Drawing Lines of Symmetry Grade Three


 Chester Curtis
 7 years ago
 Views:
Transcription
1 Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in twodimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical twodimensional shapes. Mathematical Processes Benchmarks D. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world; e.g., use a timeline to sequence events; use symmetry in artwork. J. Read, interpret, discuss and write about mathematical ideas and concepts using both everyday and mathematical language. Lesson Summary: In this lesson, students explore the concept of symmetry using geometric shapes, capital letters and various other shapes. They will fold shapes to show symmetry, draw lines of symmetry and create symmetrical designs. Estimated Duration: 60 minutes Commentary: This lesson builds on students prior experiences with symmetry. Students learn that symmetry is an attribute that can be used to describe and classify shapes and that shapes can have more than one line of symmetry. They can conjecture that shapes with more than one line of symmetry have rotational symmetry. By using transformations, such as rotations, they can prove which shapes have rotational symmetry. PreAssessment: Distribute Is That a Line of Symmetry? PreAssessment, Attachment A, to each student. Have students complete this worksheet independently. Collect papers when finished. Scoring Guidelines: Use the rubric to guide instructional decisions. Readiness Performance Description Ready for Correctly identifies lines of symmetry or Instruction incorrect symmetry. Clearly explains Monitor during Instruction Intervention Required symmetry correctly. Correctly identifies 78 lines of symmetry or incorrect symmetry. Adequately explains symmetry. Correctly identifies six or fewer lines of symmetry or incorrect symmetry. Inadequately explains symmetry. Requires further intervention activities to recognize symmetry before proceeding with instructional lesson. PostAssessment: Distribute and assign Drawing Lines of Symmetry Post Assessment, Attachment D to each student. In the activity, students identify and draw lines of symmetry on common shapes and letters and write an explanation of what symmetry is. 1
2 Scoring Guidelines: The focus for the evaluation of each student s progress should be accuracy and understanding of the concept of symmetry. Use the following rubric to score students work: Level of Performance Descriptors Understanding 4 Accurately draws lines of symmetry for all shapes including shapes with multiple lines of symmetry. Clearly explains how to determine symmetry correctly. 3 Accurately draws most lines of symmetry with no more than three errors. Adequately explains how to determine symmetry. 2 Draws some lines of symmetry accurately, but also draws some incorrect lines of symmetry showing 46 errors. For exampl e: draws only one line of symmetry for shapes with multiple lines of sym metry or draws line(s) of symmetry for basic shapes or letters, but not both. Explanation is unclear or inaccurate in describing how to determine line(s) of symmetry. 1 Draws some lines of symmetry accurately, but also draws some incorrect lines of symmetry showing more than six errors. Explanation shows limited to no understanding of how to determine line(s) of symmetry. Instructional Procedures: Part One 1. Distribute Shapes, Attachment C, and Symmetry Chart, Attachment E to each student. Have students cut out each shape. 2. Have students describe the attributes of the shapes (strai ght lines, equal sides, right angles, etc.) Record the attributes on the board. 3. Have students investigate th e number of lines of symmetry for each shape by folding the shapes and recording information on the Symmetry Chart, Attachment E. a. Explain to students that they are to find th e number of lines of symmetry for each shape. b. Tell them that they can fold the shapes to determine the number of lines of symmetry. c. Direct them to the chart and explain how they are to fill out the two columns. d. Have students draw the lines of symmetry on the shapes in the first column of the chart. 4. Observe students as they work. Provide assistance or pair students as needed. Allow students to use a straightedge or ruler to draw the lines. If students experience difficulty drawing the lines of symmetry, have them draw lines on the folds of their cutout shapes and then use that to draw on the chart. 5. Gather students into small groups to compare their responses. Have students prove their conjectures of the number of lines by folding the shapes. 6. Use a transparency of Symmetry Chart, Attachment E, on the overhead to record the correct answers. 7. Summarize the investigation and ask questions about what students have learned. What shapes have only one line of symmetry? What shapes have two lines of symmetry? Which shape has the most lines of symmetry? (circle) Can you determine how many? (No, it is an infinite number.) 2
