Element Cards Geometry
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=CCC Mathematics \| Geometry= | =CCC Mathematics \| Geometry= | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' K.G.2 Correctly name shapes regardless of their orientations or overall size. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' K.G.2 Correctly name shapes regardless of their orientations or overall size. |
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Recognizing, Describing, Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" 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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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' K.G.1 Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as ''above, below, beside, in front of, behind, and next to.'' | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' K.G.1 Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as ''above, below, beside, in front of, behind, and next to.'' |
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Recognizing, Describing, Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | \* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' K.G.1 Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as ''above, below, beside, in front of, behind, and next to.'' | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' K.G.1 Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as ''above, below, beside, in front of, behind, and next to.'' |
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Recognizing, Describing, Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" 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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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' K.G.6 Compose simple shapes to form larger shapes. ''For example, "Can you join these two triangles with full sides touching to make a rectangle?"'' | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' K.G.6 Compose simple shapes to form larger shapes. ''For example, "Can you join these two triangles with full sides touching to make a rectangle?"'' |
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| style="background-color:#FFFFFF;"|'''Strand:''' Geometry | | style="background-color:#FFFFFF;"|'''Strand:''' Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Constructing/Building | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Constructing/Building |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Pattern blocks | * Pattern blocks | ||
* Tangram | * Tangram | ||
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[[File:Insert Picture here.jpg]] | [[File:Insert Picture here.jpg]] | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' K.G.6 Compose simple shapes to form larger shapes. ''For example, "Can you join these two triangles with full sides touching to make a rectangle?"'' | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' K.G.6 Compose simple shapes to form larger shapes. ''For example, "Can you join these two triangles with full sides touching to make a rectangle?"'' |
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Recognizing, Describing, Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" 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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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Recognizing, Describing, Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Pattern blocks | * Pattern blocks | ||
* Shape cards | * Shape cards | ||
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | \* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Recognizing, Describing, Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" 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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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Constructing/Building | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Constructing/Building |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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. | ||
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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Interactive whiteboard | * Interactive whiteboard | ||
* Assistive technology | * Assistive technology | ||
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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words ''halves, thirds, half of, a third of'', etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words ''halves, thirds, half of, a third of'', etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. |
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Geometric Problems | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Geometric Problems |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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. | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Interactive whiteboard | * Interactive whiteboard | ||
* Assistive technology | * Assistive technology | ||
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | \* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words ''halves, thirds, half of, a third of'', etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words ''halves, thirds, half of, a third of'', etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. |
|- | |- | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Geometric Problems | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Geometric Problems |
|- | |- | ||
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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). | ||
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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" 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 | ||
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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having 4 sides) and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals that do not belong to any of these subcategories. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having 4 sides) and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals that do not belong to any of these subcategories. |
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Recognizing, Describing, Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Recognizing, Describing, Naming and Classifying |
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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) | ||
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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Tangram Sets | * Tangram Sets | ||
* Shape Blocks | * Shape Blocks | ||
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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. ''For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ of the area of the shape.'' | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. ''For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ of the area of the shape.'' |
|- | |- | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Geometric Problems | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Geometric Problems |
|- | |- | ||
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies: ''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies: ''' |
