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UNIT PLAN
Grade Level:
Unit #:
Unit Name:
2
5
Geometry
Big Idea/Theme: Shapes can be analyzed, described, and related to our
physical world.
Culminating Assessment:
Use real world objects from home, create a person, animal, or mechanical being
using 2D and 3D shapes to include:
At least one of each of the following 2D shapes: circle, triangle, square,
and rectangle.
At least one of each of the following 3D shapes: sphere, cube, cylinder,
prism, pyramid (triangular and square), and cone.
At least one example where 2 polygons have been combined to make a
different polygon and one example where a polygon has been divided
along a line of symmetry to create separate polygons.
Label each shape used to create model.
Write a descriptive paragraph about the creature. The paragraph should
include a description of at least one 3D object identifying the number of
faces, vertices, edges, and bases, and a description of the attributes of at
least one 2D object. In the paragraph students should also tell which 2
polygons they combined and divided to make different shapes.
Give the “Geometric Creature” a name, personality, and a description of
what the creature does. Present the creature to the class.
Unit Understanding(s)
Students will understand that:
Shapes have basic attributes
and can be classified by those
attributes.
Shapes can be two dimensional and three dimensional.
Shapes can be identified by the
number of faces, edges, and
vertices.
Shapes can be combined or
divided to make new shapes.
Shapes appear in the real world.
Symmetry is used to visualize
the result of dividing or
combining a shape.
Unit Essential Question(s):
How can shapes be classified
based on specific attributes?
What is the difference between
two - dimensional and three –
dimensional shapes?
How can you identify a shape
using the base, faces, edges,
and vertices?
How can new shapes be formed
by combining or dividing a
shape?
How are shapes used in the
world?
How can symmetry be used to
visualize the result of dividing or
combining a shape?
Students will know… / Students will be able to…
Analyze the properties of three-dimensional shapes spheres, cubes,
cylinders, prisms, pyramids, and cones according to the number and
shape of the faces, edges, corners, and bases of each.
Analyze the properties of two-dimensional shapes to include rectangles,
squares, and triangles.
Predict the results of combining and subdividing polygons and circles.
Identify and visualize the results of multiple lines of symmetry.
South Carolina Academic Standards:
2-4.1 Analyze the three-dimensional shapes spheres, cubes, cylinders, prisms,
pyramids, and cones according to the number and shape of the faces,
edges, corners, and bases of each.
2-4.2 Identify multiple lines of symmetry.
2-4.3 Predict the results of combining and subdividing polygons and circles.
Interim Assessment (formative)
ActiVotes
Commit & Toss
Friendly Talk Probe
Graphic organizers
Hand Signals
Individual and group activities
Individual and group work
Journals
Mini-projects
Quick Writes
Quizzes
Section tests
Think Pair Share
Vocabulary
Analyze – to examine parts
Area – a measure of the size of a surface in square units
Array - elements arranges in rows and columns
Attributes - a property or characteristic
Cone - a three dimensional shape with a circular base and a curved
surface that tapers to an apex
Congruent – having the same size and shape
Cube - a rectangular prism in which all faces are squares that are the
same size and shape
Cylinder - a three-dimensional shape with two flat circular faces which are
congruent and a curved surface which joins the two ends
Edge- where two surfaces of a three-dimensional shape meet
Face- a bounded surface of a three-dimensional shape
Flip – a transformations that reflects a figure over a line to create a mirror
image of the original figure
Geometry- the study of shapes and spatial relationships
Heptagon – a polygon with seven sides and seven angle
Hexagon – a polygon with six sides and six angles
Hexagonal prism- a prism whose bases are hexagons and whose other
faces are parallelograms
Line segment- a part of a line with two endpoint
Line symmetry – a shape has line symmetry if the line divides the shape
into two congruent parts
Octagon-a polygon with eight sides and eight angles
Octagonal prism- a prism whose bases are octagons and whose other
faces are parallelograms
Pentagon – a polygon with five sides and five angles
Polygon – a closed two–dimensional shape which is bound by line
segments
Prism- a three dimensional shape with two ends which are congruent
polygons and with other faces that are rectangles or more generally
parallelograms
Pyramid- a three-dimensional shape with one face, the base which has
three or more edges and with other faces which are triangles that share a
common vertex
Rectangle – a polygon with four right angle
Rectangular prism- a prism whose faces are rectangles squares or other
parallelograms
Right angle – and angle that measures 90 degrees
Slide – a transformation that slides each point of a figure the same
distance in the same direction
Sphere- a curved surface in which each point is equidistant from a single
point called the center
Square- a rectangle with four equal sides and four equal angles
Square pyramid – pyramid whose base is a square
Tessellation- a pattern in which shapes are arranged to fill a space without
overlapping or gaps
Three-dimensional shape – a shape with three measurements that define
its size (length, width, and height)
Transformation- the movement of a figure according to a rule
Triangle- a polygon with three sides and three angles
Triangular prism-a prism whose bases are triangles and whose other
faces are parallelograms
Triangular pyramid- a pyramid in which all faces are triangles
Two-dimensional shape – a shape with two measurements that define its
sides ( length and width)
Turn – a transformation that rotates a figure about a point
Verify – to prove
Vertex (vertices)- a point at which two or more edges or lines meet
Key Criteria (to meet the standard/rubric)
Rubric attached
Geometry Culminating Assessment Rubric: Geometric Creature
4
3
2
1
2D Shapes
I included more than one of
each of the following in my
model: circle, triangle,
square, and rectangle.
I included at least one of
each of the following in my
model: circle, triangle,
square, and rectangle.
I included at least 3
geometric shapes in my
model.
I only included one or two
geometric shapes in my
model.
3D Shapes
I included more than one of
each of the following in my
model: sphere, cube,
cylinder, prism (triangular
and square), pyramid, and
cone.
I included at least one of
each of the following in my
model: sphere, cube,
cylinder, prism (triangular
and square), pyramid, and
cone.
I included at least 3
geometric solid shapes in my
model.
I only included one or two
geometric solids in my
model.
Combining and Dividing
Polygons
I included more than one
example of combining and
dividing polygons to make
different shapes.
I included one example of
combining and dividing
polygons to make different
shapes.
I attempted at least one
example of combining and
dividing polygons to make
different shapes.
I didn’t include any correct
examples of combining and
dividing polygons to make
different shapes.
Labeling of shapes
I correctly labeled each 2D
and 3D shape in my model.
I correctly labeled each 2D
and 3D shape in my model
with only one error.
I correctly labeled each 2D
and 3D shape in my model
with two or three errors.
I attempted to label my
shapes but have many
errors.
Descriptive Paragraph
Using complete sentences, I
described more than one 3D
shape telling the number of
faces, edges, bases, and
vertices, the attributes of
more than one 2D shape,
and how I combined and
divided polygons to make
more than one new shape.
Using complete sentences, I
described one 3D shape
telling the number of faces,
edges, bases, and vertices,
the attributes of one 2D
shape, and how I combined
and divided polygons to
make a new shape.
I tried but I cannot describe
my model using complete
sentences, or I may not have
described all shapes or
combinations/divisions of the
shapes in my model.
I did not describe my model
correctly or include a
complete description of
combining or dividing shapes
in my model.
Creativity
I gave my geometric creature
an original name, described
its personality and explained
what it does using details.
I gave my geometric creature
a name, described its
personality, and explained
and what it does.
I gave my geometric creature
a name but did not describe
its personality nor explain
what it does.
I did not give my geometric
creature a name or describe
its personality nor explain
what it does.