3 Find the shapes that have sides that are all the same. What do you notice about the number of sides and the number of lines of symmetry? Which shapes were difficult to determine? (It is common for students to indicate that the diagonals of rectangles and rhombi are lines of symmetry.) 8. Pair the students. Have each student draw four shapes. Tell them that at least three of their shapes should have symmetry. Have the partners exchange papers and draw the lines of symmetry. 9. Distribute Capital Letters, Attachment F to each student. Ask students to look at letters AI and s ort them into categories by symmetry. Draw a threecolumn chart on the board or overhead projector. No Lines of Symmetry One Line of Symmetry More Than One Line of Symmetry 10. Have students complete Capital Letters, Attachment F, by drawing all the lines of symmetry. Part Two Instructional Tip: The concept of rotational symmetry is introduced at this level as it is part of the benchmark. A plane figure has rotational symmetry if at times it appears in the same orientation as it is rotated. Shapes with more than one line of symmetry have rotational symmetry. 11. Distribute Investigating Rotational Symmetry, Attachment G to students, and direct them to cut out each shape. Ask students: What do all of these shapes have in common? (Each shape is symmetrical.) How many lines of symmetry does each of the shapes have? Have them sort the shapes into groups: shapes with one line of symmetry and shapes with more than one line of symmetry. 12. Develop a studentfriendly definition for rotation. Familiar contexts include spinning tops, merrygorounds, Ferris wheels and spinners. 13. Model the activity for students. a. Place a large model of a hexagon on the board. b. Trace around the hexagon. c. Write the number 1 near the top edge of the hexagon with a marker. d. Explain to students to rotate the shape until it fits over the traced drawing. e. Rotate the hexagon until it fits into the traced drawing. (appears in the same orientation as the original position) f. Count the number of times that the hexagon fits into the shape until the 1 is back at the top. (6) 14. Direct students to trace the other shapes and rotate the shapes over the traced figure. 15. Hav e students sort the shapes that fit into the traced drawing more than one time and those that only fit into the traced drawing once. 16. Explain to students that the shapes that fit in the traced drawing more than once have rotational symmetry. Ask students if they notice a relationship for the shapes that have 3
4 rotational symmetry and the number of lines of symmetry the shape has. Students should conclude that shapes with more than one line of symmetry have rotational symmetry. Shapes that have one line of symmetry do not have rotational symmetry. 17. Ha ve students determine which letters have rotational symmetry. Allow them to discuss with a partner. Select students to share with the class. 18. Pair the students and have them draw four pictures of shapes, three which have rotational symmetry. Have the students exchange pictures and determine which have rotational symmetry. Select students to share pictures and describe rotational symmetry. 19. Have student explain rotational symmetry in their journals and draw pictures to show their understanding. Collect the journals and informally assess progress. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent o f the specified indicator(s) or, if the indicator is already m et, to advance beyond the specified indicator(s). Provide cutout letters to fold when determining lines of symmetry of letters. Using a small mirror on its side in the middle of cutout shapes, letters, numbers, etc., may help students understand symmetry. Tell them to look in the mirror. If the reflection looks how the object normally looks, then it is symmetrical. If it does not, it is not symmetrical. Challenge students exceeding expectations to use construction paper to make new shapes with a given number of lines of symmetry. Explore words such as MOM and WOW to discuss words that show a vertical line of symmetry. Use examples DEED and DECIDE to discuss horizontal symmetry in words. Allow time for students to find more examples of word symmetry. They may use the completed worksheet Capital Letters, Attachment C, to list possible letters to make symmetrical words. Add these words to a symmetry bulletin board showing lines of symmetry. Extensions: Create a bulletin board to post student creations, artwork, magazine cutouts, etc., that are examples of symmetry (see Home Connections). Have onehalf construction paper shapes available to explore. Predict and draw how the whole shape would appear if the straight edge were a line of symmetry. Use small mirrors to check predictions. Using various pattern blocks (squares, hexagons, rhombi, trapezoids, triangles), allow students to explore and create various designs and patterns. Circulate as students create patterns and ask, Is this symmetrical? Where would the line of symmetry be? Could there be more than one line of symmetry? To transfer the design to colored paper, have students trace blocks on matching colors, cut out each shape and recreate the design by attaching to black construction paper. Add these designs to a symmetry bulletin board. For a class project, have students create a symmetrical scene (such as a classroom or town) on large roll paper. Everything in the scene must be symmetrical, e.g. people, desks, books, etc. Use paper cutouts or markers to decorate. 4
5 Home Connections: Have a parent or sibling draw and color a design or picture on ½ of a folded paper. The student draws and colors the other half to show symmetry. Have students find examples of symmetry in magazines or catalogues and bring these to school to display on a bulletin board. Interdisciplinary Connections: Content Area: Science Standard: Life Sciences Ben chmark: 3. Classify animals according to their characteristics (e.g., body coverings and body structure). When observing animals to note characteristics, students need to recognize symmetry as a characteristic of an animal s structure or appearance. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, ther efore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: chart paper, markers, overhead, chalkboard, construction paper shape cutouts, large paper cutouts of a heart, a tree, a butterfly, cutouts of asymmetrical shapes for display, two identical paper snowflakes, transparency of Symmetry Chart, Attachment B (or chart made on chart paper or at chalkboard), and Capital Letters, Attachment C, construction paper block capital letter cutouts For the student: crayon or marker, ruler Vocabulary: diagonal horizontal mirror image symmetry vertical Technology Connections: Students may use a drawing program for the computer to draw shapes, add lines of symmetry, and sort shapes into symmetrical and asymmetrical groups. 5
