Element Cards Geometry
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1a Recognizing, describing (using spatial language), and naming shapes regardless of orientation or size and locating shapes in the environment'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1a Recognizing, describing (using spatial language), and naming shapes regardless of orientation or size and locating shapes in the environment'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1c Composing two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter circles)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1c Composing two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter circles)'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1b Analyzing and comparing two- (and later) three-dimensional shapes using informal language (e.g., flat, solid, corners) to describe their differences and similarities, as well as their component parts (number of sides, vertices) and other attributes (e.g., sides of equal length)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1b Analyzing and comparing two- (and later) three-dimensional shapes using informal language (e.g., flat, solid, corners) to describe their differences and similarities, as well as their component parts (number of sides, vertices) and other attributes (e.g., sides of equal length)'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1b Analyzing and comparing two- (and later) three-dimensional shapes using informal language (e.g., flat, solid, corners) to describe their differences and similarities, as well as their component parts (number of sides, vertices) and other attributes (e.g., sides of equal length)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1b Analyzing and comparing two- (and later) three-dimensional shapes using informal language (e.g., flat, solid, corners) to describe their differences and similarities, as well as their component parts (number of sides, vertices) and other attributes (e.g., sides of equal length)'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1e Drawing and identifying shapes with specific attributes (e.g., number of sides or equal angles) not determined by direct measuring)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1e Drawing and identifying shapes with specific attributes (e.g., number of sides or equal angles) not determined by direct measuring)'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1f Partitioning shapes into 2, 3, or 4 equal parts and describing the parts (halves, quarters, fourths, thirds)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1f Partitioning shapes into 2, 3, or 4 equal parts and describing the parts (halves, quarters, fourths, thirds)'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1f Partitioning shapes into 2, 3, or 4 equal parts and describing the parts (halves, quarters, fourths, thirds)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1f Partitioning shapes into 2, 3, or 4 equal parts and describing the parts (halves, quarters, fourths, thirds)'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:'' '''E.GM.1i Partitioning shapes into equal parts with equal areas and recognizing that each part is a unit fraction of the whole'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:'' '''E.GM.1i Partitioning shapes into equal parts with equal areas and recognizing that each part is a unit fraction of the whole'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:'' '''E.GM.1j''''' '''''Recognizing and drawing points, lines, line segments, rays, angles, and perpendicular and parallel lines and identifying these in plane figures'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:'' '''E.GM.1j''''' '''''Recognizing and drawing points, lines, line segments, rays, angles, and perpendicular and parallel lines and identifying these in plane figures'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:'' '''E.GM.1j Recognizing and drawing points, lines, line segments, rays, angles, and perpendicular and parallel lines and identifying these in plane figures'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:'' '''E.GM.1j Recognizing and drawing points, lines, line segments, rays, angles, and perpendicular and parallel lines and identifying these in plane figures'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.GM.1k Recognizing and drawing lines of symmetry in a variety of figures'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.GM.1k Recognizing and drawing lines of symmetry in a variety of figures'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:'' '''M.GM.1c Demonstrating the use of a coordinate system by locating/graphing a given point or polygon using ordered pairs'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:'' '''M.GM.1c Demonstrating the use of a coordinate system by locating/graphing a given point or polygon using ordered pairs'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' M.GM.1c Demonstrating the use of a coordinate system by locating/graphing a given point or polygon using ordered pairs'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' M.GM.1c Demonstrating the use of a coordinate system by locating/graphing a given point or polygon using ordered pairs'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:'' '''M.GM.1d Solving area, surface area, and volume problems by composing and decomposing figures'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:'' '''M.GM.1d Solving area, surface area, and volume problems by composing and decomposing figures'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures)'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:'' '''M.GM.1h''' '''Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:'' '''M.GM.1h''' '''Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures)'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures)'' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:'' '''M.GM.1g''' '''Demonstrating congruence and similarity using a variety of two-dimensional figures '' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:'' '''M.GM.1g''' '''Demonstrating congruence and similarity using a variety of two-dimensional figures '' |
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' H.GM.1a Applying the Pythagorean Theorem'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' H.GM.1a Applying the Pythagorean Theorem'' |
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* Interactive whiteboard | * Interactive whiteboard | ||
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− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''''' H.GM.1c Applying understanding of rotations, reflections, and translations to construct figures (e.g., using coordinates, models, drawings, transparencies, dynamic geometry software)'''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''''' H.GM.1c Applying understanding of rotations, reflections, and translations to construct figures (e.g., using coordinates, models, drawings, transparencies, dynamic geometry software)'''' |
