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Unit 7 (Topic 12): Geometry 2nd 20142015 Unit 7: Geometry Weeks: 22-23 Domain: Geometry Cluster: Reason with shapes and their attributes 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. 5 Sizes are compared directly or visually, not compared by measuring. Knowledge Targets “I Can” Statements Standard Interpretations Students identify, describe, and draw triangles, I can recognize and draw geometric shapes. Identify the attributes of triangles, quadrilaterals, pentagons, and hexagons. quadrilaterals, pentagons, hexagons, and Pentagons, triangles, and hexagons should cubes (e.g. faces, angles, sides, vertices, appear as both regular (equal sides and equal etc). 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. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes based on the given attributes. Reasoning Target Describe and analyze shapes by examining their sides and angles, not by measuring. Compare shapes by their attributes (e.g. faces, angles). Performance Target Make sense of problems and preserver in solving them. 2nd Math Unit 7 Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Page 1 Unit 7 (Topic 12): Geometry 2nd 20142015 Cluster: Reason with shapes and their attributes 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Knowledge Targets “I Can” Statements Standard Interpretations This standard is a precursor to learning about I can split a rectangle into rows and columns Counts to find the total number of samethe area of a rectangle and using arrays for of equal sized squares. size squares. multiplication. An interactive whiteboard or manipulatives such as square tiles, cubes, or other square shaped objects can be used to help students partition rectangles. Defines partition. Identify a row. Rows are horizontal and columns are vertical. Identify a column. Reasoning Targets Determines how to partition a rectangle into same-size squares. Make sense of problems and preserver in solving them. 2nd Math Unit 7 Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Page 2 Unit 7 (Topic 12): Geometry 2nd 20142015 Cluster: Reason with shapes and their attributes 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. Knowledge Targets “I Can” Statements Standard Interpretations Identify two, three and four equal shares of I can divide circles and rectangles into halves, This standard introduces fractions in an area model. Students need experiences with different sizes, thirds, and fourths. a whole. 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. Describe equal shares using vocabulary: halves, thirds, fourths, half of, third of etc. Describe the whole as two halves , three thirds, or four fourths Reasoning Target Justify why equal shares of identical wholes need not have the same shape. Performance Target 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. Make sense of problems and preserver in solving them. 2nd Math Unit 7 Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Page 3 Unit 7 (Topic 12): Geometry 2nd 20142015 Vocabulary Sphere Pyramid Cylinder Cone Cube Rectangular Prism Solid Figure Flat Surface Face Edge Vertex (Vertices) Plane Shapes Circle Square Triangle Rectangle Polygon Angle 2nd Math Unit 7 Side Quadrilateral Pentagon Hexagon Trapezoid Parallelogram Rows Columns Equal Unequal Halves Thirds Fourths Page 4