* Match to same | * Match to same | ||
* Tiling | * Tiling | ||
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− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Computer software | * Computer software | ||
* Ruler | * Ruler | ||
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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 4.G.2 Classify two dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right angles as a category, and identify right angles. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 4.G.2 Classify two dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right angles as a category, and identify right angles. |
|- | |- | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family:''' Recognizing, Describing and Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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. | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Manipulatives | * Manipulatives | ||
* Objects to construct quadrilaterals (toothpicks, paper, wiki-sticks) | * Objects to construct quadrilaterals (toothpicks, paper, wiki-sticks) | ||
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[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%" style="background-color:#FFFFFF;"|'''CCSS:''' 4.G.1 Draw points, lines, line segments, rays, angels, perpendicular, and parallel lines. Identify these in two-dimensional figures. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 4.G.1 Draw points, lines, line segments, rays, angels, perpendicular, and parallel lines. Identify these in two-dimensional figures. |
|- | |- | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family:''' Recognizing, Describing and Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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 777: | Line 758: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Pieces of string | * Pieces of string | ||
* Graph paper | * Graph paper | ||
Line 791: | Line 772: | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right angles as a category, and identify right triangles. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right angles as a category, and identify right triangles. |
|- | |- | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family:''' Recognizing, Describing and Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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. | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Manipulatives that include squares | * Manipulatives that include squares | ||
* Graph paper | * Graph paper | ||
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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts; identify line-symmetric figures and draw lines of symmetry. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts; identify line-symmetric figures and draw lines of symmetry. |
|- | |- | ||
Line 858: | Line 839: | ||
| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FF0000;"|'''Family:''' Transforming and Graphing | + | | style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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. | ||
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{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the – on each line and a given point in the plane located by using an ordered pair of numbers called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the – on each line and a given point in the plane located by using an ordered pair of numbers called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). |
|- | |- | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FF0000;"|'''Family:''' Transforming and Graphing | + | | style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing |
|- | |- | ||
Line 921: | Line 902: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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 929: | Line 910: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Grid paper | * Grid paper | ||
* Models | * Models | ||
Line 945: | Line 926: | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. |
|- | |- | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FF0000;"|'''Family:''' Transforming and Graphing | + | | style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing |
|- | |- | ||
Line 977: | Line 958: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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 988: | Line 969: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" 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 1,002: | Line 983: | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. |
|- | |- | ||
Line 1,014: | Line 995: | ||
| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Geometric Problems | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Geometric Problems |
|- | |- | ||
Line 1,031: | Line 1,012: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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 | ||
Line 1,055: | Line 1,036: | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world mathematical problems. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world mathematical problems. |
|- | |- | ||
Line 1,067: | Line 1,048: | ||
| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Geometric Problems | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Geometric Problems |
|- | |- | ||
Line 1,086: | Line 1,067: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis | * Task analysis | ||
** Identify a face in the figure. | ** Identify a face in the figure. | ||
Line 1,099: | Line 1,080: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Template with formula | * Template with formula | ||
* Calculator | * Calculator | ||
Line 1,113: | Line 1,094: | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. |
|- | |- | ||
Line 1,125: | Line 1,106: | ||
| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Geometric Problems | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Geometric Problems |
|- | |- | ||
Line 1,145: | Line 1,126: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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 1,151: | Line 1,132: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Interactive whiteboard | * Interactive whiteboard | ||
* Visual task analysis for finding area | * Visual task analysis for finding area | ||
Line 1,167: | Line 1,148: | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. |
|- | |- | ||
Line 1,179: | Line 1,160: | ||
| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family: '''Geometric Problems | + | | style="background-color:#FFFFFF;" colspan=3|'''Family: '''Geometric Problems |
|- | |- | ||
Line 1,194: | Line 1,175: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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 1,201: | Line 1,182: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" 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 1,215: | Line 1,196: | ||
[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%" style="background-color:#FFFFFF;"|'''CCSS:''' 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. |
|- | |- | ||
Line 1,227: | Line 1,208: | ||
| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family:''' Recognizing, Describing and Naming and Classifying | + | | style="background-color:#FFFFFF;" colspan=3|'''Family:''' Recognizing, Describing and Naming and Classifying |
|- | |- | ||
