Element Cards Geometry
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=CCC Mathematics: Geometry= | =CCC Mathematics: Geometry= | ||
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− | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''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.A.2 Correctly name shapes regardless of their orientations or overall size. |
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* Teach using sorting and classifying. | * Teach using sorting and classifying. | ||
* Teach using kinesthetic strategies such as tracing the shapes or using yarn to create shapes. | * Teach using kinesthetic strategies such as tracing the shapes or using yarn to create shapes. | ||
− | * Teach using multisensory strategies (e.g., sandpaper, shaving | + | * Teach using multisensory strategies (e.g., sandpaper, shaving cream and, rice). |
* Have a classroom display of shapes that is positioned/stabilized so that all students can see, touch, and explore the items. | * Have a classroom display of shapes that is positioned/stabilized so that all students can see, touch, and explore the items. | ||
− | * Make shapes. Use sturdy Popsicle sticks, rulers, or other easy to manipulate items. Discuss the fact that to make a square you need 4 even sides, for a rectangle you need 2 short sides and 2 long sides and for a triangle you need 3 sides, with 2 being even. Mix up and rotate materials used to teach them that all shapes aren't the same size. If there is a danger of students hurting themselves or others with materials let them use play | + | * Make shapes. Use sturdy Popsicle sticks, rulers, or other easy to manipulate items. Discuss the fact that to make a square you need 4 even sides, for a rectangle you need 2 short sides and 2 long sides and for a triangle you need 3 sides, with 2 being even. Mix up and rotate materials used to teach them that all shapes aren't the same size. If there is a danger of students hurting themselves or others with materials let them use play dough to create shapes. Use high contrast raised edges to aid students with vision problems. |
* Using errorless teaching methods, give each student a piece of rope tied in a loop. Encourage them to see what shapes they can make. Work in groups and have students discover shapes in each other's work. If you have a student with limited mobility use a rope that stretches and make it big enough to easily manipulate. | * Using errorless teaching methods, give each student a piece of rope tied in a loop. Encourage them to see what shapes they can make. Work in groups and have students discover shapes in each other's work. If you have a student with limited mobility use a rope that stretches and make it big enough to easily manipulate. | ||
* Using an iPad app, (Icky Shapes, Magic Sorter, etc.) allow students to practice their pointing skills while sorting and matching shapes. | * Using an iPad app, (Icky Shapes, Magic Sorter, etc.) allow students to practice their pointing skills while sorting and matching shapes. | ||
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− | |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.'' | + | |width = "33%" style="background-color:#FFFFFF;" 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.'' |
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* 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. | ||
− | * Create a feely box by cutting a hole in a heavy cardboard box and adding a sock cuff to the hole. Place differently shaped objects into the box. Children can draw a shape card and try to find an object in the feely box that matches that shape. | + | * Create a "feely" box by cutting a hole in a heavy cardboard box and adding a sock cuff to the hole. Place differently shaped objects into the box. Children can draw a shape card and try to find an object in the "feely" box that matches that shape. |
* Use multiple exemplar strategy (various sized/textured/colored shapes) while playing a shape scavenger hunt (teacher places various sized shapes around the classroom and students search for the shapes and identify them once found). | * Use multiple exemplar strategy (various sized/textured/colored shapes) while playing a shape scavenger hunt (teacher places various sized shapes around the classroom and students search for the shapes and identify them once found). | ||
* Variations for added engagement: magnifying glasses (students become shape detectives), butterfly nets (students capture the shapes once they are found), flashlights (students shine light on the discovered shapes) | * Variations for added engagement: magnifying glasses (students become shape detectives), butterfly nets (students capture the shapes once they are found), flashlights (students shine light on the discovered shapes) | ||
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| style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' | ||
− | * 2- | + | * 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. | ||
− | * Create a feely box by cutting a hole in a heavy cardboard box and adding a sock cuff to the hole. Place differently shaped objects into the box. Children can draw a shape card and try to find an object in the feely box that matches that shape. | + | * Create a "feely" box by cutting a hole in a heavy cardboard box and adding a sock cuff to the hole. Place differently shaped objects into the box. Children can draw a shape card and try to find an object in the "feely" box that matches that shape. |
* 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) | ||
* Poems, chants (e.g., a circle is a circle no matter how small/big) | * Poems, chants (e.g., a circle is a circle no matter how small/big) | ||
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<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%" 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.'' | + | |width = "33%" style="background-color:#FFFFFF;" 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.'' |
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− | |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?"'' | + | |width = "33%" style="background-color:#FFFFFF;" 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?"'' |
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[[File:Element Cards Geometry1.jpg]] | [[File:Element Cards Geometry1.jpg]] | ||
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− | |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?"'' | + | |width = "33%" style="background-color:#FFFFFF;" 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?"'' |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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<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%" 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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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{|border=1 | {|border=1 | ||
− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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<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%" 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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |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.'' | + | |width = "33%" style="background-color:#FFFFFF;" 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.'' |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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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] | ||
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' 4.G.A.1 Draw points, lines, line segments, rays, angels, perpendicular, and parallel lines. Identify these in two-dimensional figures. |
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{|border=1 | {|border=1 | ||
− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |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). | + | |width = "33%" style="background-color:#FFFFFF;" 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). |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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{|border=1 | {|border=1 | ||
− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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[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] | ||
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |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. | + | |width = "33%" style="background-color:#FFFFFF;" 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. |
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− | |width = "33%" style="background-color:#FFFFFF;" colspan=3|'''CCSS:''' | + | |width = "33%" style="background-color:#FFFFFF;" 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. | ||
Revision as of 16:05, 25 January 2014
BACK TO Element Cards
Contents |
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 | |||
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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
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) | |||
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Task Analysis
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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) | |||
Essential Understandings | Concrete Understandings:
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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 | |||
Essential Understandings | Concrete Understandings:
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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) | |||
Essential Understandings | Concrete Understandings:
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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) | |||
Essential Understandings | Concrete Understandings: | Representation:
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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) | |||
Essential Understandings | Concrete Understandings:
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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) | |||
Essential Understandings | Concrete Understandings:
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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 | |||
Essential Understandings | Concrete Understandings:
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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 | |||
Essential Understandings | Concrete Understandings:
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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.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
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 | |||
Essential Understandings | Concrete Understandings:
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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) | |||
Essential Understandings | Concrete Understandings:
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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.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
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