Element Cards Geometry
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{{BACK TO|[[Element Cards]]}} | {{BACK TO|[[Element Cards]]}} | ||
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=CCC Mathematics: Geometry= | =CCC Mathematics: Geometry= | ||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' K.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | ||
|- | |- | ||
− | | | + | | 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'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Match shapes that are the same in shape and size. | * Match shapes that are the same in shape and size. | ||
* Identify shapes in their most common orientation (e.g., triangle, rectangle, square with horizontal bottom). | * Identify shapes in their most common orientation (e.g., triangle, rectangle, square with horizontal bottom). | ||
* Demonstrate the understanding of classes of shapes by matching or categorizing shapes that are the same shape but are different sizes (e.g., match circles even though they are different sizes). | * Demonstrate the understanding of classes of shapes by matching or categorizing shapes that are the same shape but are different sizes (e.g., match circles even though they are different sizes). | ||
− | | | + | ||'''Representation:''' |
* Understand that shapes have names and can be labeled. | * Understand that shapes have names and can be labeled. | ||
* Given a picture, name a 2-D shape. | * Given a picture, name a 2-D shape. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Teach using example, non-example varying the shape size and orientation (one shape at a time). | * Teach using example, non-example varying the shape size and orientation (one shape at a time). | ||
* Teach using time delay (multiple shapes). | * Teach using time delay (multiple shapes). | ||
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|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* 2-D shapes with raised edges | * 2-D shapes with raised edges | ||
* Interactive whiteboard | * Interactive whiteboard | ||
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* Provide concrete objects, photo's, or voice activated devices for students who cannot see or verbally answer questions. | * Provide concrete objects, photo's, or voice activated devices for students who cannot see or verbally answer questions. | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | + | <nowiki>*</nowiki>Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies. |
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' K.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | ||
|- | |- | ||
− | | | + | | 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'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Match shapes that are the same in shape and size | * Match shapes that are the same in shape and size | ||
* Identify shapes in its most common orientation (e.g., Triangle, rectangle, square with horizontal bottom). | * Identify shapes in its most common orientation (e.g., Triangle, rectangle, square with horizontal bottom). | ||
* Demonstrate the understanding of classes of shapes by matching or categorizing shapes that are the same shape but are different sizes (e.g., match circles even though they are different sizes) | * Demonstrate the understanding of classes of shapes by matching or categorizing shapes that are the same shape but are different sizes (e.g., match circles even though they are different sizes) | ||
− | | | + | ||'''Representation:''' |
* Understand that shapes have names and can be labeled | * Understand that shapes have names and can be labeled | ||
* Given a picture, name a 2-d shape | * Given a picture, name a 2-d shape | ||
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|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* 2-DShape Walk: Students hunt for 2-dimensional shapes in the gym, library, or on a walk around the school, keeping a record of their discoveries as they go. Start with a discussion of the shapes you will be looking for. If students have a significant cognitive disability, focus on one shape and make it a week long adventure. Bring items back to the classroom if possible or take pictures of items the class has discovered. Create a display that can be positioned/stabilized where all students can see, touch, and explore the items. This should also be a tactile exploration activity for students with vision problems or limited mobility. | * 2-DShape Walk: Students hunt for 2-dimensional shapes in the gym, library, or on a walk around the school, keeping a record of their discoveries as they go. Start with a discussion of the shapes you will be looking for. If students have a significant cognitive disability, focus on one shape and make it a week long adventure. Bring items back to the classroom if possible or take pictures of items the class has discovered. Create a display that can be positioned/stabilized where all students can see, touch, and explore the items. This should also be a tactile exploration activity for students with vision problems or limited mobility. | ||
* Scavenger Hunt: Display shapes in various places and on various items in the school. Make sure the shapes are attached to an item that is an example of the shapes you are searching for. If students have a significant cognitive disability, focus on one shape and make it a week long adventure. Give adults working with the students or the students themselves a scavenger hunt list. The list could be a series of pictures of places in the school or riddles the students/adults have to solve to find the hidden shapes. After all shapes are gathered return to the room and match/sort shapes as a group. Discuss the shape of the item the shape was attached to. | * Scavenger Hunt: Display shapes in various places and on various items in the school. Make sure the shapes are attached to an item that is an example of the shapes you are searching for. If students have a significant cognitive disability, focus on one shape and make it a week long adventure. Give adults working with the students or the students themselves a scavenger hunt list. The list could be a series of pictures of places in the school or riddles the students/adults have to solve to find the hidden shapes. After all shapes are gathered return to the room and match/sort shapes as a group. Discuss the shape of the item the shape was attached to. | ||
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|- | |- | ||
− | | | + | | colspan=3|'''Supports and Scaffolds:''' |
* 2-D Shape Walk: Students hunt for 2-dimensional shapes in the gym, library, or on a walk around the school, keeping a record of their discoveries as they go. Start with a discussion of the shapes you will be looking for. If students have a significant cognitive disability, focus on one shape and make it a week long adventure. Bring items back to the classroom if possible or take pictures of items the class has discovered. Create a display that can be positioned/stabilized where all students can see, touch, and explore the items. This should also be a tactile exploration activity for students with vision problems or limited mobility. | * 2-D Shape Walk: Students hunt for 2-dimensional shapes in the gym, library, or on a walk around the school, keeping a record of their discoveries as they go. Start with a discussion of the shapes you will be looking for. If students have a significant cognitive disability, focus on one shape and make it a week long adventure. Bring items back to the classroom if possible or take pictures of items the class has discovered. Create a display that can be positioned/stabilized where all students can see, touch, and explore the items. This should also be a tactile exploration activity for students with vision problems or limited mobility. | ||