Line 1,243: | Line 1,224: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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 1,249: | Line 1,230: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Graphic organizer | * Graphic organizer | ||
* Transparent figures | * Transparent figures | ||
Line 1,264: | Line 1,245: | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"|'''CCSS:''' 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. |
|- | |- | ||
Line 1,276: | Line 1,257: | ||
| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FFFFFF;"|'''Family:''' Constructing – Establishing a Figure | + | | style="background-color:#FFFFFF;" colspan=3|'''Family:''' Constructing – Establishing a Figure |
|- | |- | ||
Line 1,299: | Line 1,280: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" 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. | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Supports and Scaffolds:''' |
* Calculator | * Calculator | ||
* Illustrations | * Illustrations | ||
Line 1,314: | Line 1,295: | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#FFFFFF;"| | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|''CCSS:''' G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Specify a sequence of transformation that will carry a given figure onto another. |
G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry onto itself. | G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry onto itself. | ||
Line 1,327: | Line 1,308: | ||
| style="background-color:#FFFFFF;"|'''Strand: '''Geometry | | style="background-color:#FFFFFF;"|'''Strand: '''Geometry | ||
− | | style="background-color:#FF0000;"|'''Family:''' Transforming and Graphing | + | | style="background-color:#FF0000;" colspan=3|'''Family:''' Transforming and Graphing |
|- | |- | ||
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* 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 |
Revision as of 16:03, 8 November 2013
Contents |
CCC Mathematics \| Geometry
CCSS: K.G.2 Correctly name shapes regardless of their orientations or overall size. | |||
CCC: | K.GM.1a1 | Recognize two- dimensional shapes (e.g., circle, square, triangle, rectangle) regardless of orientation or size. | |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | ||
Progress Indicator: E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: K.G.1 Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as above, below, beside, in front of, behind, and next to. | |||
CCC: | K.GM.1a2 | Recognize two-dimensional shapes in the environment regardless of orientation or size. | |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | ||
Progress Indicator: E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: K.G.1 Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as above, below, beside, in front of, behind, and next to. | |||
CCC: | K.GM.1a3 | Use spatial language (e.g., above, below, etc.) to describe two-dimensional shapes. | |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | ||
Progress Indicator: E.GM.1a Recognizing, describing (using spatial language), and naming shapes regardless of orientation or size and locating shapes in the environment | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Additional Resources
http://www.kidzone.ws/prek_wrksht/shapes.htm http://www.storyplace.org//preschool/activities/shapesonstory.asp
CCSS: K.G.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" | |||
CCC: | K.GM.1c1 | Compose a larger shape from smaller shapes | |
Strand: Geometry | Family: Constructing/Building | ||
Progress Indicator: E.GM.1c Composing two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter circles) | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
Task Analysis
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Suggested Supports and Scaffolds:
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CCSS: K.G.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" | |||
CCC: | 1.GM.1b1 | Identify shapes as two-dimensional (lying flat) or three-dimensional (solid). | |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | ||
Progress Indicator: E.GM.1b Analyzing and comparing two- (and later) three-dimensional shapes using informal language (e.g., flat, solid, corners) to describe their differences and similarities, as well as their component parts (number of sides, vertices) and other attributes (e.g., sides of equal length) | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | |||
CCC: | 2.GM.1a4 | Identify two- dimensional shapes such as rhombus, pentagons, hexagons, octagon, ovals, equilateral, isosceles, and scalene triangles. | |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | ||
Progress Indicator: E.GM.1a Recognizing, describing (using spatial language) and naming shapes regardless of orientation or size and locating shapes in the environment | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | |||
CCC: | 2.GM.1b3 | Distinguish two- or three- dimensional shapes based upon their attributes (i.e., \#of sides, equal or different lengths of sides, \# of faces, \# of corners). | |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | ||
Progress Indicator: E.GM.1b Analyzing and comparing two- (and later) three-dimensional shapes using informal language (e.g., flat, solid, corners) to describe their differences and similarities, as well as their component parts (number of sides, vertices) and other attributes (e.g., sides of equal length) | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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CCSS: 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | |||
CCC: | 2.GM.1e1 | Draw two-dimensional shapes with specific attributes. | |
Strand: Geometry | Family: Constructing/Building | ||
Progress Indicator: E.GM.1e Drawing and identifying shapes with specific attributes (e.g., number of sides or equal angles) not determined by direct measuring) | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
.1 .2
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Suggested Supports and Scaffolds:
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CCSS: 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | |||
CCC: | 2.GM.1f2 | Partition circles and rectangles into 2 and 4 equal parts. | |
Strand: Geometry | Family: Geometric Problems | ||
Progress Indicator: E.GM.1f Partitioning shapes into 2, 3, or 4 equal parts and describing the parts (halves, quarters, fourths, thirds) | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | |||
CCC: | 2.GM.1f3 | Label a partitioned shape (e.g., one whole rectangle was separated into 2 halves; one whole circle was separated into three thirds). | |
Strand: Geometry | Family: Geometric Problems | ||
Progress Indicator: E.GM.1f Partitioning shapes into 2, 3, or 4 equal parts and describing the parts (halves, quarters, fourths, thirds) | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
1 . 2 .. 3 …
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CCSS: 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having 4 sides) and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals that do not belong to any of these subcategories. | |||
CCC: | 3.GM.1h1 | Identify shared attributes of shapes. | |
Strand: Geometry | Family: Recognizing, Describing, Naming and Classifying | ||
