Objective To guide exploration of the connection between reflections and line symmetry. Assessment Management
|
|
- Linda McLaughlin
- 7 years ago
- Views:
Transcription
1 Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Identify polygons and describe properties of regular polygons. [Geometry Goal ] Identify and draw lines of symmetry. [Geometry Goal 3] Explore the connection between reflections and line symmetry. [Geometry Goal 3] Solve problems involving spatial visualization. [Geometry Goal 3] Describe rules for patterns and use them to solve problems. [Patterns, Functions, and Algebra Goal ] Key Activities Students use a transparent mirror to complete symmetric pictures and to find lines of symmetry in symmetric objects. They fold paper to sort polygons by the number of lines of symmetry. Ongoing Assessment: Informing Instruction See page. Ongoing Assessment: Recognizing Student Achievement Use an Exit Slip (Math Masters, p. 39). [Patterns, Functions, and Algebra Goal ] Key Vocabulary line of symmetry symmetric rotation (turn) symmetry Materials Math Journal, p. 79 Student Reference Book, p. (optional) Study Link 3 Math Masters, pp. 3 3; p. 39 (optional) per partnership: transparent mirror scissors slate Advance Preparation Multiplying a Fraction by a Whole Number Math Journal, pp. A and B Students practice multiplying fractions by whole numbers. Math Boxes Math Journal, p. Students practice and maintain skills through Math Box problems. Study Link Math Masters, p. 3 Students practice and maintain skills through Study Link activities. Interpreting a Cartoon Math Masters, p. 3 Students interpret a cartoon involving line symmetry. Exploring Rotation or Turn Symmetry Geometry Template pattern blocks tape Students explore turn or rotation symmetry. EXTRA PRACTICE Exploring Line Symmetry Math Masters, p. 37 Geometry Template pattern blocks Students use pattern blocks to create shapes with line symmetry. ELL SUPPORT Creating a Line Symmetry Museum magazines and newspapers scissors tape Students create a Line Symmetry Museum. Teacher s Reference Manual, Grades pp., Unit Reflections and Symmetry
2 Getting Started Mathematical Practices SMP, SMP, SMP, SMP, SMP7 Content Standards.NF.a,.NF.b,.NF.c,.NF.,.G.3 Mental Math and Reflexes Write fraction addition problems on the board where tenths are added to tenths, hundredths to hundredths, and tenths to hundredths. Suggestions: _ + _ = _, or + _ = 7_, or 3 + _ = _, or _, or 3 + 3_ = 9 + _ = _, or 3 + _ = _, or _, or + _ = 7_ 7_ + _ = _, or _ 9_ + _ =, or _, or 3_ + _ = _, or + 3_ =, or _ + _ = 7_, or 3_ Math Message What is symmetry? Be ready to name an object in the classroom that has line symmetry. Study Link 3 Follow-Up Have partners compare answers and describe how they know each image is a reflection of the preimage. Teaching the Lesson Math Message Follow-Up WHOLE-CLASS DISCUSSION Ask students to share what they know about symmetry. Tell them to indicate thumbs-up if they have a similar answer. Then ask students to explain how they know the classroom object that they chose has line symmetry. Tell students that in this lesson they will investigate how symmetry and reflections are related. Adjusting the Activity ELL English language learners may find it helpful if you use page in the Student Reference Book to summarize the discussion of line symmetry. AUDITORY KINESTHETIC TACTILE VISUAL Completing Symmetric Pictures (Math Journal, p. 79; Math Masters, p. 3) Date Ask students to turn to journal page 79. Partners share a transparent mirror while working on the activities. Tell the class that each drawing on Math Masters, page 3 is only half of a picture. Students are to figure out what each picture would look like if it were complete and then use their transparent mirrors to complete each picture. Remind them to use the recessed edge to draw the line of reflection. Bring the class together to discuss results. Ask the following questions: How are these drawings like the dog picture in Lesson -3? How are they different? As in the dog picture, there are two sides that look exactly alike (congruent) but are facing in opposite directions. Here, however, the end results are single drawings instead of pairs of drawings. Point out that here the lines of reflection are in the middle of the pictures or objects not outside, as in the dog picture. When a line of reflection is in the middle of a picture or object, it is called a line of symmetry. In this case, the pictures or