* Scavenger Hunt: Display shapes in various places and on various items in the school. Make sure the shapes are attached to an item that is an example of the shapes you are searching for. If students have a significant cognitive disability, focus on one shape and make it a week long adventure. Give adults working with the students or the students themselves a scavenger hunt list. The list could be a series of pictures of places in the school or riddles the students/adults have to solve to find the hidden shapes. After all shapes are gathered return to the room and match/sort shapes as a group. Discuss the shape of the item the shape was attached to. | * Scavenger Hunt: Display shapes in various places and on various items in the school. Make sure the shapes are attached to an item that is an example of the shapes you are searching for. If students have a significant cognitive disability, focus on one shape and make it a week long adventure. Give adults working with the students or the students themselves a scavenger hunt list. The list could be a series of pictures of places in the school or riddles the students/adults have to solve to find the hidden shapes. After all shapes are gathered return to the room and match/sort shapes as a group. Discuss the shape of the item the shape was attached to. | ||
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* Assistive technology/voice output devices for identifying shapes and size | * Assistive technology/voice output devices for identifying shapes and size | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies. |
+ | |||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' K.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | ||
|- | |- | ||
− | | | + | | 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'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Demonstrate an understanding of the following terms: above, below, left, right, under, on top of. | * Demonstrate an understanding of the following terms: above, below, left, right, under, on top of. | ||
− | | | + | ||'''Representation:''' |
* Given a picture of 2 objects, use positional words to describe their orientation. | * Given a picture of 2 objects, use positional words to describe their orientation. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Before students arrive, hide shapes in items that students will be using throughout the school day. Make a display that can be easily moved to students and that will be positioned/stabilized where all students can see, touch, and explore the shapes. The display should have a picture/cutout of a classroom item (desk, tray, chair, etc…) Explain at the beginning of the day that you have hidden the items, under, on top of, beside, etc… and this is an activity that will continue until all items are found. When students find the items they should raise their hand, tell the class what position it was in and place it in the same position on the display. At the end of the day discuss the positions and the number of items found. | * Before students arrive, hide shapes in items that students will be using throughout the school day. Make a display that can be easily moved to students and that will be positioned/stabilized where all students can see, touch, and explore the shapes. The display should have a picture/cutout of a classroom item (desk, tray, chair, etc…) Explain at the beginning of the day that you have hidden the items, under, on top of, beside, etc… and this is an activity that will continue until all items are found. When students find the items they should raise their hand, tell the class what position it was in and place it in the same position on the display. At the end of the day discuss the positions and the number of items found. | ||
* Shape movement games (e.g., The Shape Hokey Pokey, put the circle in, put the circle out, put the circle above (above your head), and shake it all about...) | * Shape movement games (e.g., The Shape Hokey Pokey, put the circle in, put the circle out, put the circle above (above your head), and shake it all about...) | ||
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|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* If students have limited mobility put in relation to an item they use every day, their feeding equipment/plate/tray/voice device. | * If students have limited mobility put in relation to an item they use every day, their feeding equipment/plate/tray/voice device. | ||
* Provide items with high contrast, neon colors in familiar places for students with visual impairments. | * Provide items with high contrast, neon colors in familiar places for students with visual impairments. | ||
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* Assistive technology/voice output devices for identifying shapes and position | * Assistive technology/voice output devices for identifying shapes and position | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies. |
===Additional Resources=== | ===Additional Resources=== | ||
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[http://www.storyplace.org//preschool/activities/shapesonstory.asp http://www.storyplace.org/] | [http://www.storyplace.org//preschool/activities/shapesonstory.asp http://www.storyplace.org/] | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' K.G.B.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Constructing/Building | | style="background-color:#FF0000;" colspan=3|'''Family: '''Constructing/Building | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:''''' E.GM.1c Composing two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter circles)'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Identify 2-D shapes. | * Identify 2-D shapes. | ||
* Given two 2-D concrete shapes, put them together to form a larger shape. | * Given two 2-D concrete shapes, put them together to form a larger shape. | ||
− | | | + | ||'''Representation:''' |
* Given a picture identify a 2-D shape. | * Given a picture identify a 2-D shape. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Use pre-cut shapes and allow students to create 'creatures' from them. Allow each student to describe or provide a buddy or voice activated device to describe their creation. | * Use pre-cut shapes and allow students to create 'creatures' from them. Allow each student to describe or provide a buddy or voice activated device to describe their creation. | ||
* Make shape collage pictures to represent different seasons and activities throughout the school year. As students are able, give them paper and let them cut out and create their own collages from the identified shapes. Begin the school year using 1 or 2 shapes and add others as year progresses and students recognize the different shapes and their sizes. | * Make shape collage pictures to represent different seasons and activities throughout the school year. As students are able, give them paper and let them cut out and create their own collages from the identified shapes. Begin the school year using 1 or 2 shapes and add others as year progresses and students recognize the different shapes and their sizes. | ||
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|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Pattern blocks | * Pattern blocks | ||
* Tangram | * Tangram | ||
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* Flannel board and flannel shapes | * Flannel board and flannel shapes | ||
− | |||
|} | |} | ||