6 Research Connection: Marzano, Robert J., Jane E. Pollock and Debra Pickering. Classroom Instruction that Works: ResearchBased Strategies for Increasing Student Achievement, Alexandria, VA: Association for Supervision and Curriculum Development, G eneral Tips: Prior to class: Cut out construction paper shapes, one of each per student or each pair of students: square, rectangle, equilateral triangle, regular hexagon, regular octagon, circle, parallelogram, and trapezoid. Make a transparency of Symmetry Chart, Attachment E, and Capital Letters, Attachment F. Attachments: Attachment A, Is That a Line of Symmetry? PreAssessment Attachment B, Drawing Lines of Symmetry PostAssessment Attachment C, PostAssessment Answer Key Attachment D, Shapes Attachment E, Symmetry Chart Attachment F, Capital Letters Attachment G, Investigating Rotational Symmetry 6
7 Attachment A Is It a Line of Symmetry? PreAssessment Name Date Directions: Is the dotted line a line of symmetry? Circle yes or no. 10. Choose one shape from above that has a line of symmetry. Number of selected shape Tell why this shape is symmetrical. 7
8 Attachment B PostAssessment Name Date Directions: Look for symmetry on each shape and letter. If the shape or letter shows symmetry, use a ruler to draw all lines of symmetry on it. Explain why the lines drawn for the square are lines of symmetry. 8
9 Attachment C PostA ssessment Answer Key Name Date Directions: Look for symmetry on each shape and letter. If the shape or letter shows symmetry, use a ruler to draw all lines of symmetry on it. Explanations indicate that when the shape is folded on the line drawn, the sides on each side of the fold are congruent or match up exactly. 9
10 Attachment D Shapes 10
11 Attachment E Symmetry Chart Name Date 11
12 Attachment F Capital Letters Name Date Directions: Decide if each letter shows symmetry. If the letter does show symmetry, use a ruler to draw the lines of symmetry on the letter. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 12
13 Attachment G Investigating Rotational Symmetry 13
Similar Triangles Grade Seven
Ohio Standards Connection Geometry and Spatial Sense Benchmark E Use proportions to express relationships among corresponding parts of similar figures. Indicator 1 Use proportional reasoning to describe
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 informationInvestigating Quadrilaterals Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark A Provide rationale for groupings and comparisons of twodimensional figures and threedimensional objects. Indicator 3 Identify similarities
More informationLocal Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
More informationPlotting Ordered Pairs on a Four Quadrant Grid Grade Five
Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points
More informationLinear, Square and Cubic Units Grade Five
Ohio Standards Connection Measurement Benchmark F Analyze and explain what happens to area and perimeter or surface area and volume when the dimensions of an object are changed. Indicator 4 Demonstrate
More informationWhat s My Point?  Grade Six
Ohio Standards Connection Reading Applications: Informational, Technical and Persuasive Text Benchmark D Identify arguments and persuasive techniques used in persuasive writing. Indicators 6 Identify an
More informationBar Graphs with Intervals Grade Three
Bar Graphs with Intervals Grade Three Ohio Standards Connection Data Analysis and Probability Benchmark D Read, interpret and construct graphs in which icons represent more than a single unit or intervals
More informationSystems of Transportation and Communication Grade Three
1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation
More informationMain Idea in Informational Text Grade Three
Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central
More informationComparing Sets of Data Grade Eight
Ohio Standards Connection: Data Analysis and Probability Benchmark C Compare the characteristics of the mean, median, and mode for a given set of data, and explain which measure of center best represents
More informationLesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations
Math Buddies Grade 4 131 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane
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 informationPlot Connections Grade Five
Ohio Standards Connection Reading Applications: Literary Text Benchmark C Identify the elements of plot and establish a connection between an element and a future event. Indicator 3 Identify the main incidents
More informationExplorations with Shapes Kindergarten
Ohio Standards Connections Geometry and Spatial Sense Benchmark C Sort and compare twodimensional figures and threedimensional objects according to their characteristics and properties. Indicator 1 Identify
More informationObjective To guide exploration of the connection between reflections and line symmetry. Assessment Management
Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationMeasures of Spread and Their Effects Grade Seven