objects are said to be symmetric. Line Symmetry You will need Math Masters, pages The drawings on Math Masters, page 3 are only half-pictures. Figure out what each whole picture would show. Then use a transparent mirror to complete each picture. Use the recessed side of the mirror to draw the line of reflection.. The pictures on Math Masters, page 3 are symmetric. a. Use the transparent mirror to draw the line of symmetry for the bat and the turtle. b. Cut out the other three pictures and find their lines of symmetry by folding. c. Which picture has two lines of symmetry? Bow 3. Cut out each polygon on Math Masters, pages 33 and 3. Find all the lines of symmetry for each polygon. Record the results below. Polygon Number of Lines A 3 B C D E Polygon Number of Lines F G H I J. Study the results in the tables above. a. How many lines of symmetry are in a regular pentagon (Polygon I)? lines b. How many lines of symmetry are in a regular hexagon (Polygon J)? lines c. How many lines of symmetry are in a regular octagon? (An octagon has sides.) lines Math Journal, p _EMCS_S_MJ_G_U_7.indd 79 // : PM Lesson
3 Half-Pictures NOTE Students may be familiar with line symmetry from previous work but may not have made a connection between line symmetry and reflections. Thinking about line symmetry in terms of reflections is a more powerful approach because it can be generalized to other kinds of symmetry. Rotation (turn) symmetry, for example, can be thought of in terms of turns. Finding Lines (Math Journal, p. 79; Math Masters, p. 3) Students use their transparent mirrors to draw lines of symmetry in the pictures of a bat and a turtle on Math Masters, page 3. Then they cut out the other three pictures on the page and find their lines of symmetry by folding. Point out that a picture may have more than one line of symmetry. Have students answer the question in Problem c on journal page 79. Bring the class together to discuss results. Ask: Which picture has more than one line of symmetry? The bow 3-3_EMCS_B_MM_G_U_79.indd 3 Math Masters, p. 3 Adjusting the Activity The symmetry activities work best if the pictures and polygons on Math Masters, pages 3 3 are carefully cut out. If there are students in your class who have difficulty with scissors, consider having a volunteer cut out their shapes for them ahead of time. Symmetric Pictures // : PM AUDITORY KINESTHETIC TACTILE VISUAL Exploring Lines of Polygons (Math Journal, p. 79; Math Masters, pp. 33 and 3) Students cut out the polygons on Math Masters, pages 33 and 3. They find all lines of symmetry for each polygon by folding, and then they record the results in the tables and answer the related questions on journal page 79. Ongoing Assessment: Informing Instruction PROBLEM SOLVING Watch for students who think that Polygon F, the parallelogram, has line symmetry. Many people think this is true because Polygon F does have symmetry; however, it is turn or rotation symmetry, rather than line symmetry. Polygon F cannot be folded (or reflected) so that the two halves match, but it can be turned to match its original shape. Bring the class together to share results. Students should have found that a regular polygon has the same number of lines of symmetry as it has sides. For example, a regular octagon has sides and lines of symmetry. Ongoing Assessment: Recognizing Student Achievement Exit Slip py g g p Use an Exit Slip (Math Masters, page 39) to assess students ability to describe a pattern and use it to solve problems. Have students describe patterns they see in Problems 3 and on journal page 79. Students are making adequate progress if they state that a regular polygon has the same number of lines of symmetry as it has sides. Some students may extend the pattern by stating the number of lines of symmetry in additional regular polygons. [Patterns, Functions, and Algebra Goal ] Math Masters, p _EMCS_B_MM_G_U_79.indd 3 // : PM Unit Reflections and Symmetry
