Download Unit 1: Shapes - Middletown Public Schools

Middletown Public Schools
Mathematics Unit Planning Organizer
2
Grade
10 Instructional Days (+ 5 Reteaching/Extension Days)
Duration
Subject
Unit 1
Mathematics - Geometry
Reasoning with Shapes
Big Idea
Essential
Question
Attributes help me identify, describe and compare shapes.
How do attributes help me identify and compare shapes?
Mathematical Practices
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Domain and Standards Overview
Geometry 2.G

Reason with shapes and their attributes.
CC.2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
CC.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.
Grade 2 Unit 2 Reasoning with Shapes
March 2013
Priority and Supporting Common Core State Standards
Explanations and Examples
Bold Standards are Priority
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.
2.G.1. Students identify, describe, and draw triangles, quadrilaterals,
pentagons, and hexagons. Pentagons, triangles, and hexagons should
appear as both regular (equal sides and equal angles) and irregular.
Students recognize all four sided shapes as quadrilaterals. Students use
the vocabulary word “angle” in place of “corner” but they do not need to
name angle types. Interactive whiteboards and document cameras may be
used to help identify shapes and their attributes. Shapes should be
presented in a variety of orientations and configurations.
Grade 2 Unit 2 Reasoning with Shapes
March 2013
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.
2.G.3 This standard introduces fractions in an area model. Students
need experiences with different sizes, circles, and rectangles. For
example, students should recognize that when they cut a circle into three
equal pieces, each piece will equal one third of its original whole. In this
case, students should describe the whole as three thirds.
If a circle is cut into four equal pieces, each piece will equal one fourth
of its original whole and the whole is described as four fourths.
4/4
Students should see circles and rectangles partitioned in multiple ways so
they learn to recognize that equal shares can be different shapes within
the same whole. An interactive whiteboard may be used to show
partitions of shapes.
Concepts
Skills
What Students Need to Know
What Students Need to Be Able to Do
Attributes
 Number of angles
 Number of equal faces
Shapes
 Triangles
 Quadrilaterals
 Pentagons
 Hexagons
 Cubes
Grade 2 Unit 2 Reasoning with Shapes
Bloom’s Taxonomy Levels
RECOGNIZE (shapes by attributes)
4
DRAW (shapes)
3
IDENTIFY (shapes)
1, 2
March 2013
Standard
CC.2.G.1 Recognize and draw shapes having
specified attributes, such as a given number of
angles or a given number of equal faces.5 Identify
triangles, quadrilaterals, pentagons, hexagons, and
cubes.
CC.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.
Learning Progressions
Prerequisite Skills
CC.1.G.1 Distinguish between defining attributes
(e.g., triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation,
overall size); build and draw shapes to possess
defining attributes
CC.1.G.2 Compose two-dimensional shapes
(rectangles, squares, trapezoids, triangles, halfcircles, and quarter-circles) or three-dimensional
shapes (cubes, right rectangular prisms, right
circular cones, and right circular cylinders) to create
a composite shape, and compose new shapes from
the composite shape
CC.1.G.3 Partition circles and rectangles into two
and four equal shares, describe the shares using the
words halves, fourths, and quarters, and use the
phrases half of, fourth of, and quarter of. Describe
the whole as two of, or four of the shares.
Understand for these examples that decomposing
into more equal shares creates smaller shares
Acceleration
CC.3.G.1 Understand that shapes in different
categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and
that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals
that do not belong to any of these subcategories
Unit Assessments
Administer Pre and Post Assessments for Unit 1 in the Second Grade Share Point Folder.
Grade 2 Unit 2 Reasoning with Shapes
March 2013