− | [[File:Element Cards Geometry1.jpg]] | + | [[File:Element Cards Geometry1.jpg|Simple shapes forming a larger shape]] |
+ | |||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' K.G.B.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | ||
|- | |- | ||
− | | | + | | 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)'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Match shapes that are the same dimension. | * Match shapes that are the same dimension. | ||
* Sort shapes that are the same dimension. | * Sort shapes that are the same dimension. | ||
− | | | + | ||'''Representation:''' |
* Demonstrate the understanding of classes of shapes by categorizing shapes that are the same dimensions (e.g., classify balls as being 3-D even though they are different sizes) | * Demonstrate the understanding of classes of shapes by categorizing shapes that are the same dimensions (e.g., classify balls as being 3-D even though they are different sizes) | ||
* Vocabulary: 2-dimensional, 3- dimensional | * Vocabulary: 2-dimensional, 3- dimensional | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Teach explicit rules for discriminating 2-D from 3-D shapes (e.g., 2-D is flat). | * Teach explicit rules for discriminating 2-D from 3-D shapes (e.g., 2-D is flat). | ||
* Teach using example, non-example. | * Teach using example, non-example. | ||
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|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Interactive whiteboard | * Interactive whiteboard | ||
* Labeled 2-D and 3-D shape as a model | * Labeled 2-D and 3-D shape as a model | ||
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* Use high contrast, raised, neon colors for students with visual impairments. | * Use high contrast, raised, neon colors for students with visual impairments. | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies. |
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 2.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | ||
|- | |- | ||
− | | | + | | 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'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Identify the side of a 2-D shape. | * Identify the side of a 2-D shape. | ||
* Identify the corner/vertices of a 2-D shape. | * Identify the corner/vertices of a 2-D shape. | ||
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* Count up to 8. | * Count up to 8. | ||
− | | | + | ||'''Representation:''' |
* Given pictures of 2-D shapes, count the number of sides and name the shapes. | * Given pictures of 2-D shapes, count the number of sides and name the shapes. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Model naming shapes in the environment then ask students to identify or locate shapes within their own learning environment. | * Model naming shapes in the environment then ask students to identify or locate shapes within their own learning environment. | ||
* Model naming shapes shown in pictures of the environment then ask students to identify shapes found in pictures of their environment. Generalize to novel pictures such as illustrations in books. | * Model naming shapes shown in pictures of the environment then ask students to identify shapes found in pictures of their environment. Generalize to novel pictures such as illustrations in books. | ||
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|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Pattern blocks | * Pattern blocks | ||
* Shape cards | * Shape cards | ||
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* 2-D shapes with raised/textured edges (can be made with puffy paint for raised, hole punched/decorative scissors for textured) | * 2-D shapes with raised/textured edges (can be made with puffy paint for raised, hole punched/decorative scissors for textured) | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies. |
+ | |||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 2.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | ||
|- | |- | ||
− | | | + | | 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)'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Recognize flat objects as 2-D and objects with length, height, and width as 3-D objects. | * Recognize flat objects as 2-D and objects with length, height, and width as 3-D objects. | ||
− | | | + | ||'''Representation:''' |
* Identify the number of sides, corners/vertices, and faces on 2-D and 3-D shapes | * Identify the number of sides, corners/vertices, and faces on 2-D and 3-D shapes | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Give each student shape blocks, and allow them to hold, feel, and see the different characteristics of each. Students can then fill in a chart that describes the different attributes. (Is the shape round or straight? Are the edges smooth or pointed?) | * Give each student shape blocks, and allow them to hold, feel, and see the different characteristics of each. Students can then fill in a chart that describes the different attributes. (Is the shape round or straight? Are the edges smooth or pointed?) | ||
* Teach explicit rules for discriminating 2-D from 3-D shapes (e.g., 2-D is flat). | * Teach explicit rules for discriminating 2-D from 3-D shapes (e.g., 2-D is flat). | ||
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|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Interactive whiteboard | * Interactive whiteboard | ||
* Labeled 2-D and 3-D shape as a model | * Labeled 2-D and 3-D shape as a model | ||
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* Use high contrast, raised, neon colors for students with visual impairments. | * Use high contrast, raised, neon colors for students with visual impairments. | ||
− | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 2.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Constructing/Building | | style="background-color:#FF0000;" colspan=3|'''Family: '''Constructing/Building | ||
|- | |- | ||
− | | | + | | 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)'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
− | * Recognize a 2-D shape (know that this:[[File:Element Cards Geometry2.jpg]] is not a shape). | + | * Recognize a 2-D shape (know that this:[[File:Element Cards Geometry2.jpg|A curved line]] is not a shape). |
− | | | + | ||'''Representation:''' |
* Identify the attributes of basic shapes (e.g., a straight line, a corner, a curved line). | * Identify the attributes of basic shapes (e.g., a straight line, a corner, a curved line). | ||
* Identify basic shapes and their attributes. | * Identify basic shapes and their attributes. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis for drawing shapes with straight lines: Teacher places prepared (i.e., labeled with progressive numbers) paper or other item to be drawn on in appropriate location for student (e.g., placed on a slant board and taped down). For some students this skill may be more efficiently taught using most-to-least prompts. | * Task analysis for drawing shapes with straight lines: Teacher places prepared (i.e., labeled with progressive numbers) paper or other item to be drawn on in appropriate location for student (e.g., placed on a slant board and taped down). For some students this skill may be more efficiently taught using most-to-least prompts. | ||
** Hold writing utensil. | ** Hold writing utensil. | ||
Line 437: | Line 441: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Interactive whiteboard | * Interactive whiteboard | ||
* Assistive technology | * Assistive technology | ||
Line 445: | Line 449: | ||
* Objects for creating shapes (e.g., popsicle sticks, pipe cleaners) | * Objects for creating shapes (e.g., popsicle sticks, pipe cleaners) | ||