4 Ongoing Learning & Practice Polygons A E Multiplying a Fraction by a Whole Number (Math Journal, pp. A and B) E Students practice multiplying fractions by whole numbers. B Math Boxes (Math Journal, p. ) C Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson -. The skill in Problem previews Unit content. A D Study Link (Math Masters, p. 3) 3-3_EMCS_B_MM_G_U_79.indd 33 Math Masters, p. 33 // : PM Home Connection Students complete a Venn diagram to identify capital letters of the alphabet that have horizontal and/or vertical line symmetry. They list words with horizontal or vertical line symmetry. Date Write an equation to describe each number line. Multiplying Fractions by Whole Numbers Polygons F J.. Equation: 3 _ = 3_ J I Equation: _ = _, or _, or _ 3 Use the number lines to help you solve the problems. _, or 3_ 3. = _ F. 3 _ = _, or 3_ G H py g g p Solve. You may draw a visual fraction model such as a number line if you wish.. _ 7 = 7., or =, or 3, or 3, or 7. = 3_. _ 9 = Math Journal, p. A 9 A Math Masters, p. 3 A-B_EMCS_S_MJ_G_U_7.indd A 3/3/ : PM 3-3_EMCS_B_MM_G_U_79.indd 3 // : PM Lesson 3
5 Date A manufacturer of dry puppy food has the following feeding guidelines. All measurements are given in cups per day. Use the information in the table to answer the questions below. Write an equation to show what you did. Weight (lb) Weeks 3 Months 7 Months Months _ 3 _ 3 _ 3 3 _ 3 _ 3 3_. a. Buddy weighs 3 pounds and is 9 months old. According to the guidelines, he should eat about _ 3 cup of food per day. How much food should Buddy eat in days? _ 3 cups Equation: _ = _ 3 3, or _ 3 b. Buddy should eat between cups of food in days. Circle the best answer. and and 3 3 and. a. Cody is weeks old and weighs about pounds. How much food should he eat in days? _ 3 cups Equation: _ = 3 3, or _ 3 b. Cody should eat between cups of food in days. Circle the best answer. 3 and and and 3. a. A puppy weighs pounds and is months old. How much food should the puppy eat in one week? _ cups Equation: 7 3_ =, or _ b. The puppy should eat between cups of food in one week. Circle the best answer. 3 and and and A-B_EMCS_S_MJ_G_U_7.indd B Solving Number Stories Math Journal, p. B 3// :3 AM 3 Differentiation Options Interpreting a Cartoon (Math Masters, p. 3) Min To apply students understanding of line symmetry, have them interpret a cartoon. SMALL-GROUP Exploring Rotation or Turn Symmetry 3 Min To further explore symmetry, have students use combinations of pattern blocks to perform and analyze transformations. Ask students to tape together a trapezoid and an equilateral triangle pattern block to form a parallelogram. Date Math Boxes. Use your Geometry Template to draw the image of the figure that is shown above the line of reflection. preimage image 3. Order the fractions from least to greatest. a. _ 9, _ 9, _ 9, 9_ 9, 3_ 9 b. _, _ 9, _, _ 3, _ c. 3_ 7, _, 7_, _, 9, 3_ 9,, _ 9, _ 9, _ 9, 9_, _ 9 3,, 3_ 7, _, 7_, _. Use the following list of numbers to answer the questions. 7,,,, 9, 7, 7,,, 3, 9 a. What is the median? b. Mode? c. Maximum? d. Minimum? 7 e. Range? 7. Insert the decimal point in each product. a..7 = b. =. c. 7.3 = 3 3 d. = Ask the following questions: Will the parallelogram look exactly the same if it is flipped over? No. If it slanted to the right before the flip, then it will slant to the left after the flip. Does the parallelogram have line symmetry? No. Students have already tried folding a parallelogram to find a line of symmetry, and they know that it does not have one. Will the parallelogram look exactly the same if it is turned through a _ -turn? yes Have students trace the parallelogram and show that after a _ -turn, the tracing matches the original figure. Shapes that look the same after they have been turned less than a full turn have rotation or turn symmetry. Have students use pattern blocks and tape to make their own turn-symmetric shapes. Have them use their Geometry Templates to record the shapes they make. Sample answers: 3 9. Jaleel missed % of the 3 problems on his science test. How many problems did he miss? Fill in the circle next to the best answer. A. B.. What are the perimeter and area of the rectangle? Include the correct units. m m C. 3 D Perimeter = 7 m Area = 33 m 3 3 -turn symmetry 3 -turn symmetry -turn symmetry Math Journal, p. 7-_EMCS_S_MJ_G_U_7.indd // 9: AM Unit Reflections and Symmetry