Ohio Standards Connection Data Analysis and Probability Benchmark F Determine and use the range, mean, median and mode to analyze and compare data, and explain what each indicates about the data. Indicator
More informationUrbanization Grade Nine
Ohio Standards Connection: Geography Benchmark B Analyze geographic changes brought about by human activity using appropriate maps and other geographical data. Indicator 4 Explain the causes and consequences
More informationComparing and Contrasting Grade Three
Ohio Standards Connection Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 1 Recognize and describe similarities and differences of plot across
More informationElements of a Novel and Narrative Writing Grade 10
Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting
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 twodimensional
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, twodimensional figures and solid, threedimensional
More informationE XPLORING QUADRILATERALS
E XPLORING QUADRILATERALS E 1 Geometry State Goal 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Statement of Purpose: The activities in this
More informationIndirect Measurement Technique: Using Trigonometric Ratios Grade Nine
Ohio Standards Connections Measurement Benchmark D Use proportional reasoning and apply indirect measurement techniques, including right triangle trigonometry and properties of similar triangles, to solve
More informationProduction: Specialization and Division of Labor Grade Three
Ohio Standards Connection: Economics Benchmark B Explain why entrepreneurship, capital goods, technology, specialization and the division of labor are important in the production of goods and services.
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 twodimensional shapes and determine if angles are greater than or less than a right angle (obtuse
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 informationUsing Graphic Organizers to Aid Comprehension Grade Two
Ohio Standards Connections Reading Process: Concepts of Print, Comprehension Strategies and Self Monitoring Strategies Benchmark A Establish a purpose for reading and use a range of reading comprehension
More informationFood Webs and Food Chains Grade Five
Ohio Standards Connection: Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.
More informationChanges in Our Sky Grade Two
Ohio Standards Connection: Earth and Space Sciences Benchmark A Observe constant and changing patterns of objects in the day and night sky. Indicator 2 Observe and describe how the sun, moon and stars
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 informationModels for Dividing Fractions Grade Six
Ohio Standards Connection Number, Number Sense and Operations Benchmark H Use and analyze the steps in standard and nonstandard algorithms for computing with fractions, decimals and integers. Indicator
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 informationCommutative Property Grade One
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
More informationDiscovering Math: Exploring Geometry Teacher s Guide
Teacher s Guide Grade Level: 6 8 Curriculum Focus: Mathematics Lesson Duration: Three class periods Program Description Discovering Math: Exploring Geometry From methods of geometric construction and threedimensional
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 informationWriting Simple Stories Grade One
Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include wellchosen details. Indicator 1 Write simple stories with a beginning, middle and end
More informationScience Rocks Grade Six
Ohio Standards Connections: Earth and Space Sciences Benchmark D Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or
More informationNarrative Literature Response Letters Grade Three
Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details
More informationScarcity and Choices Grade One
Ohio Standards Connection: Economics Benchmark A Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1 Explain that wants are unlimited and resources
More informationMansa Musa s Pilgrimage Grade Seven
Ohio Standards Connection: Geography Benchmark A Identify on a map the location of major physical and human features of each continent. Indicator 2 On a map, identify places related to the historical events
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 informationGraph it! Grade Six. Estimated Duration: Three hours
Ohio Standards Connection Data Analysis and Probability Benchmark A Read, Create and use line graphs, histograms, circle graphs, boxand whisker plots, stemandleaf plots, and other representations when
More informationInvestigating Investment Formulas Using Recursion Grade 11
Ohio Standards Connection Patterns, Functions and Algebra Benchmark C Use recursive functions to model and solve problems; e.g., home mortgages, annuities. Indicator 1 Identify and describe problem situations
More informationG333 Building Pyramids
G333 Building Pyramids Goal: Students will build skeletons of pyramids and describe properties of pyramids. Prior Knowledge Required: Polygons: triangles, quadrilaterals, pentagons, hexagons Vocabulary:
More informationGEOMETRY. Constructions OBJECTIVE #: G.CO.12
GEOMETRY Constructions OBJECTIVE #: G.CO.12 OBJECTIVE Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic
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 informationDays of the Week Grade Kindergarten
History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety
More informationPersonal Timelines Grade Two
Ohio Standards Connection Data Analysis and Probability Benchmark C Represent data using objects, picture graphs and bar graphs. Indicators 3. Read and construct simple timelines to sequence events. 5.