− | |||
|} | |} | ||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 2.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | | style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | ||
|- | |- | ||
− | | | + | | colspan=3|'''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:''' |
* Identify that when a shape is folded and its sides match up it has been partitioned into 2 or 4 equal parts | * Identify that when a shape is folded and its sides match up it has been partitioned into 2 or 4 equal parts | ||
− | | | + | ||'''Representation:''' |
* Select pictures that have been partitioned into 2 or 4 equal parts | * Select pictures that have been partitioned into 2 or 4 equal parts | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Model-Lead-Test: Partition objects that have a real-world application (e.g., graham crackers, fruit, paper for art projects). | * Model-Lead-Test: Partition objects that have a real-world application (e.g., graham crackers, fruit, paper for art projects). | ||
* Demonstrate for students, using fraction bars, interactive whiteboard manipulatives, or iPad manipulates as they are available. | * Demonstrate for students, using fraction bars, interactive whiteboard manipulatives, or iPad manipulates as they are available. | ||
Line 485: | Line 488: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Interactive whiteboard | * Interactive whiteboard | ||
* Assistive technology | * Assistive technology | ||
Line 493: | Line 496: | ||
* Use real materials (food, candy, wood, tangrams, stamps, pictures of real objects) to support students in making real-world connections. | * Use real materials (food, candy, wood, tangrams, stamps, pictures of real objects) to support students in making real-world connections. | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies. |
+ | |||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 2.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | | style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | ||
|- | |- | ||
− | | | + | | colspan=3|'''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:''' |
* Understand the concept that a portion is a part of the whole. | * Understand the concept that a portion is a part of the whole. | ||
* Fold a rectangular piece of paper into 2 or 4 equal parts. | * Fold a rectangular piece of paper into 2 or 4 equal parts. | ||
− | | | + | ||'''Representation:''' |
* Identify and use vocabulary for whole, part, partition. | * Identify and use vocabulary for whole, part, partition. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis | * Task analysis | ||
** Count the total number of pieces (2, 3, or 4). | ** Count the total number of pieces (2, 3, or 4). | ||
Line 534: | Line 538: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Fractional representations without numbers but with raised dots (e.g., Dominos) | * Fractional representations without numbers but with raised dots (e.g., Dominos) | ||
* 3-D shapes that can be partitioned | * 3-D shapes that can be partitioned | ||
* Shapes with portions labeled with numbers and raised dots | * Shapes with portions labeled with numbers and raised dots | ||
− | [[File:Element Cards Geometry3.jpg]] | + | [[File:Element Cards Geometry3.jpg|Shapes with portions labeled with numbers and raised dots]] |
* Response cards with fractions | * Response cards with fractions | ||
* Food that can be divided (e.g., graham crackers) | * Food that can be divided (e.g., graham crackers) | ||
− | * Fraction stamp [[File:Element Cards Geometry4.jpg]] | + | * Fraction stamp [[File:Element Cards Geometry4.jpg|Visual representation of fractions in the form of a stamp]] |
− | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 3.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:''''' E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Understand same and different. | * Understand same and different. | ||
* Match same. | * Match same. | ||
* Sort by same and different. | * Sort by same and different. | ||
− | | | + | ||'''Representation:''' |
* Count the number of sides a shape has. | * Count the number of sides a shape has. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Sorting shapes using wooden blocks | * Sorting shapes using wooden blocks | ||
* Sorting game with shape game cards (teacher created) | * Sorting game with shape game cards (teacher created) | ||
Line 585: | Line 589: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Tangram Sets | * Tangram Sets | ||
* Shape Blocks | * Shape Blocks | ||
Line 594: | Line 598: | ||
* Computer software | * Computer software | ||
− | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 3.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | | style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | ||
|- | |- | ||
− | | | + | | 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'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Understand the concept of equal parts (e.g., fold rectangular pieces of paper into 2 or 4 equal pieces). | * Understand the concept of equal parts (e.g., fold rectangular pieces of paper into 2 or 4 equal pieces). | ||
* Partition with concrete objects. | * Partition with concrete objects. | ||
* Find the rectangle that is the same or match two congruent rectangles. | * Find the rectangle that is the same or match two congruent rectangles. | ||
− | | | + | ||'''Representation:''' |
* Partition rectangles into two, three, or four equal shares. | * Partition rectangles into two, three, or four equal shares. | ||
* Understand the following concepts and vocabulary: equal, partition, area, rectangle, halves, thirds, half of, a third of | * Understand the following concepts and vocabulary: equal, partition, area, rectangle, halves, thirds, half of, a third of | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies: ''' |
* Match to same | * Match to same | ||
* Tiling | * Tiling | ||
Line 637: | Line 641: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Computer software | * Computer software | ||
* Ruler | * Ruler | ||
Line 643: | Line 647: | ||
* Paper with pre-determined lines (e.g., black lines, perforated lines) | * Paper with pre-determined lines (e.g., black lines, perforated lines) | ||
* Real-world objects (graham crackers, 2 square-game that can be drawn with chalk on the hard top | * Real-world objects (graham crackers, 2 square-game that can be drawn with chalk on the hard top | ||
− | * Fraction bars [[File:Element Cards Geometry5.jpg]] | + | * Fraction bars [[File:Element Cards Geometry5.jpg|bars divided into fractions]] |
− | * Geo Boards [[File:Element Cards Geometry6.jpg]] | + | * Geo Boards [[File:Element Cards Geometry6.jpg|board with equally spaced pegs. String can be wrapped around the pegs to create shapes]] |
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies. |
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 4.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:''''' E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Identify attributes within a 2-D figure (e.g., rectangles have sides, student identifies sides of rectangle and angles, student identifies angles in rectangle). | * Identify attributes within a 2-D figure (e.g., rectangles have sides, student identifies sides of rectangle and angles, student identifies angles in rectangle). | ||
− | | | + | ||'''Representation:''' |
* Identify parallel and perpendicular lines within 2-D shapes Recognize and identify right angles. | * Identify parallel and perpendicular lines within 2-D shapes Recognize and identify right angles. | ||