6 EXTRA PRACTICE Exploring Line Symmetry (Math Masters, p. 37) 3 Min Study Link Master STUDY LINK Line Symmetry in the Alphabet Print the capital letters of the alphabet below.. The capital letter A has a vertical line of symmetry. To practice identifying lines of symmetry using a concrete model, have students use combinations of pattern blocks to create figures with a specified number of lines of symmetry. ELL SUPPORT SMALL-GROUP Creating a Line Symmetry Museum 3 Min To provide language support for symmetry, have students bring in pictures of objects with line symmetry to create a Line Symmetry Museum. Have students describe the objects in the pictures and the lines of symmetry they see. They may even draw the lines of symmetry on the pictures. If some of the pictured objects are not perfectly symmetric, consider setting up a section of the museum called Almost Symmetric. The capital letter B has a horizontal line of symmetry. Use the letters of the alphabet to complete the Venn diagram. 3. The word BED has a horizontal line of symmetry. The word HIT has a vertical line of symmetry. Use capital letters to list words that have horizontal or vertical line symmetry. Sample answers: horizontal Practice 3-3_EMCS_B_MM_G_U_79.indd 3 Capital Letters of the Alphabet Vertical Line vertical. 9 = 9R 7. = / _. 7 = 3 7. Math Masters, p. 3 Horizontal Line 7 = /7 3 // : PM Line Symmetry Use pattern blocks to create shapes with the given number of lines of symmetry. Use your Geometry Template to record the shapes and draw the lines of symmetry. Interpreting a Cartoon. yellow hexagon, orange squares. orange square, green triangles lines of symmetry lines of symmetry Sample answer: Sample answer: 3. red trapezoids. orange squares lines of symmetry line of symmetry By permission of Rick Detorie and Creators Syndicate, Inc.. What answer does Ruthie s brother expect?. Explain and draw pictures to show why both of Ruthie s answers are correct. Up and down, it s three. Across, it s zero. Try This. red trapezoids line of symmetry Show two different ways. Sample answer Interpreting a Cartoon. What answer does Ruthie s brother expect? By permission of Rick Detorie and Creators Syndicate, Inc.. Explain and draw pictures to show why both of Ruthie s answers are correct.. On the back of this page, make up a problem of your own. Give it to a partner to solve. Math Masters, p. 37 Math Masters, p _EMCS_B_MM_G_U_79.indd 37 // :7 PM 3-3_EMCS_B_MM_G_U_79.indd 3 // :7 PM Lesson
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationObjective To guide the development and use of a rule for generating equivalent fractions. Family Letters. Assessment Management
Equivalent Fractions Objective To guide the development and use of a rule for generating equivalent fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationSubtracting Mixed Numbers
Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationReview: Comparing Fractions Objectives To review the use of equivalent fractions
Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationComparing Fractions Objective To provide practice ordering sets of fractions.
Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationObjective To introduce the concept of square roots and the use of the square-root key on a calculator. Assessment Management
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the square-root key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationComparing and Ordering Fractions
Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationVolume of Pyramids and Cones
Volume of Pyramids and Cones Objective To provide experiences with investigating the relationships between the volumes of geometric solids. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationReview of Basic Fraction Concepts
Review of asic Fraction Concepts Objective To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions. www.everydaymathonline.com epresentations etoolkit lgorithms
More informationCalculator Practice: Computation with Fractions
Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations
More informationAddition of Multidigit Numbers
Addition of Multidigit Numbers Objectives To review the partial-sums algorithm used to solve multidigit addition problems; and to introduce a column-addition method similar to the traditional addition
More informationThe Lattice Method of Multiplication
The Lattice Method of Multiplication Objective To review and provide practice with the lattice method for multiplication of whole numbers and decimals. www.everydaymathonline.com epresentations etoolkit
More informationMultiplying Fractions by Whole Numbers
Multiplying Fractions by Whole Numbers Objective To apply and extend previous understandings of multiplication to multiply a fraction by a whole number. www.everydaymathonline.com epresentations etoolkit
More informationSunrise-Sunset Line Graphs
Sunrise-Sunset Line Graphs Objectives To guide children as they analyze data from the sunrise-sunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations
More informationFactor Trees. Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers.