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Revision as of 15:56, 8 November 2013
Contents |
Teaching Geometry
All of the CCCs in this document relate to Geometry. Below are some additional resources that may be helpful:
NCSC Resources
NCSC Curriculum Resource Guide: Measurement and Geometry NCSC Content Module: Perimeter, Area, and Volume NCSC Content Module: Coordinate Plane
Websites
http://www.teachingideas.co.uk/maths/contents.htm http://www.mathsisfun.com/ http://www.mathplayground.com/ https://www.khanacademy.org/
Other Resources
http://www.jstor.org/stable/10.5951/teacchilmath.19.1.0050?origin=JSTOR-pdf<u> </u> http://www.ncpublicschools.org/acre/standards/common-core-tools/
CCC Mathematics \| Geometry
CCSS: K.G.2 Correctly name shapes regardless of their orientations or overall size. | ||
CCC: | K.GM.1a1 | Recognize two- dimensional shapes (e.g., circle, square, triangle, rectangle) regardless of orientation or size. |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | |
Progress Indicator: E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment | ||
Essential Understandings | Concrete Understandings:
|
Representation:
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Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
|
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: K.G.1 Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as above, below, beside, in front of, behind, and next to. | ||
CCC: | K.GM.1a2 | Recognize two-dimensional shapes in the environment regardless of orientation or size. |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | |
Progress Indicator: E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment | ||
Essential Understandings | Concrete Understandings:
|
Representation:
|
Suggested Instructional Strategies:
| ||
Supports and Scaffolds:
|
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: K.G.1 Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as above, below, beside, in front of, behind, and next to. | ||
CCC: | K.GM.1a3 | Use spatial language (e.g., above, below, etc.) to describe two-dimensional shapes. |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | |
Progress Indicator: E.GM.1a Recognizing, describing (using spatial language), and naming shapes regardless of orientation or size and locating shapes in the environment | ||
Essential Understandings | Concrete Understandings:
|
Representation:
|
Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
|
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Additional Resources
http://www.kidzone.ws/prek_wrksht/shapes.htm http://www.storyplace.org//preschool/activities/shapesonstory.asp
CCSS: K.G.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" | ||
CCC: | K.GM.1c1 | Compose a larger shape from smaller shapes |
Strand: Geometry | Family: Constructing/Building | |
Progress Indicator: E.GM.1c Composing two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter circles) | ||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
Task Analysis
| ||
Suggested Supports and Scaffolds:
|
CCSS: K.G.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" | ||
CCC: | 1.GM.1b1 | Identify shapes as two-dimensional (lying flat) or three-dimensional (solid). |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | |
Progress Indicator: E.GM.1b Analyzing and comparing two- (and later) three-dimensional shapes using informal language (e.g., flat, solid, corners) to describe their differences and similarities, as well as their component parts (number of sides, vertices) and other attributes (e.g., sides of equal length) | ||
Essential Understandings | Concrete Understandings:
|
Representation:
|
Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
|
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | ||
CCC: | 2.GM.1a4 | Identify two- dimensional shapes such as rhombus, pentagons, hexagons, octagon, ovals, equilateral, isosceles, and scalene triangles. |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | |
Progress Indicator: E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment | ||
Essential Understandings | Concrete Understandings:
|
Representation:
|
Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
|
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | ||
CCC: | 2.GM.1b3 | Distinguish two- or three- dimensional shapes based upon their attributes (i.e., \#of sides, equal or different lengths of sides, \# of faces, \# of corners). |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | |
Progress Indicator: E.GM.1b Analyzing and comparing two- (and later) three-dimensional shapes using informal language (e.g., flat, solid, corners) to describe their differences and similarities, as well as their component parts (number of sides, vertices) and other attributes (e.g., sides of equal length) | ||
Essential Understandings | Concrete Understandings:
|
Representation:
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Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
|
CCSS: 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | ||
CCC: | 2.GM.1e1 | Draw two-dimensional shapes with specific attributes. |
Strand: Geometry | Family: Constructing/Building | |
Progress Indicator: E.GM.1e Drawing and identifying shapes with specific attributes (e.g., number of sides or equal angles) not determined by direct measuring) | ||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
.1 .2
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Suggested Supports and Scaffolds:
|
CCSS: 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | ||
CCC: | 2.GM.1f2 | Partition circles and rectangles into 2 and 4 equal parts. |
Strand: Geometry | Family: Geometric Problems | |
Progress Indicator: E.GM.1f Partitioning shapes into 2, 3, or 4 equal parts and describing the parts (halves, quarters, fourths, thirds) | ||
Essential Understandings | Concrete Understandings:
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Representation:
|
Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
|
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | ||
CCC: | 2.GM.1f3 | Label a partitioned shape (e.g., one whole rectangle was separated into 2 halves; one whole circle was separated into three thirds). |
Strand: Geometry | Family: Geometric Problems | |
Progress Indicator: E.GM.1f Partitioning shapes into 2, 3, or 4 equal parts and describing the parts (halves, quarters, fourths, thirds) | ||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
1 . 2 .. 3 …
|
CCSS: 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having 4 sides) and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals that do not belong to any of these subcategories. | ||
CCC: | 3.GM.1h1 | Identify shared attributes of shapes. |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | |
Progress Indicator: E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes | ||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