More informationThe Cell Grade Ten. Estimated Duration: Three hours
Ohio Standards Connection: Life Sciences Benchmark A Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from preexisting cells,
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationGeometry Progress Ladder
Geometry Progress Ladder Maths Makes Sense Foundation Endofyear objectives page 2 Maths Makes Sense 1 2 Endofblock objectives page 3 Maths Makes Sense 3 4 Endofblock objectives page 4 Maths Makes
More informationVolume 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 informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
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 informationFraction Models Grade Three
Ohio Standards Connection Number, Number Sense and Operations Benchmark C Represent commonly used fractions and mixed numbers using words and physical models. Indicator 5 Represent fractions and mixed
More informationCombinations and Permutations Grade Eight
Ohio Standards Connection: Data Analysis and Probability Benchmark H Use counting techniques, such as permutations and combinations, to determine the total number of options and possible outcomes. Indicator
More informationGeometry Enduring Understandings Students will understand 1. that all circles are similar.
High School  Circles Essential Questions: 1. Why are geometry and geometric figures relevant and important? 2. How can geometric ideas be communicated using a variety of representations? ******(i.e maps,
More informationDrawing 3D Objects in Perspective
Mathematics Instructional Materials SAS#.1 (one per pair of students) SAS#.2 (one per pair of students) TIS#.1 (transparency) TIS#.2 (transparency) TIS#.3 (Journal prompt) Isometric Dot Paper Isometric
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 informationLesson Plans. Isaiah A.J. Walters Designer Educator
Lesson Plans Isaiah A.J. Walters Designer Educator Symmetry Activity Centre #1 Complete the Photograph Materials: Magazine Picture Glue Stick Pencils and Pencil Crayons Scissors Blank Paper Instructions:
More informationRise of the Revolution Grade Nine
Ohio Standards Connection: Citizenship Rights and Responsibilities Benchmark A Analyze ways people achieve governmental change, including political action, social protest, and revolution. Indicator 1 Analyze
More informationSHAPES, SHAPES EVERYWHERE!
SHAPES, SHAPES EVERYWHERE! A SecondGrade Geometry Unit Aligned with Mathematics Standards from Content Knowledge: A Compendium of Standards and Benchmarks for K 12 Education, 3rd Edition Regional Educational
More informationPerimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview
Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview Summary of Lessons: This set of lessons was designed to develop conceptual understanding of the unique attributes
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 informationTeaching Guidelines. Knowledge and Skills: Can specify defining characteristics of common polygons
CIRCLE FOLDING Teaching Guidelines Subject: Mathematics Topics: Geometry (Circles, Polygons) Grades: 46 Concepts: Property Diameter Radius Chord Perimeter Area Knowledge and Skills: Can specify defining
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationWarning! Construction Zone: Building Solids from Nets
Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have
More informationGrade 3 FCAT 2.0 Mathematics Sample Answers
Grade FCAT 2.0 Mathematics Sample Answers This booklet contains the answers to the FCAT 2.0 Mathematics sample questions, as well as explanations for the answers. It also gives the Next Generation Sunshine
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 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 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 informationProblem of the Month: Cutting a Cube
Problem of the Month: 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 Core State Standards:
More informationLet s Measure PreKindergarten
Ohio Standards Connection Measurement Standard Benchmark D Apply measurement techniques to measure length, weight and volume (capacity). Indicator 6 Measure length and volume (capacity) using nonstandard
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 informationAngles that are between parallel lines, but on opposite sides of a transversal.