* Understand the following concepts and vocabulary: face, edge, corner, side, angle. | * Understand the following concepts and vocabulary: face, edge, corner, side, angle. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Explicit instruction on attributes | * Explicit instruction on attributes | ||
* Model at least one example of thinking through the attributes. | * Model at least one example of thinking through the attributes. | ||
Line 694: | Line 698: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Manipulatives | * Manipulatives | ||
* Objects to construct quadrilaterals (toothpicks, paper, wiki-sticks) | * Objects to construct quadrilaterals (toothpicks, paper, wiki-sticks) | ||
Line 706: | Line 710: | ||
* 2-D shapes, laminated | * 2-D shapes, laminated | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies |
===Additional Resource=== | ===Additional Resource=== | ||
+ | |||
[http://www.pdesas.org/module/content/resources/13281/view.ashx http://www.pdesas.org/module/content/resources/13281/view.ashx] | [http://www.pdesas.org/module/content/resources/13281/view.ashx http://www.pdesas.org/module/content/resources/13281/view.ashx] | ||
+ | |||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 4.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying | ||
|- | |- | ||
− | | | + | | 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'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Recognize a 2-D shape from other shapes or non-shapes. | * Recognize a 2-D shape from other shapes or non-shapes. | ||
* Know characteristics of 2-D shapes. | * Know characteristics of 2-D shapes. | ||
− | | | + | ||'''Representation:''' |
* Given a picture of a point, line or line segment not in a shape, correctly name the object. | * Given a picture of a point, line or line segment not in a shape, correctly name the object. | ||
* Accurately draw pictures of points, lines and line segments (not in shapes). | * Accurately draw pictures of points, lines and line segments (not in shapes). | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Use pieces of string with knots at the end as "line segments" to form a shape. These start and stop in a "point." Where the "points" meet is the angle. | * Use pieces of string with knots at the end as "line segments" to form a shape. These start and stop in a "point." Where the "points" meet is the angle. | ||
* Use pieces of string with no knots as rays. Form an angle with 2 of these. Explain that rays do not have an ending, or a stop, so they do not have a knot. | * Use pieces of string with no knots as rays. Form an angle with 2 of these. Explain that rays do not have an ending, or a stop, so they do not have a knot. | ||
Line 754: | Line 760: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Pieces of string | * Pieces of string | ||
* Graph paper | * Graph paper | ||
Line 763: | Line 769: | ||
* Interactive whiteboard | * Interactive whiteboard | ||
− | |||
|} | |} | ||
− | + | ||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 4.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying | ||
|- | |- | ||
− | | | + | | 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'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Recognize that every corner/vertices of a 2-D figure has an angle. | * Recognize that every corner/vertices of a 2-D figure has an angle. | ||
* Recognize that angles can be acute, obtuse, or right based on their measure. | * Recognize that angles can be acute, obtuse, or right based on their measure. | ||
− | | | + | ||'''Representation:''' |
* Given a picture of an angle (not in a shape) identify if the angle is acute, obtuse, or right. | * Given a picture of an angle (not in a shape) identify if the angle is acute, obtuse, or right. | ||
* Know the following vocabulary: angle, right angle, obtuse angle, acute angle, degrees | * Know the following vocabulary: angle, right angle, obtuse angle, acute angle, degrees | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Students will review parallel lines and perpendicular lines using a prior strategy (make T with arms, hold arms straight above heads, etc.). Ask students what they notice when a partner makes a T with their arms, and they "trace" from the fingertip to a fingertip and down (they should notice that this makes a "corner"). Ask if they have seen this shape before, or can find it somewhere else in the classroom-paper edge, file cabinet edge, whiteboard edge, etc. All of these are angles, specifically right angles, made by perpendicular lines. Ask students what shape they can make in the corner of these right triangles (should be a square). Tell students that in a right angle, you can find a square in the corner. Have them find other right angles in the classroom by using a square from a manipulative pack to test out their ideas. | * Students will review parallel lines and perpendicular lines using a prior strategy (make T with arms, hold arms straight above heads, etc.). Ask students what they notice when a partner makes a T with their arms, and they "trace" from the fingertip to a fingertip and down (they should notice that this makes a "corner"). Ask if they have seen this shape before, or can find it somewhere else in the classroom-paper edge, file cabinet edge, whiteboard edge, etc. All of these are angles, specifically right angles, made by perpendicular lines. Ask students what shape they can make in the corner of these right triangles (should be a square). Tell students that in a right angle, you can find a square in the corner. Have them find other right angles in the classroom by using a square from a manipulative pack to test out their ideas. | ||
* Review right angles (angles you can make a square in the corner). Ask students to draw a right angle on graph paper. Have them close the angle by adding a line segment. Ask what shape they have made (a triangle). Explain that this triangle is a right triangle because it has a right angle as one of the 3 angles. Ask students to try to make another right triangle on their paper with sides of different lengths. Discuss what had to stay the same and what could change. | * Review right angles (angles you can make a square in the corner). Ask students to draw a right angle on graph paper. Have them close the angle by adding a line segment. Ask what shape they have made (a triangle). Explain that this triangle is a right triangle because it has a right angle as one of the 3 angles. Ask students to try to make another right triangle on their paper with sides of different lengths. Discuss what had to stay the same and what could change. | ||
Line 805: | Line 810: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Manipulatives that include squares | * Manipulatives that include squares | ||
* Graph paper | * Graph paper | ||
Line 815: | Line 820: | ||
* Protractor | * Protractor | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies |
===Additional Resources=== | ===Additional Resources=== | ||
+ | |||
[http://www.mathplayground.com/measuringangles.html http://www.mathplayground.com/measuringangles.html] | [http://www.mathplayground.com/measuringangles.html http://www.mathplayground.com/measuringangles.html] | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 4.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing | | style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:''''' E.GM.1k Recognizing and drawing lines of symmetry in a variety of figures'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Distinguish 2-D figures from other figures. | * Distinguish 2-D figures from other figures. | ||
* Fold paper so all the sides match up to test whether it has a line of symmetry. | * Fold paper so all the sides match up to test whether it has a line of symmetry. | ||