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CCSS: 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ of the area of the shape. | ||
CCC: | 3.GM.1i1 | Partition rectangles into equal parts with equal area. |
Strand: Geometry | Family: Geometric Problems | |
Progress Indicator: E.GM.1i Partitioning shapes into equal parts with equal areas and recognizing that each part is a unit fraction of the whole | ||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 4.G.2 Classify two dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right angles as a category, and identify right angles. | ||
CCC: | 4GM.1h2 | Classify two-dimensional shapes based on attributes (\# of angles). |
Strand: Geometry | Family: Recognizing, Describing and Naming and Classifying | |
Progress Indicator: E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes | ||
Essential Understandings | Concrete Understandings:
|
Representation:
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Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
Additional Resource
http://www.pdesas.org/module/content/resources/13281/view.ashx
CCSS: 4.G.1 Draw points, lines, line segments, rays, angels, perpendicular, and parallel lines. Identify these in two-dimensional figures. | ||
CCC: | 4GM.1j1 | Recognize a point, line and line segment, and rays in two-dimensional figures. |
Strand: Geometry | Family: Recognizing, Describing and Naming and Classifying | |
Progress Indicator: E.GM.1j Recognizing and drawing points, lines, line segments, rays, angles, and perpendicular and parallel lines and identifying these in plane figures | ||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
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CCSS: 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right angles as a category, and identify right triangles. | ||
CCC: | 4GM.1j4 | Categorize angles as right, acute, or obtuse. |
Strand: Geometry | Family: Recognizing, Describing and Naming and Classifying | |
Progress Indicator: E.GM.1j Recognizing and drawing points, lines, line segments, rays, angles, and perpendicular and parallel lines and identifying these in plane figures | ||
Essential Understandings | Concrete Understandings:
|
Representation:
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Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
Additional Resources
http://www.mathplayground.com/measuringangles.html
CCSS: 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts; identify line-symmetric figures and draw lines of symmetry. | ||
CCC: | 4.GM.1k1 | Recognize a line of symmetry in a figure. |
Strand: Geometry | Family: Transforming and Graphing | |
Progress Indicator: E.GM.1k Recognizing and drawing lines of symmetry in a variety of figures | ||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the – on each line and a given point in the plane located by using an ordered pair of numbers called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). | ||
CCC: | 5.GM.1c3 | Use order pairs to graph given points. |
Strand: Geometry | Family: Transforming and Graphing | |
Progress Indicator: M.GM.1c Demonstrating the use of a coordinate system by locating/graphing a given point or polygon using ordered pairs | ||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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CCSS: 6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. | ||
CCC: | 6.GM.1c7 | Use coordinate points to draw polygons. |
Strand: Geometry | Family: Transforming and Graphing | |
Progress Indicator: M.GM.1c Demonstrating the use of a coordinate system by locating/graphing a given point or polygon using ordered pairs | ||
Essential Understandings | Concrete Understandings:
|
Representation:
|
Suggested Instructional Strategies:
| ||
Suggested Supports and Scaffolds:
|
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
CCSS: 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. | ||
CCC: | 6.GM.1d1 | Find area of quadrilaterals. |
Strand: Geometry | Family: Geometric Problems | |
Progress Indicator: M.GM.1d Solving area, surface area, and volume problems by composing and decomposing figures | ||
Essential Understandings | Concrete Understandings:
|
Representation:
|
Suggested Instructional Strategies:
| ||
* Calculator
|
CCSS: 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 mathematical problems. | ||
CCC: | 7.GM.1h2 | Find the surface area of three-dimensional figures using nets of rectangles or triangles. |
Strand: Geometry | Family: Geometric Problems | |
Progress Indicator: M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures) | ||
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CCSS: 7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. | ||
CCC: | 7.GM.1h3 | Find area of plane figures and surface area of solid figures (quadrilaterals). |
Strand: Geometry | Family: Geometric Problems | |
Progress Indicator: M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures) | ||
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
CCSS: 7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. | ||
CCC: | 7.GM.1h4 | Find area of an equilateral, isosceles, and scalene triangles. |
Strand: Geometry | Family: Geometric Problems | |
Progress Indicator: M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures) | ||
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
Additional Resource
http://www.mathplayground.com/howto_area_triangle.html
CCSS: 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. | ||
CCC: | 8.GM.1g1 | Recognize congruent and similar figures. |
Strand: Geometry | Family: Recognizing, Describing and Naming and Classifying | |
Progress Indicator: M.GM.1g Demonstrating congruence and similarity using a variety of two-dimensional figures | ||
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CCSS: 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. | ||
CCC: | H.GM.1a2 | Find the missing side lengths of a two-dimensional right triangle (Pythagorean Theorem). |
Strand: Geometry | Family: Constructing – Establishing a Figure | |
Progress Indicator: H.GM.1a Applying the Pythagorean Theorem | ||
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CCSS: G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Specify a sequence of transformation that will carry a given figure onto another.
G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry onto itself. | ||
CCC: | H.GM.1c1 | Construct, draw, or recognize a figure after its rotation, reflection, or translation. |
Strand: Geometry | Family: Transforming and Graphing | |
'Progress Indicator:'' H.GM.1c Applying understanding of rotations, reflections, and translations to construct figures (e.g., using coordinates, models, drawings, transparencies, dynamic geometry software)' | ||
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
Additional Resources
www.mathisfun.com/geometry – Point & click to transform the shape http://www.eduplace.com/kids/mw/swfs/robopacker_grade4.html – Transform shapes to create a robot