Progress Indicator: E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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CCSS: 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ of the area of the shape. | |||
CCC: | 3.GM.1i1 | Partition rectangles into equal parts with equal area. | |
Strand: Geometry | Family: Geometric Problems | ||
Progress Indicator: E.GM.1i Partitioning shapes into equal parts with equal areas and recognizing that each part is a unit fraction of the whole | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 4.G.2 Classify two dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right angles as a category, and identify right angles. | |||
CCC: | 4GM.1h2 | Classify two-dimensional shapes based on attributes (\# of angles). | |
Strand: Geometry | Family: Recognizing, Describing and Naming and Classifying | ||
Progress Indicator: E.GM.1h Describing, analyzing, comparing, and classifying two-dimensional figures (triangles, quadrilaterals) using shared attributes | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
Additional Resource
http://www.pdesas.org/module/content/resources/13281/view.ashx
CCSS: 4.G.1 Draw points, lines, line segments, rays, angels, perpendicular, and parallel lines. Identify these in two-dimensional figures. | |||
CCC: | 4GM.1j1 | Recognize a point, line and line segment, and rays in two-dimensional figures. | |
Strand: Geometry | Family: Recognizing, Describing and Naming and Classifying | ||
Progress Indicator: E.GM.1j Recognizing and drawing points, lines, line segments, rays, angles, and perpendicular and parallel lines and identifying these in plane figures | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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CCSS: 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right angles as a category, and identify right triangles. | |||
CCC: | 4GM.1j4 | Categorize angles as right, acute, or obtuse. | |
Strand: Geometry | Family: Recognizing, Describing and Naming and Classifying | ||
Progress Indicator: E.GM.1j Recognizing and drawing points, lines, line segments, rays, angles, and perpendicular and parallel lines and identifying these in plane figures | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
Additional Resources
http://www.mathplayground.com/measuringangles.html
CCSS: 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts; identify line-symmetric figures and draw lines of symmetry. | |||
CCC: | 4.GM.1k1 | Recognize a line of symmetry in a figure. | |
Strand: Geometry | Family: Transforming and Graphing | ||
Progress Indicator: E.GM.1k Recognizing and drawing lines of symmetry in a variety of figures | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the – on each line and a given point in the plane located by using an ordered pair of numbers called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). | |||
CCC: | 5.GM.1c3 | Use order pairs to graph given points. | |
Strand: Geometry | Family: Transforming and Graphing | ||
Progress Indicator: M.GM.1c Demonstrating the use of a coordinate system by locating/graphing a given point or polygon using ordered pairs | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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CCSS: 6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. | |||
CCC: | 6.GM.1c7 | Use coordinate points to draw polygons. | |
Strand: Geometry | Family: Transforming and Graphing | ||
Progress Indicator: M.GM.1c Demonstrating the use of a coordinate system by locating/graphing a given point or polygon using ordered pairs | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
CCSS: 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. | |||
CCC: | 6.GM.1d1 | Find area of quadrilaterals. | |
Strand: Geometry | Family: Geometric Problems | ||
Progress Indicator: M.GM.1d Solving area, surface area, and volume problems by composing and decomposing figures | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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* Calculator
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CCSS: 6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world mathematical problems. | |||
CCC: | 7.GM.1h2 | Find the surface area of three-dimensional figures using nets of rectangles or triangles. | |
Strand: Geometry | Family: Geometric Problems | ||
Progress Indicator: M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures) | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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CCSS: 7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. | |||
CCC: | 7.GM.1h3 | Find area of plane figures and surface area of solid figures (quadrilaterals). | |
Strand: Geometry | Family: Geometric Problems | ||
Progress Indicator: M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures) | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
CCSS: 7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. | |||
CCC: | 7.GM.1h4 | Find area of an equilateral, isosceles, and scalene triangles. | |
Strand: Geometry | Family: Geometric Problems | ||
Progress Indicator: M.GM.1h Solving real-world area, surface area, and volume problems using different strategies (formulas and decomposing figures) | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
Additional Resource
http://www.mathplayground.com/howto_area_triangle.html
CCSS: 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. | |||
CCC: | 8.GM.1g1 | Recognize congruent and similar figures. | |
Strand: Geometry | Family: Recognizing, Describing and Naming and Classifying | ||
Progress Indicator: M.GM.1g Demonstrating congruence and similarity using a variety of two-dimensional figures | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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CCSS: 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. | |||
CCC: | H.GM.1a2 | Find the missing side lengths of a two-dimensional right triangle (Pythagorean Theorem). | |
Strand: Geometry | Family: Constructing – Establishing a Figure | ||
Progress Indicator: H.GM.1a Applying the Pythagorean Theorem | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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Suggested Supports and Scaffolds:
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CCSS:' G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Specify a sequence of transformation that will carry a given figure onto another.
G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry onto itself. | |||
CCC: | H.GM.1c1 | Construct, draw, or recognize a figure after its rotation, reflection, or translation. | |
Strand: Geometry | Family: Transforming and Graphing | ||
'Progress Indicator:'' H.GM.1c Applying understanding of rotations, reflections, and translations to construct figures (e.g., using coordinates, models, drawings, transparencies, dynamic geometry software)' | |||
Essential Understandings | Concrete Understandings:
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Representation:
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Suggested Instructional Strategies:
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'Suggested Supports and Scaffolds:'
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies
Additional Resources
www.mathisfun.com/geometry – Point & click to transform the shape http://www.eduplace.com/kids/mw/swfs/robopacker_grade4.html – Transform shapes to create a robot