− | | | + | ||'''Representation:''' |
* Given a picture, select shapes that have a line of symmetry already drawn. | * Given a picture, select shapes that have a line of symmetry already drawn. | ||
* Given a picture, select shapes that are symmetrical. | * Given a picture, select shapes that are symmetrical. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Show students a picture of a happy face. Using paint or ink, mark one eye and half of the mouth, and then fold it length-wise in half. Ask the students if they think that the picture is the same on both sides of the fold. Unfold the picture and see what pattern the ink or paint made. Do the same thing, this time fold the picture width-wise. Ask the students again if they think that the picture is the same on both sides of the fold. Unfold the picture and see what pattern the ink or paint made. Tell students that when you can fold a picture and have both sides match up, that picture has symmetry, it matches. The line you can fold it on is called the line of symmetry. That line may NOT be in more than one place on a picture. Hand out or try the same thing with several pictures. See if students can find a line of symmetry or more than one line of symmetry in the pictures. | * Show students a picture of a happy face. Using paint or ink, mark one eye and half of the mouth, and then fold it length-wise in half. Ask the students if they think that the picture is the same on both sides of the fold. Unfold the picture and see what pattern the ink or paint made. Do the same thing, this time fold the picture width-wise. Ask the students again if they think that the picture is the same on both sides of the fold. Unfold the picture and see what pattern the ink or paint made. Tell students that when you can fold a picture and have both sides match up, that picture has symmetry, it matches. The line you can fold it on is called the line of symmetry. That line may NOT be in more than one place on a picture. Hand out or try the same thing with several pictures. See if students can find a line of symmetry or more than one line of symmetry in the pictures. | ||
* Using wikistix, have students try to find lines of symmetry on different shapes. Once they place the wikistix, have them fold the shape along the wikistix and see if the shape is the same along the fold. If not, they must replace the wikistix in a different area and try again. If it works, they can draw the line with pen or pencil. | * Using wikistix, have students try to find lines of symmetry on different shapes. Once they place the wikistix, have them fold the shape along the wikistix and see if the shape is the same along the fold. If not, they must replace the wikistix in a different area and try again. If it works, they can draw the line with pen or pencil. | ||
Line 858: | Line 864: | ||
|- | |- | ||
− | | | + | ||'''Supports and Scaffolds:''' |
* Picture of common symmetrical item (happy face, butterfly, button) | * Picture of common symmetrical item (happy face, butterfly, button) | ||
* Paint or ink | * Paint or ink | ||
* Wikistix | * Wikistix | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies. |
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 5.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing | | style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing | ||
|- | |- | ||
− | | | + | | 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'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Identify the x- and y- axis. | * Identify the x- and y- axis. | ||
* Identify the origin (i.e., point of intersection). | * Identify the origin (i.e., point of intersection). | ||
Line 894: | Line 900: | ||
* Identify that in an ordered pair, the first coordinate is the location on the x-axis and the second is the location on the y-axis. | * Identify that in an ordered pair, the first coordinate is the location on the x-axis and the second is the location on the y-axis. | ||
− | | | + | ||'''Representation:''' |
* Understand the following concepts and vocabulary: coordinates, ordered pair, origin, axis, grid, point. | * Understand the following concepts and vocabulary: coordinates, ordered pair, origin, axis, grid, point. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis: Identify number to be plotted on x-axis, plot, identify number to be plotted on the y-axis, plot. | * Task analysis: Identify number to be plotted on x-axis, plot, identify number to be plotted on the y-axis, plot. | ||
* Use games such as "Battleship" to practice graphing. | * Use games such as "Battleship" to practice graphing. | ||
Line 906: | Line 912: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Grid paper | * Grid paper | ||
* Models | * Models | ||
Line 917: | Line 923: | ||
* Maps of school or classroom | * Maps of school or classroom | ||
− | |||
|} | |} | ||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 6.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing | | style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing | ||
|- | |- | ||
− | | | + | | 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'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Identify the x- and y- axis. | * Identify the x- and y- axis. | ||
* Identify the origin (i.e., point of intersection). | * Identify the origin (i.e., point of intersection). | ||
Line 950: | Line 955: | ||
* Decontextualize situation to identify coordinate points. | * Decontextualize situation to identify coordinate points. | ||
− | | | + | ||'''Representation:''' |
* Understand the following concepts and vocabulary: coordinates, ordered pair, origin, axis, grid, point. | * Understand the following concepts and vocabulary: coordinates, ordered pair, origin, axis, grid, point. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Model-Lead-Test determining if number is x or y for coordinate points | * Model-Lead-Test determining if number is x or y for coordinate points | ||
* Task analysis for finding coordinate points on graph: | * Task analysis for finding coordinate points on graph: | ||
Line 965: | Line 970: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Graph with labels for x and y as well as +/- in each corresponding quadrant | * Graph with labels for x and y as well as +/- in each corresponding quadrant | ||
* Raised line graph | * Raised line graph | ||
Line 974: | Line 979: | ||
* Graph with less lines than typical graph paper | * Graph with less lines than typical graph paper | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies |
− | + | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 6.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | | style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:'' '''M.GM.1d Solving area, surface area, and volume problems by composing and decomposing figures'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Use square tiles to cover a rectangle. | * Use square tiles to cover a rectangle. | ||
* Count the number of tiles to determine the area. | * Count the number of tiles to determine the area. | ||
− | | | + | ||'''Representation:''' |
* Use formula to find area. | * Use formula to find area. | ||
* Understand the following concepts and vocabulary: base, height, area, quadrilateral. | * Understand the following concepts and vocabulary: base, height, area, quadrilateral. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Explicit instruction on using formula to find area | * Explicit instruction on using formula to find area | ||
