Download HPISD Grade 3 TAG Math

HPISD Grade 3 TAG Math
Title
Geometry
Estimated Duration
5 weeks
9 Weeks
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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:
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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
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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
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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
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How are properties used to classify geometric figures?
How are geometric figures constructed or drawn?
Learning Targets
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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.
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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:
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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:
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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