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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.