* Task analysis: Measure the length, put number in formula, measure height, put number in formula, use calculator to compute area | * Task analysis: Measure the length, put number in formula, measure height, put number in formula, use calculator to compute area | ||
|- | |- | ||
− | | | + | ||* Calculator |
* Template with formula | * Template with formula | ||
* Ruler | * Ruler | ||
Line 1,037: | Line 1,042: | ||
* Geo Board | * Geo Board | ||
− | + | [[File:Element Cards Geometry6.jpg|board with equally spaced pegs. String can be wrapped around the pegs to create shapes]] | |
− | |||
− | |||
− | |||
|} | |} | ||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 6.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | | style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:''''' M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures)'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Demonstrate an understanding of the concept of the surface area of a rectangular prism. | * Demonstrate an understanding of the concept of the surface area of a rectangular prism. | ||
* Unfold three-dimensional objects into nets. | * Unfold three-dimensional objects into nets. | ||
− | | | + | ||'''Representation:''' |
* Use formulas for surface area. | * Use formulas for surface area. | ||
* Understand symbols from formula. | * Understand symbols from formula. | ||
Line 1,077: | Line 1,079: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis | * Task analysis | ||
** Identify a face in the figure. | ** Identify a face in the figure. | ||
Line 1,090: | Line 1,092: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Template with formula | * Template with formula | ||
* Calculator | * Calculator | ||
Line 1,100: | Line 1,102: | ||
* Squares that can be joined together to develop nets for a cube | * Squares that can be joined together to develop nets for a cube | ||
− | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 7.G.B.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | | style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:'' '''M.GM.1h''' '''Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures)'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Demonstrate an understanding of the concept of the surface area of a rectangular prism. | * Demonstrate an understanding of the concept of the surface area of a rectangular prism. | ||
* Unfold three-dimensional objects into flat nets where all faces are visible. | * Unfold three-dimensional objects into flat nets where all faces are visible. | ||
* Recognize that surface area is found by adding up the individual areas of each face. | * Recognize that surface area is found by adding up the individual areas of each face. | ||
− | | | + | ||'''Representation:''' |
* Use formulas for surface area. | * Use formulas for surface area. | ||
* Understand symbols from formula. | * Understand symbols from formula. | ||
Line 1,136: | Line 1,138: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis: Identify a face in the figure, find the area of each face in the figure, add all faces together to find the surface area | * Task analysis: Identify a face in the figure, find the area of each face in the figure, add all faces together to find the surface area | ||
* Explicit use of the formulas | * Explicit use of the formulas | ||
Line 1,142: | Line 1,144: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Interactive whiteboard | * Interactive whiteboard | ||
* Visual task analysis for finding area | * Visual task analysis for finding area | ||
Line 1,153: | Line 1,155: | ||
* Squares that can be joined together to develop nets for a cube | * Squares that can be joined together to develop nets for a cube | ||
− | |||
|} | |} | ||
− | + | <nowiki>*</nowiki>Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies | |
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 7.G.B.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 |
| style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | | style="background-color:#FF0000;" colspan=3|'''Family: '''Geometric Problems | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:''''' M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures)'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Identify base and height. | * Identify base and height. | ||
− | | | + | ||'''Representation:''' |
* Multiply whole numbers, decimals, and fractions. | * Multiply whole numbers, decimals, and fractions. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Model-Lead-Test various examples of how to find area | * Model-Lead-Test various examples of how to find area | ||
* Task analysis of finding area of shapes | * Task analysis of finding area of shapes | ||
Line 1,192: | Line 1,194: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Tiles on floor to map out shapes | * Tiles on floor to map out shapes | ||
* Manipulative blocks (textured if possible) to place inside of shapes to find area | * Manipulative blocks (textured if possible) to place inside of shapes to find area | ||
Line 1,199: | Line 1,201: | ||
* Interactive whiteboard | * Interactive whiteboard | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies |
===Additional Resource=== | ===Additional Resource=== | ||
+ | |||
[http://www.mathplayground.com/howto_area_triangle.html http://www.mathplayground.com/howto_area_triangle.html] | [http://www.mathplayground.com/howto_area_triangle.html http://www.mathplayground.com/howto_area_triangle.html] | ||
+ | |||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 8.G.A.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 |
| style="background-color:#FF0000;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying | | style="background-color:#FF0000;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:'' '''M.GM.1g''' '''Demonstrating congruence and similarity using a variety of two-dimensional figures '' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Recognize corresponding points and sides in figures (e.g., match concrete examples of congruent shapes, match concrete examples of similar shapes). | * Recognize corresponding points and sides in figures (e.g., match concrete examples of congruent shapes, match concrete examples of similar shapes). | ||
− | | | + | ||'''Representation:''' |
* Understand the following concepts and vocabulary: figures, congruent, similar | * Understand the following concepts and vocabulary: figures, congruent, similar | ||
* Describe circles, squares, rectangles, and triangles, by telling about their shape, sides, lines, and angles. | * Describe circles, squares, rectangles, and triangles, by telling about their shape, sides, lines, and angles. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Teach using multiple exemplars using objects first then 2-dimensional figures (congruent, similar). | * Teach using multiple exemplars using objects first then 2-dimensional figures (congruent, similar). | ||
* Match to same | * Match to same | ||
Line 1,240: | Line 1,244: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Graphic organizer | * Graphic organizer | ||
* Transparent figures | * Transparent figures | ||
Line 1,248: | Line 1,252: | ||
* Grid or dot paper | * Grid or dot paper | ||
* Manipulatives (e.g., 3-D shapes) | * Manipulatives (e.g., 3-D shapes) | ||
− | * Attribute tiles [[File:Element Cards Geometry7.jpg]] | + | * Attribute tiles [[File:Element Cards Geometry7.jpg|box of shapes cut out of material]] |
− | |||
|} | |} | ||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' 8.G.B.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 |
| style="background-color:#FF0000;" colspan=3|'''Family:''' Constructing – Establishing a Figure | | style="background-color:#FF0000;" colspan=3|'''Family:''' Constructing – Establishing a Figure | ||
