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HPISD Grade 3 TAG Math Title Geometry Estimated Duration 5 weeks 9 Weeks 1 2 3 4 Unit Overview The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. Concepts/Big Ideas Shapes and solids Two- and three- dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. Angles Identify and describe right, acute, and obtuse angles. Lines Identify and describe parallel and intersecting lines, (including perpendicular). Polygons Polygons can be classified in multiple categories. Classifying triangles Identifying triangles as obtuse, right, or acute; and scalene, equilateral and isosceles. Size, symmetry, and congruence Properties of polygons, two-, and three- dimensional shapes. Enduring Understandings The student will understand that: ● ● ● ● Objects can be described and compared using geometric attributes. Points, lines, angles and planes are the foundations of geometry. Properties can be used to classify shapes Shapes can be seen from different perspectives—two and three dimensions ● Triangles are identified as acute, obtuse, or right based on their angles. Also, identified as scalene, equilateral, and isosceles based on their length of sides. Guiding/Essential Questions ● ● ● How are angles classified? How can objects be represented and compared using geometric attributes? How are points, lines, line segments, rays, and angles related? HPISD Grade 3 TAG Math Revised June 2015 ● ● How are properties used to classify geometric figures? How are geometric figures constructed or drawn? Learning Targets ● ● ● ● ● ● The student will use geometric language to precisely identify, describe, classify and compare 2- and 3- dimensional figures. Students will use reflections to verify that a shape has symmetry. The students will use geometric language to precisely name, describe, classify, and compare two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles to a specified size The students will identify points, lines, line segments, rays, angles, and perpendicular and parallel lines The students will identify and draw one or more lines of symmetry for a 2-d figure The students will apply knowledge of angles to classify triangles Formative Assessments Summative Assessments TEKS: Readiness Standards TEKS: Supporting Standards 4.6D 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. . 4.6A Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. 4.6B Identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure. 4.6C Apply knowledge of right angles to identify acute, right, and obtuse triangles. TEKS: Process Standards 4.1A apply mathematics to problems arising in everyday life, society, and the workplace; 4.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; 4.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; HPISD Grade 3 TAG Math Revised June 2015 4.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; 4.1E create and use representations to organize, record, and communicate mathematical ideas; 4.1F analyze mathematical relationships to connect and communicate mathematical ideas; and 4.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. Processes and Skills: ● ● ● ● ● What students should be able to DO Use appropriate terminology (acute, right, obtuse) to describe and recognize angles and rays (perpendicular) Draw and identify 2 dimensional geometric objects Classify 2-d figures using different characteristics (parallel, perpendicular) Identify and draw 1 or more lines of symmetry for a 2 dimensional figure Classify triangles according to their properties and analyze patterns to match triangles with the most appropriate name (right, scalene, isosceles) Facts: ● ● ● ● ● ● ● ● What students should KNOW How to analyze geometric attributes in order to develop generalizations about their properties Point, line and plane are the core attributes of space objects, and real-world situations can be used to think about these attributes An angle is the union of two rays, a and b, with the same initial point P The unit of measuring an angle is one degree Acute angles less than 90 degrees; obtuse greater than 90; right angles = 90 degrees Shapes can be seen from different perspectives—two and three dimensions Shapes may have sides that are parallel, perpendicular, or neither; similar or congruent or neither and can be classified by these properties Folding cut-out figures will help students determine whether a figure has 1 or more lines of symmetry Topics Geometric shapes- 2D/3D attributes Properties of geometric shapes Language of Instruction point line plane HPISD Grade 3 TAG Math right triangle acute triangle obtuse triangle Revised June 2015 parallel lines intersecting lines perpendicular lines line segment ray angle right angle acute angle rhombus trapezoid parallelogram rectangle square solid cylinder sphere cone rectangular prism cube triangular prism rectangular pyramid square pyramid face edge obtuse angle straight angle polygon, side vertex triangle quadrilateral pentagon hexagon octagon equilateral triangle vertex isosceles triangle scalene triangle State Assessment Connections National Assessment Connections Resources Envision Topic Elementary & Middle School Mathematics 7 Edition-Texas John Van de Walle th HPISD Grade 3 TAG Math Revised June 2015