in the thousandths place. The homework assigned is to complete selected problems on pages 119-120 dealing with writing fractions as decimals and decimals as fractions to the thousandths place.
Lesson 1 numbers in the media
This document discusses representing and writing numbers in different forms such as standard form, words, and with decimals or fractions. It provides examples of numbers from the media written in standard form, words, and decimals, such as "2.25 Million Cast Votes" written as 2,250,000 in standard form. The document also explains how to write numbers with fractions as decimals, such as converting "7 1/2 Billion" to 7,500,000,000.
Unit 3 constructing figures
This document provides instructions for constructing geometric figures using a ruler, compass, and protractor. It explains how to construct a triangle given side lengths and an angle, and a parallelogram given side lengths and angles. Students are assigned homework problems constructing other figures using given measurements.
Unit 3 constructing figures
This document provides instructions for constructing geometric figures using a ruler, compass, and protractor. It explains how to construct a triangle given side lengths and a parallelogram given side lengths and angles. Students are assigned homework problems constructing additional figures using the given tools and methods.
Classifying figures
This document provides instructions for classifying different geometric shapes based on their attributes. It describes how to sort figures as regular or irregular based on equal sides and angles. It also explains how to categorize triangles based on the number of equal sides as equilateral, isosceles, or scalene and based on angle measures as acute, right, or obtuse. Additionally, it outlines how to sort shapes by the number of sides and provides examples of polygons from triangles to octagons. Lastly, it mentions sorting quadrilaterals and convex versus concave shapes.
Unit 3 investigating angles
This document provides instructions on measuring angles using a protractor. It defines what a protractor is, the parts of a protractor, and the steps to accurately measure an angle which include placing the protractor's center mark on the angle's vertex and rotating the protractor to align one ray with the zero-edge to read the measurement of the other ray. Common mistakes like using the wrong scale or not centering on the vertex are also outlined.
Unit 2 Addition, Subtraction, and Multiplication
This document provides an overview of math lessons on whole numbers, including addition, subtraction, multiplication, and division. It includes examples of adding multiple numbers together using place value and regrouping. For subtraction, it demonstrates subtracting numbers with multiple digits using place value and regrouping ones as tens or hundreds when needed. Multiplication examples show setting up problems by multiplying each digit of one number by each digit of the other. Homework assignments are provided for additional practice.
Unit 2 order of operations
This document discusses order of operations in math and explains that multiplication and division must be performed before addition and subtraction to get the correct answer. It provides examples like 3 + 6 x 4, where following the order of operations (BEDMAS) gives the answer of 27 rather than 9 x 4 = 36. The document also lists several common mnemonics like PEMDAS, PLEASE EXCUSE MY DEAR AUNT SALLY, and BIG ELEPHANTS DESTROY MICE AND SNAILS that remind students of the proper order of operations.
Unit 2 order of operations
This document discusses order of operations in math and explains that multiplication and division must be performed before addition and subtraction to get the correct answer. It provides examples like 3 + 6 x 4, where following the order of operations (BEDMAS) gives the answer of 27 rather than 9 x 4 = 36. The document also lists several common mnemonics like PEMDAS, PLEASE EXCUSE MY DEAR AUNT SALLY, and BIG ELEPHANTS DESTROY MICE AND SNAILS that remind students of the proper order of operations.
Unit 2: Using Mental Math
This document discusses strategies for using mental math to solve whole number expressions. It provides examples of adding, subtracting, and multiplying whole numbers using strategies like rearranging terms, breaking numbers apart, and using compatible numbers. Students are assigned in-class work and homework problems applying these mental math strategies.
Prime and composite numbers
This document introduces prime and composite numbers. It explains that factors are numbers that are multiplied to form a product. Students are asked to find all factors of numbers from 2 to 20 and create rectangles using those factors. The document states that a number is prime if it only has two factors, 1 and itself, while a number is composite if it has more than two factors. Students are assigned homework problems related to factors and prime/composite numbers.
Unit 2 exploring multiples
This document discusses multiples and using a hundreds chart to solve problems about callers winning prizes in a radio contest. It explains that the 6th caller would not win a prize because 6 is not a multiple of 3 or 7. The 14th caller would win a hat since 14 is a multiple of 7. A hundreds chart is used to circle the multiples of 3 for t-shirts and cross the multiples of 7 for hats. More callers will likely win t-shirts since there are more multiples of 3 than 7 in the lower numbers. Key learnings are that multiples are found by counting on by the given number and a common multiple is a number that is a multiple of two or more numbers.
Unit 2 comparing and ordering numbers
This document discusses comparing and ordering whole numbers. It explains how to use a number line to tell which of two countries, Japan or Paraguay, has a greater area based on their numerical area values. It also provides area values in square kilometers for 10 different countries and has students order the countries from greatest to least area and determine the area differences between some of the countries.
Unit 2 understanding large numbers
This document discusses different ways to represent whole numbers, including standard form, words, expanded form using base ten blocks and place value charts. It explains that standard form is the numerical representation, words is the number written out in text, expanded form breaks the number into place values and base ten blocks and place value charts are visual representations using manipulatives. The document provides examples of representing the number 4027 in these different forms and gives homework assignments practicing these concepts.
Unit 2 exploring 1 million
This document discusses exploring the concept of one million through examples of how it relates to other numbers with place values and through estimating quantities of one million items or units. It encourages students to think about how many 10s or 100s are in numbers up to 100,000, that one million equals 1,000 thousands, and provides examples asking students to estimate how long it would take to count to one million, how many dictionary pages one million words would take, and the length of one million children standing side by side.
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Lesson 5 surface area of a rectangular prism
- 1. Math 6: Measurement Surface Area of a Rectangular Prism
- 2. Explore How do we find the Area of the rectangle? 8CM 4CM AREA = LENGTH X WIDTH AREA = 8CM X 4CM AREA = 32CM
- 3. Explore Area = L x W Let’s try it with a few things around the classroom!! Make sure you use the proper terms
- 4. Connect Surface Area of a rectangular prism: The area AROUND the rectangular prism Think about it: How much wrapping paper do I need to wrap the box?
- 5. Connect How do you find the surface area? Find the area of the 6 faces and then add them up. Step 1: Identify the measurement of the length, width, and height. Step 2: Find the area of two sides (Length x Height) x 2 Step 3: Find the area of adjacent sides (Width x Height) x 2 sides Step 4: Find the area of ends (Length x Width) x2 ends Step 5: Add the three areas together to find the surface area Step 6: Don’t forget to use the proper conventions
- 6. Connect Use the nets of the rectangular prism to calculate the surface area. Label the Faces Calculate the area of each face Add up the totals
- 7. Connect Create a chart to find the surface area: Face Length (cm) Width (cm) A B C D E F Then add up all the totals from the area Area
- 8. Connect Use this formula: SA (Rectangular Prism) = 2 x (L x W + L x H + Hx W)
- 9. Connect Let’s try to calculate the surface area of tissue boxes using one of these strategies.
- 10. Homework pg. 222 - 223 #1, 2, 5, 7, 9 Work book: pg. 86 + 87