|- | |- | ||
− | | | + | | colspan=3|'''Progress Indicator:''''' H.GM.1a Applying the Pythagorean Theorem'' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Identify a right angle triangle. | * Identify a right angle triangle. | ||
* Identify sides and/or hypotenuse of a right triangle. | * Identify sides and/or hypotenuse of a right triangle. | ||
− | '''[[File:Element Cards Geometry8.jpg]]''' | + | '''[[File:Element Cards Geometry8.jpg| A right triangle with hypotenuse labeled ]]''' |
* Multiply a number by itself. | * Multiply a number by itself. | ||
− | | | + | ||'''Representation:''' |
* Use formula to find missing side of a triangle. | * Use formula to find missing side of a triangle. | ||
* Represent/draw right triangles from given measures. | * Represent/draw right triangles from given measures. | ||
Line 1,290: | Line 1,293: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Explicit instruction on the formula: Does this triangle have a right angle? Identify the right angle. Use sides of right angle to find length. Enter answer. | * Explicit instruction on the formula: Does this triangle have a right angle? Identify the right angle. Use sides of right angle to find length. Enter answer. | ||
* Discuss application in real-world situations. | * Discuss application in real-world situations. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Calculator | * Calculator | ||
* Illustrations | * Illustrations | ||
Line 1,305: | Line 1,308: | ||
{|border=1 | {|border=1 | ||
− | |width = "33% | + | |width = "33%" colspan=3|'''CCSS:''' HSG-CO.A.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. | 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 |
| style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing | | style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing | ||
|- | |- | ||
− | | | + | | 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)'''' |
|- | |- | ||
− | | | + | ||'''Essential Understandings''' |
− | | | + | ||'''Concrete Understandings:''' |
* Use coordinates to draw plane figures in a coordinate plane. | * Use coordinates to draw plane figures in a coordinate plane. | ||
− | | | + | ||'''Representation:''' |
* Distinguish between orientations of plane figures. | * Distinguish between orientations of plane figures. | ||
* Distinguish between translations, rotations, and reflections. | * Distinguish between translations, rotations, and reflections. | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Instructional Strategies:''' |
* Model-Lead-Test: Use math tools (e.g., tangrams, Legos, stickers) to demonstrate the transformation of the shape. Demonstrate one transformation at a time. | * Model-Lead-Test: Use math tools (e.g., tangrams, Legos, stickers) to demonstrate the transformation of the shape. Demonstrate one transformation at a time. | ||
* Use most-to-least prompting to teach students to demonstrate transformations | * Use most-to-least prompting to teach students to demonstrate transformations | ||
Line 1,341: | Line 1,344: | ||
|- | |- | ||
− | | | + | | colspan=3|'''Suggested Supports and Scaffolds:''' |
* Manipulatives such as Geoboards, tangram shapes, pattern blocks, magnetic pattern blocks | * Manipulatives such as Geoboards, tangram shapes, pattern blocks, magnetic pattern blocks | ||
* Legos to construct then manipulate the object | * Legos to construct then manipulate the object | ||
Line 1,349: | Line 1,352: | ||
* Virtual manipulatives | * Virtual manipulatives | ||
− | |||
|} | |} | ||
− | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies | + | <nowiki>*</nowiki> Refer to [[Instructional Resource Guide]] for full descriptions and examples of systematic instructional strategies |
===Additional Resources=== | ===Additional Resources=== | ||
Line 1,357: | Line 1,359: | ||
[http://www.eduplace.com/kids/mw/swfs/robopacker_grade4.html www.eduplace.com/kids/mw/swfs/robopacker_grade4.html] – Transform shapes to create a robot | [http://www.eduplace.com/kids/mw/swfs/robopacker_grade4.html www.eduplace.com/kids/mw/swfs/robopacker_grade4.html] – Transform shapes to create a robot | ||
+ | |||
+ | |||
+ | |||
[[Category: Element Cards]] | [[Category: Element Cards]] | ||
− | [[Category:Math]] | + | [[Category: Math]] |
Latest revision as of 15:16, 11 June 2015
BACK TO Element Cards
Contents |
[edit] CCC Mathematics: Geometry
CCSS: K.G.A.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:
| |
Suggested Instructional Strategies:
| |||
Suggested Supports and Scaffolds:
|
*Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: K.G.A.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.A.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.
[edit] Additional Resources
http://www.kidzone.ws/prek_wrksht/shapes.htm
CCSS: K.G.B.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:
|
Representation:
| |
Suggested Instructional Strategies:
Task Analysis
| |||
Suggested Supports and Scaffolds:
|
CCSS: K.G.B.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) | |||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 2.G.A.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 | |||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 2.G.A.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) | |||
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CCSS: 2.G.A.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) | |||
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CCSS: 2.G.A.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) | |||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 2.G.A.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) | |||
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CCSS: 3.G.A.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 | |||
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CCSS: 3.G.A.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 | |||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 4.G.A.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 | |||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
[edit] Additional Resource
http://www.pdesas.org/module/content/resources/13281/view.ashx
CCSS: 4.G.A.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 | |||
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CCSS: 4.G.A.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 | |||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
[edit] Additional Resources
http://www.mathplayground.com/measuringangles.html
CCSS: 4.G.A.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 | |||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 5.G.A.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 | |||
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CCSS: 6.G.A.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 | |||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
CCSS: 6.G.A.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 | ||||||||||
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* Calculator
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CCSS: 6.G.A.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.B.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.B.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
[edit] Additional Resource
http://www.mathplayground.com/howto_area_triangle.html
CCSS: 8.G.A.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.B.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: HSG-CO.A.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
[edit] Additional Resources
www.mathisfun.com/geometry – Point & click to transform the shape
www.eduplace.com/kids/mw/swfs/robopacker_grade4.html – Transform shapes to create a robot