Topic+Eleven

= = = Topic Eleven: Two-Dimensional Shapes and their Attributes = Pacing (Duration of Unit): 2. Reason abstractly and quantitatively. 4**. Model with mathematics.** 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * **Transfer:**
 * Standards for Mathematical Practices**
 * 1. Make sense of problems and persevere in solving them.**
 * 3. Construct viable arguments and critique the reasoning of others.**
 * 5. Use appropriate tools strategically.**
 * 6. Attend to precision.**
 * **Established Goals:**


 * 3.G.1** Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of the subcategories.


 * 3.G.2** Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.


 * Student I Can Statements:**
 * I can use attributes to identify shapes.
 * I can use attributes to classify shapes into categories.
 * I can define quadrilaterals.
 * I can recognize rhombuses, rectangles, and squares as being examples of quadrilaterals.
 * I can draw quadrilaterals other than rhombuses, rectangles, and squares.
 * I can partition shapes into equal parts.
 * I can explain any unit fraction as one part of a whole divided into equal parts.


 * Prerequisite Standards:**
 * 2.G.1** Recognize and draw shapes having specified attributes such as a given number of angles or a give number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.


 * 2.G.2** Partition a rectangular into rows and columns of same-size squares and count to find the total number of them.


 * 2.G.3** Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, and 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. ||
 * **Big Ideas:**

Two and three dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. An object's location in space can be described quantitatively.
 * Geometric Figures**

Mathematics content and practices can be applied to solve problems. || **Essential Questions:**
 * Practices, Processes, and Proficiencies**
 * How can two-dimensional shapes be described, analyzed, and classified? ||
 * **Students will know...**
 * Lines and line segments are set of points in space that can be used to describe parts of other geometric lines, shapes, and solids.
 * An angle is formed by two rays with a common endpoint. Angles can be classified by their size.
 * Plan shapes have many properties that make them different from one another.
 * Polygons can be described and classified by their sides and angles.
 * Polygons can be put together or taken apart to make other polygons.
 * Some problems can be solved by breaking apart or changing the problem into simpler ones, solving the simpler ones, and using those solutions to solve the original problem.
 * Commonalities in attributes of objects or situations can be found and used to make and test generalizations about relationships.

|| **Students will be skilled at...** || **Other Evidence:**
 * Vocabulary:**
 * point
 * line, line segment, intersecting lines, parallel lines
 * ray
 * angle
 * vertex
 * right angle, perpendicular, acute angle, obtuse angle
 * polygon
 * side
 * diagonal
 * triangle
 * quadrilateral
 * pentagon, hexagon, octagon, decagon
 * equilateral
 * triangle, isosceles triangle, scalene triangle, right angle, acute triangle, obtuse triangle
 * trapezoid
 * parallelogram
 * rectangle
 * square
 * rhombus
 * identifying lines and line segments and explore their different relationships.
 * identifying and classifying angles in relation to right angles.
 * identifying and classifying polygons.
 * identifying and classifying triangles. identifying and classifying quadrilaterals.
 * creating new shapes by combining shapes or by separating shapes.
 * transforming shapes by cutting apart a shape and rearranging the pieces to create a new shape.
 * solving a problem by first solving a simpler problem. ||
 * ~ = Assessment Evidence = ||
 * **Performance Assessment:**


 * Exit Ticket:**

||
 * Formative Assessment:**
 * ~ = Learning Plan = ||
 * **Learning Activities:**


 * 11-1** Lines and line segments are set of points in space that can be used to describe parts of other geometric lines, shapes, and solids.


 * 11-2** An angle is formed by two rays with a common endpoint. Angles can be classified by their size.


 * 11-3** Plan shapes have many properties that make them different from one another.

**11-4** Plan shapes have many properties that make them different from one another.


 * 11-5** Polygons can be described and classified by their sides and angles.


 * 11-6** Polygons can be put together or taken apart to make other polygons.


 * 11-7** Polygons can be put together or taken apart to make other polygons.


 * 11-8** Some problems can be solved by breaking apart or changing the problem into simpler ones, solving the simpler ones, and using those solutions to solve the original problem.


 * 11-9** Commonalities in attributes of objects or situations can be found and used to make and test generalizations about relationships. ||
 * **Resources:**

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 * Home School Connection:**