An Understanding of the Concept of a Three-Dimensional Cubes and Surface Area in the Classroom
An Understanding of the Concept of a Three-Dimensional Cubes and Surface Area in the Classroom
Written by Vanessa Kinsey There are several uses in our daily lives that involve calculating the area of objects or places. Many of these daily recurring calculations require using acquired skills to figure out the area of three-dimensional objects. When introducing the concept of surface area to 5th and 6th grade students, they need to first know what three-dimensional objects look like and understand what the definition is, or the difference between a two-dimensional and a three-dimensional object. Through the use of manipulatives, instructing the students to change a two-dimensional piece of paper into a three-dimensional object, the students should gain a better understanding of the concept. It is helpful for students to create and hold a cube to fully understand what a three-dimensional cube looks like. Once students gain an understanding of the concept of a three-dimensional cube, they will be able to understand the concept of finding its surface area with ease. To introduce the concept of surface area, I will begin reviewing the concept of finding the area of a two-dimensional object such as a square or rectangle, and remind them of the formula for area is length times width (LxW). Next, I will begin to link this review with the new concepts. For instance, if the length of each side of the square which forms one of the cubes faces is three inches, then the area of one of the faces or squares is 3x3 equaling 9. I will then explain to students that to figure the surface area they will need to know the area of each side of the object and add them all together, 9+9+9+9+9+9=36. To make sure the students understand this, I will hold up the cube while I count and point to each face and the students can follow along and see each of the six sides. Once the students begin using the manipulatives they made, the students will be able to count the six faces on the
Written by Vanessa Kinsey There are several uses in our daily lives that involve calculating the area of objects or places. Many of these daily recurring calculations require using acquired skills to figure out the area of three-dimensional objects. When introducing the concept of surface area to 5th and 6th grade students, they need to first know what three-dimensional objects look like and understand what the definition is, or the difference between a two-dimensional and a three-dimensional object. Through the use of manipulatives, instructing the students to change a two-dimensional piece of paper into a three-dimensional object, the students should gain a better understanding of the concept. It is helpful for students to create and hold a cube to fully understand what a three-dimensional cube looks like. Once students gain an understanding of the concept of a three-dimensional cube, they will be able to understand the concept of finding its surface area with ease. To introduce the concept of surface area, I will begin reviewing the concept of finding the area of a two-dimensional object such as a square or rectangle, and remind them of the formula for area is length times width (LxW). Next, I will begin to link this review with the new concepts. For instance, if the length of each side of the square which forms one of the cubes faces is three inches, then the area of one of the faces or squares is 3x3 equaling 9. I will then explain to students that to figure the surface area they will need to know the area of each side of the object and add them all together, 9+9+9+9+9+9=36. To make sure the students understand this, I will hold up the cube while I count and point to each face and the students can follow along and see each of the six sides. Once the students begin using the manipulatives they made, the students will be able to count the six faces on the