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Planning for Instruction Lesson Time Launch, page 1 Demonstrate prior knowledge of geometric solids and their attributes 20–30 min Lesson Materials Lesson 2: Comparing Solids, page 7 Compare and identify 3-D solids 60–90 min 60–90 min Suggested Time: 3 to 4 days 3-D objects (e.g., boxes, blocks, balls, cans, funnels), chart paper, paper 3-D solids, chart paper Curriculum Cluster 2: Building Objects and Models 60–90 min 3-D solids or objects that resemble them, such as wooden blocks, empty paper towel rolls, and balls Lesson 4: Build a Model, page 14 Build a model from a picture 60–90 min 3-D solids, modelling clay Lesson 6: Strategies Tool Kit, page 22 60–90 min 45–90 min straws (cut in long and short lengths), scissors, modelling clay, bendable straws (optional) straws or toothpicks, modelling clay or other joiner materials Use objects to solve a problem Unit Assessment Suggested Time: 1 to 2 days Lesson 7: Show What You Know, page 24 Demonstrate what has been learned vi Unit 6: 3-D Geometry 60–90 min I Spy How Many Corners? Possible or Impossible? Counting Solids Who Am I? Match the Target Pyramid Faces Picture This! Suggested Time: 5 to 8 days Lesson 3: Building with 3-D Solids, page 12 Build a structure using geometric solids Lesson 5: Build a Skeleton, page 18 Build a skeleton for a 3-D solid (prism) Activity Bank 3-D solids (cone, sphere, cube, cylinder, rectangular prism, pyramid), other building materials (e.g., Lego blocks, empty boxes, wooden blocks) Curriculum Cluster 1: Attributes of Geometric Solids Lesson 1: Sorting Solids, page 2 Sort 3-D objects according to attributes Suggested Unit Time: 3 weeks modelling clay, straws or toothpicks A Space Community Clue Me In Family Photos Skeleton Spin Skeleton Sort Newspaper Skeletons Time Activity Bank Materials Program Resources Big Math Book, page 26: Construction Site Student page 133: 3-D Geometry Student page 134: Dear Family Student page 135: Our Construction Student page 136: A Sorting Rule Student page 137: Solids That Are Alike 20–100 min 3-D solids, attribute cards or class chart of attributes (see Lesson 1) Big Math Book, page 26; 3-D solids 20–100 min paper, crayons, large self-stick notes (optional) 3-D solids, bag pyramid solids, stickers or labels Big Math Book, page 27: Going Camping Student page 138: Same and Different Student page 139: How Many Faces? Student page 140: Use the Clues LM 3: Geometric Solids 3-D solids Big Math Book, page 28: What Can You Build? Student page 141: The Construction Challenge Student page 142: The Best House LM 5: Challenge Cards 20–100 min space station photos, 3-D solids made from modelling clay, boxes, or other materials large hard-cover book or other screen, 3-D solids (two sets for each pair) Big Math Book, page 29: Make a Model Student page 143: Modelling Clay Solids Student page 144: Making Solids Student page 145: See the Solids LM 4: Modelling Clay Recipe magazines, scissors, 3-D solids 20–100 min LM 6, long and short straws, joiners, crayons, paper clips, paper fasteners completed skeletons for a variety of 3-D solids, graphing mat (optional) Big Math Book, page 30: Building Skeletons Student page 146: Skeletons Student page 147: Build a Skeleton LM 4: Modelling Clay Recipe LM 6: Spinner 2–3 large newspapers, masking tape Student page 148: How many for a Cube? Student page 149: How many for a Prism or a Pyramid? Big Math Book, page 31: Into Space! Student page 150: Pack the Spaceship Student page 151: Build a Spaceship Student page 152: My Journal LM – Line Master Unit 6: 3-D Geometry vii Planning for Assessment Purpose Assessment Process Recording and Reporting Diagnostic Launch Diagnostic Assessment Watch and listen during Unit Launch AM 1: Diagnostic Checklist Conference and scaffold for selected children (mid-unit) AM 2: Diagnostic Conference for Selected Children Formative End of Lesson Assessment for Learning • What to Look For • What to Do Watch and listen during lessons; scaffold as needed AM 3.1 and AM 3.2 Ongoing Observations Checklists Question; conduct informal conferences and interviews; provide feedback; scaffold as needed (see GAM 11: Conference Prompts) GAM 2: Inquiry Process Rubric or GAM 3: Inquiry Process Checklist Review Student pages and other practice work; provide feedback; scaffold as needed; select key pieces GAM 12: Work Sample Record or GAM 13: Collaborative Work Sample Record Prompt self-assessment GAM 1: I Am a Problem Solver Conduct performance assessment (Lesson 7) AM 4: Performance Task Rubric Prompt children’s self-assessment GAM 4: What I Learned or GAM 5: Looking Ahead Review assessment records AM 5: 3-D Geometry Rubric AM 6: Unit Summary Add unit results to ongoing records GAM 14: Summary Class Record: Strands, GAM 15: Summary Class Record: Achievement Categories or GAM 16: Summary Record: Individual Observe and record throughout unit GAM 6: Attitudes and Dispositions: Observation Record or GAM 7: Attitudes and Dispositions Checklist GAM 8: Working Together Summative Show What You Know Evaluating Student Learning: Preparing to Report, p. 26 Learning Skills AM – Assessment Master GAM – Generic Assessment Master viii Unit 6: 3-D Geometry GAM 9 and GAM 10: Observation Records 1 and 2