Factor Trees Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationLesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations
Math Buddies -Grade 4 13-1 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane
More informationParentheses in Number Sentences
Parentheses in Number Sentences Objective To review the use of parentheses. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationCapacity. Assessment Management
Capacity Objective To review units of capacity. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards
More informationBaseball Multiplication Objective To practice multiplication facts.
Baseball Multiplication Objective To practice multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common
More informationThe Half-Circle Protractor
The Half-ircle Protractor Objectives To guide students as they classify angles as acute, right, obtuse, straight, and reflex; and to provide practice using a half-circle protractor to measure and draw
More informationThe Distributive Property
The Distributive Property Objectives To recognize the general patterns used to write the distributive property; and to mentally compute products using distributive strategies. www.everydaymathonline.com
More informationMultiplication and Division of Positive and Negative Numbers
Multiplication and Division of Positive Objective o develop and apply rules for multiplying and dividing positive and www.everydaymathonline.com epresentations eoolkit Algorithms Practice EM Facts Workshop
More informationHidden Treasure: A Coordinate Game. Assessment Management. Matching Number Stories to Graphs
Hidden Treasure: A Coordinate Game Objective To reinforce students understanding of coordinate grid structures and vocabulary. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationMeasuring with a Ruler
Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations
More informationObjective To introduce a formula to calculate the area. Family Letters. Assessment Management
Area of a Circle Objective To introduce a formula to calculate the area of a circle. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationChange Number Stories Objective To guide children as they use change diagrams to help solve change number stories.
Number Stories Objective To guide children as they use change diagrams to help solve change number stories. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationReading and Writing Large Numbers
Reading and Writing Large Numbers Objective To read and write large numbers in standard, expanded, and number-and-word notations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationReading and Writing Small Numbers
Reading Writing Small Numbers Objective To read write small numbers in stard exped notations wwweverydaymathonlinecom epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationAssessment Management
Weight Objectives To review grams and ounces as units of mass and weight; and to guide the estimation and measurement of weight in grams and ounces. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationAssessment Management
Facts Using Doubles Objective To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com
More informationMiddle Value (Median) of a Set of Data
Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of
More informationObjectives To review and provide practice with the lattice method for multiplication.
Objectives To review and provide practice with the lattice method for multiplication. Teaching the Lesson materials Key Activities Students review the lattice method for multiplication with - and -digit
More informationInvestigating Quadrilaterals Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark A Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects. Indicator 3 Identify similarities
More informationDrawing Lines of Symmetry Grade Three
Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in two-dimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationFrames and Arrows Having Two Rules
Frames and Arrows Having Two s Objective To guide children as they solve Frames-and-Arrows problems having two rules. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationActivity 1 Find lines of symmetry.
Name Find and Draw Lines of Symmetry Essential Question How do you find lines of symmetry? Lesson 10.6 Geometry 4.G.A.3 MATHEMATICAL PRACTICES MP1, MP7, MP8 Unlock the Problem How many lines of symmetry
More informationLine Segments, Rays, and Lines
HOME LINK Line Segments, Rays, and Lines Family Note Help your child match each name below with the correct drawing of a line, ray, or line segment. Then observe as your child uses a straightedge to draw
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationBuying at the Stock-Up Sale
Buying at the Stock-Up Sale Objective To guide children as they multiply using mental math and the partial-products algorithm. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationLine Plots. Objective To provide experience creating and interpreting line plots with fractional units. Assessment Management
Line Plots Objective To provide experience creating and interpreting line plots with fractional units. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationGrade 3 Core Standard III Assessment
Grade 3 Core Standard III Assessment Geometry and Measurement Name: Date: 3.3.1 Identify right angles in two-dimensional shapes and determine if angles are greater than or less than a right angle (obtuse
More informationGrade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra
Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Activity Lesson 3-1 What s My Rule? page 159) Everyday Mathematics Goal for Mathematical Practice GMP 2.2 Explain the meanings
More informationBox Plots. Objectives To create, read, and interpret box plots; and to find the interquartile range of a data set. Family Letters
Bo Plots Objectives To create, read, and interpret bo plots; and to find the interquartile range of a data set. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationGrade 8 Mathematics Geometry: Lesson 2
Grade 8 Mathematics Geometry: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationLevel 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3
Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels
More informationThird Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons I. ABSTRACT This unit contains lessons that focus on geometric
More informationThis lesson introduces students to decimals.
NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES
More informationExploring Tangrams. Goal. You will need scissors and a ruler. At-Home Help. 1. Trace and cut out the 7 tans.
HPTER 7 1 Exploring Tangrams Solve tangram puzzles. You will need scissors and a ruler. 1. Trace and cut out the 7 tans. t-home Help tangram is an ancient hinese puzzle. It has the 7 shapes, or tans, shown
More informationNumeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
More informationTeaching Guidelines. Knowledge and Skills: Can specify defining characteristics of common polygons
CIRCLE FOLDING Teaching Guidelines Subject: Mathematics Topics: Geometry (Circles, Polygons) Grades: 4-6 Concepts: Property Diameter Radius Chord Perimeter Area Knowledge and Skills: Can specify defining
More informationFractions In Action! Dawn Jesse
Fractions In Action! Dawn Jesse Fractions In Action Dawn Jesse Fractions In Action is an interactive activity that consists of direct instruction, cooperative learning and is inquire based. As the students
More informationG3-33 Building Pyramids
G3-33 Building Pyramids Goal: Students will build skeletons of pyramids and describe properties of pyramids. Prior Knowledge Required: Polygons: triangles, quadrilaterals, pentagons, hexagons Vocabulary:
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1
Grade 4 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationGeometric Transformations Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections
More informationIllinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More informationEstimating Angle Measures
1 Estimating Angle Measures Compare and estimate angle measures. You will need a protractor. 1. Estimate the size of each angle. a) c) You can estimate the size of an angle by comparing it to an angle
More informationGeometry Progress Ladder
Geometry Progress Ladder Maths Makes Sense Foundation End-of-year objectives page 2 Maths Makes Sense 1 2 End-of-block objectives page 3 Maths Makes Sense 3 4 End-of-block objectives page 4 Maths Makes
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationGrade 3 Geometry and Spatial Sense. Name:
Grade 3 Geometry and Spatial Sense Name: Ontario Mathematics Curriculum Grades 1 to 8, 1997 Strand: Geometry and Spatial Sense Grade: 3 All rights reserved Developed by T. Tasker May be photocopied for
More informationKristen Kachurek. Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan. Technology and Manipulatives used:
Kristen Kachurek Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan Technology and Manipulatives used: TI-83 Plus calculator Area Form application (for TI-83 Plus calculator) Login application
More informationGrade 6 Mathematics Performance Level Descriptors
Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this
More informationChapter 18 Symmetry. Symmetry of Shapes in a Plane 18.1. then unfold
Chapter 18 Symmetry Symmetry is of interest in many areas, for example, art, design in general, and even the study of molecules. This chapter begins with a look at two types of symmetry of two-dimensional
More informationUnit 8 Angles, 2D and 3D shapes, perimeter and area
Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest
More informationPERIMETER AND AREA. In this unit, we will develop and apply the formulas for the perimeter and area of various two-dimensional figures.
PERIMETER AND AREA In this unit, we will develop and apply the formulas for the perimeter and area of various two-dimensional figures. Perimeter Perimeter The perimeter of a polygon, denoted by P, is the
More information1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I?
Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,
More informationUNIT H1 Angles and Symmetry Activities
UNIT H1 Angles and Symmetry Activities Activities H1.1 Lines of Symmetry H1.2 Rotational and Line Symmetry H1.3 Symmetry of Regular Polygons H1.4 Interior Angles in Polygons Notes and Solutions (1 page)
More informationKey Stage 2 / 35. Mathematics Paper 2: reasoning. National curriculum tests. Total Marks. Reasoning: Paper 2, Test 1: GAPPS EDUCATION.
National curriculum tests Key Stage 2 Mathematics Paper 2: reasoning MA First name Middle name Last name Date of birth Day Month Year School name Total Marks / 35 Instructions You may not use a calculator
More informationWhich two rectangles fit together, without overlapping, to make a square?