GLOSSARY Appendix A Appendix A: Glossary Acute Angle An angle that measures less than 90. Acute Triangle Alternate Angles A triangle that has three acute angles. Angles that are between parallel lines,
More informationScience Safety is Elementary Grade Three
Ohio Standards Connection: Scientific Inquiry Benchmark C Develop, design and safely conduct scientific investigations and communicate the results. Indicator 4 Identify and apply science safety procedures.
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 informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationClassifying Quadrilaterals
1 lassifying Quadrilaterals Identify and sort quadrilaterals. 1. Which of these are parallelograms?,, quadrilateral is a closed shape with 4 straight sides. trapezoid has exactly 1 pair of parallel sides.
More information3. Relationship between this Unit and the Principles and Standards for School Mathematics (NCTM 2000). This Unit
4 th Grade Mathematics Lesson Plan April 1618, 2002 Brewer Island School, San Mateo, CA Instructor: Akihiko Takahashi 1. Title of Unit: Finding the Area of Shapes 2. Goal: a. To deepen students understanding
More informationMaths Targets for pupils in Year 2
Maths Targets for pupils in Year 2 A booklet for parents Help your child with mathematics For additional information on the agreed calculation methods, please see the school website. ABOUT THE TARGETS
More informationGeometry. Higher Mathematics Courses 69. Geometry
The fundamental purpose of the course is to formalize and extend students geometric experiences from the middle grades. This course includes standards from the conceptual categories of and Statistics and
More informationWriting and Presenting a Persuasive Paper Grade Nine
Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator
More informationNew York State Student Learning Objective: Regents Geometry
New York State Student Learning Objective: Regents Geometry All SLOs MUST include the following basic components: Population These are the students assigned to the course section(s) in this SLO all students
More informationUnderstanding Ratios Grade Five
Ohio Standards Connection: Number, Number Sense and Operations Standard Benchmark B Use models and pictures to relate concepts of ratio, proportion and percent. Indicator 1 Use models and visual representation
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 informationGeometry of Minerals
Geometry of Minerals Objectives Students will connect geometry and science Students will study 2 and 3 dimensional shapes Students will recognize numerical relationships and write algebraic expressions
More informationEnergy Chains Grade Seven
Ohio Standards Connection: Physical Science Benchmark D Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations
More informationEffects of the Enlightenment Grade Nine
History Ohio Standards Connection: Benchmark A Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments. Indicator 1 Explain how
More informationGeometry Shapes and Patterns Janine Vis First Grade Math 10 days
Geometry Shapes and Patterns Janine Vis First Grade Math 10 days Thematic Statement: Geometry skills are important for students as they learn to discern the Godgiven beauty of patterns and relationships
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 informationMendelian and NonMendelian Heredity Grade Ten
Ohio Standards Connection: Life Sciences Benchmark C Explain the genetic mechanisms and molecular basis of inheritance. Indicator 6 Explain that a unit of hereditary information is called a gene, and genes
More informationSymbiotic Relationships Grade Seven
Ohio Standards Connection: Life Sciences Benchmark C Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the
More informationBasic Understandings
Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying
More informationGeometry Unit 1 Geometric Transformations Lesson Plan (10 days)
Geometry Unit 1 Geometric Transformations Lesson Plan (10 days) Stage 1 Desired Results Learning Goal: Students will be able to draw, describe, specify the sequence, develop definitions, and predict the
More informationActivity Set 4. Trainer Guide
Geometry and Measurement of Solid Figures Activity Set 4 Trainer Guide Mid_SGe_04_TG Copyright by the McGrawHill Companies McGrawHill Professional Development GEOMETRY AND MEASUREMENT OF SOLID FIGURES
More informationMathematics Materials for Tomorrow s Teachers
M2T2 E 1 Geometry Mathematics Materials for Tomorrow s Teachers STATE GOAL 9: Use geometric methods to analyze, categorize, and draw conclusions about points, lines, planes, and space. Statement of Purpose:
More informationElementary Mathematics Learning Segment Overview
edtpa Elementary Education Assessment Hbook Elementary Mathematics Learning Segment Overview Central Focus: Students should be able to name, draw identify of 2 Dimensional Shapes. Stateadopted Content
More information