SHAPE level 4 questions 1. Here are six rectangles on a grid. A B C D E F Which two rectangles fit together, without overlapping, to make a square?... and... International School of Madrid 1 2. Emily has
More informationBuilding a Bridge to Academic Vocabulary in Mathematics
Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD
More informationSCOPE & SEQUENCE. Kindergarten, First Grade, and Second Grade. Skills and Activities
SCOPE & SEQUENCE Kindergarten, First Grade, and Second Grade Skills and Activities INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were first published in 1975. Innovative Learning
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More information39 Symmetry of Plane Figures
39 Symmetry of Plane Figures In this section, we are interested in the symmetric properties of plane figures. By a symmetry of a plane figure we mean a motion of the plane that moves the figure so that
More informationSolving Proportions by Cross Multiplication Objective To introduce and use cross multiplication to solve proportions.
Solving Proportions by Cross Multiplication Objective To introduce and use cross multiplication to solve proportions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationExplorer Education Programme. Lesson Plan: Line Symmetry Class: Third / Fourth Class Strand: Shape and Space Strand Units: Symmetry
Lesson Plan: Line Symmetry Strand Units: Symmetry TITLE: SYMMETRY AND THE SEA Aim / Description: The aim of this lesson plan is to teach students about line symmetry in the marine environment and familiarise
More informationNUMBER CORNER YEARLONG CONTENT OVERVIEW
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
More informationNumber Sense and Operations
Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents
More informationProblem of the Month: William s Polygons
Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common
More informationGAP CLOSING. 2D Measurement. Intermediate / Senior Student Book
GAP CLOSING 2D Measurement Intermediate / Senior Student Book 2-D Measurement Diagnostic...3 Areas of Parallelograms, Triangles, and Trapezoids...6 Areas of Composite Shapes...14 Circumferences and Areas
More informationMath 5th grade. Create your own number and explain how to use expanded form to show place value to the ten millions place.
Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop
More information2. If C is the midpoint of AB and B is the midpoint of AE, can you say that the measure of AC is 1/4 the measure of AE?
MATH 206 - Midterm Exam 2 Practice Exam Solutions 1. Show two rays in the same plane that intersect at more than one point. Rays AB and BA intersect at all points from A to B. 2. If C is the midpoint of
More informationMACMILLAN/McGRAW-HILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)
MACMILLAN/McGRAW-HILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright
More informationPerformance Assessment Task Which Shape? Grade 3. Common Core State Standards Math - Content Standards
Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to
More informationProblems in Teaching Primary School Mathematics
Problems in Teaching Primary School Mathematics Seán Delaney, PhD Marino Institute of Education Laois Education Centre 18 October 2012 Introductions Who here: Teaches junior/senior infants Teaches 1 st
More informationTEKS TAKS 2010 STAAR RELEASED ITEM STAAR MODIFIED RELEASED ITEM
7 th Grade Math TAKS-STAAR-STAAR-M Comparison Spacing has been deleted and graphics minimized to fit table. (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in
More informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More information1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)
Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole
More informationMMLA Student Test/MathAssessments.MSCenters.Org. MMLA Mathematics Assessment Items
Page 1 of 42 MMLA Mathematics Assessment Items Name: Date: Multiple Choice Questions Select the one best answer for each question. 1. Which of the following sets of numbers are all of the factors of 24?
More information11.3 Curves, Polygons and Symmetry
11.3 Curves, Polygons and Symmetry Polygons Simple Definition A shape is simple if it doesn t cross itself, except maybe at the endpoints. Closed Definition A shape is closed if the endpoints meet. Polygon
More informationGrade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting
Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December
More informationAssessment For The California Mathematics Standards Grade 4
Introduction: Summary of Goals GRADE FOUR By the end of grade four, students understand large numbers and addition, subtraction, multiplication, and division of whole numbers. They describe and compare
More informationDear Grade 4 Families,
Dear Grade 4 Families, During the next few weeks, our class will be exploring geometry. Through daily activities, we will explore the relationship between flat, two-dimensional figures and solid, three-dimensional
More informationMathematics Scope and Sequence, K-8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K-8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
More information