Size: px
Start display at page:

Transcription

1 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 (flips), rotations (turns), and translations (slides) in solving geometric problems; e.g., use transformations to determine if 2 shapes are congruent. Mathematical Processes Benchmark J Read, interpret, discuss and write about mathematical ideas and concepts using both everyday and mathematical language. Lesson Summary: In this lesson students describe the movement needed to show that two shapes are congruent using superposition. Students move objects and describe the movement using common words such as slide, turn and rotate and mathematical terms translation, rotation and reflection. Kinesthetic activity and writing tasks are included to develop student understanding. Estimated Duration: Two hours Commentary: The concept of congruency is reinforced through application of geometric transformations. It is important that students are able to manipulate objects to model and describe movements and develop spatial sense. As students have these experiences, new mathematical terminology is introduced and opportunities for using the new language should be provided through oral and written tasks. Pre-Assessment: The task assesses prior knowledge of congruency. Cut two congruent shapes from construction paper. Use an irregular shape. Display two congruent shapes. Tell students that the shapes are congruent. Ask them to explain why the shapes are congruent. List student responses on the board or chart paper. Ask students how they would determine or show that the two shapes are congruent. Responses should include laying one of the shapes directly on top of the other (superposition). Have students write what they know about congruent shapes in a journal. Scoring Guidelines: Informally assess students prior knowledge by listening to discussions and reading journal entries. Provide practice identifying congruent shapes using manipulatives for students who show evidence of misunderstanding. Post-Assessment: Distribute Transformations Post-Assessment, Attachment A. 1

2 Scoring Guidelines: Assess the ability of students to identify and describe transformations that can show two shapes are congruent. An answer key is provided on Post-Assessment Answer Key, Attachment B. Use the student responses to determine the level of understanding. Students should be able to identify and describe the three transformations and recognize the terminology. Instructional Procedures: Part One 1. Distribute two trapezoids from a pattern block set to each student or cut out sets of trapezoids from Trapezoids, Attachment F. Display two congruent shapes on the board in the same orientation. For example: 2. Ask students questions and have them describe the movement to superpose one shape over the other. Allow students to use the trapezoid models to model the movement needed. Are these shapes congruent? How do you know? How can you show the shapes are congruent? Describe the movement as this shape is moved to be placed on top of the other. (The shape was slid over to the other.) Slide the shape across the chalkboard. 3. Distribute Transformations, Attachment C. 4. Introduce the term translation. Write the word on the board and have students write it in the box on top of the first column of Attachment C. Have students describe a translation in their own words and draw an example of a translation in the column. Tell students they can add additional information and pictures about translations throughout the lesson. 5. Show students that the shape can be translated in any direction, up, down, left, right, diagonally. Have them make observations and determine that the orientation of the shape remains the same in a translation. 6. Have the students stand up. Tell them to slide or take a side step to the left. Give them more tasks such as stepping back or to a diagonal. Focus on the orientation of the body, that throughout the movement they face the same direction. 7. Show students the pair of shapes as shown. 8. Have the students describe the movement needed to superpose the two shapes. Responses should include turning or rotating the shape. 2

3 9. Ask students how they knew that it wasn t a translation. Responses should indicate that the shape is not in the same orientation. 10. Direct students to the second column of Attachment C. Write the term rotation on the board and have students write rotation in the box above the middle column. Tell students that the movement, to superpose the two shapes, is called rotation. 11. Ask students if they have heard of the term rotation. Responses may include spinning a toy top or the sun rotates. Tell students that rotation is the same as turn. 12. Have students describe rotation in their own words in the second column of Attachment C. Tell students to include an illustrative example of a rotation. 13. Have students stand up. Tell them to rotate to the right. Compare the rotation to the translation movement. Responses should indicate that the students are facing a different direction, therefore the orientation changes. 14. Provide examples of pairs of shapes and have students identify the movements needed to superimpose the shapes to determine if they are congruent. Include shapes that are not congruent to reinforce the idea of congruency. 15. Have students add information about translation and rotation to the appropriate columns on Attachment C. Instructional Tip: Have the students complete several examples of transformations with pattern blocks. Observe students as they translate or rotate and listen to the terms used to describe the movement. Part Two 16. Review translation and rotation with the student. Refer students to Transformations, Attachment C, for assistance. 17. Show students the two shapes below. 18. Ask students what movement could be used to superpose the two shapes and determine if the shapes are congruent. Allow students to use the trapezoid objects to model the movement. Responses should include flipping one of the shapes over or rotating the shape half way around. If the students use the term turn, ask for another term to describe the movement (rotation). 19. Distribute small mirrors to groups of students. Ask students to place one of the trapezoids in front of the mirror and observe the trapezoid in the mirror. Have students describe and compare the trapezoid in the mirror with the model trapezoid. Descriptions may include the word reflection. Students should observe that the trapezoid looks like it is flipped over or that the side of the trapezoid closest to the mirror looks closest to them in the mirror or reflection. 3

4 20. Write the term reflection on the board and have students write reflection in the box on top of the third column of Attachment C. Have students write a description of reflection in their own words and draw a picture showing an example of a reflection. 21. Organize students into groups of four. Have them share their description of reflections. Then, have them compare translation, rotation and reflection. 22. Distribute a sheet of grid paper to each student. Have the students practice creating reflections using irregular shapes. It is helpful for students to use the grid for accuracy, and to assure that shapes are congruent. This can easily be shown using a transparency on the overhead, then folding the transparency to demonstrate the reflection. 23. Show student pairs of figures on the overhead using, Overhead Display, Attachment D. Have students identify the movement needed to superpose the two figures. 24. Distribute Transformation Practice, Attachment E for homework or seatwork. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Use different representations of the transformations. o Rotations can be demonstrated by taking two congruent shapes and putting a brass fastener through one corner of the shape. Fasten the shape to a sheet of paper. The students can trace the original shape, then turn it and trace it in its new position. This process will allow the kinesthetic learner to physically make the rotations. o Reflections can be demonstrated using an actual mirror to show the mirror image. o Translations show using magnetic shapes, to emphasize that the shape just slides. Explore tessellations, geometric transformations in artwork and architecture. Extensions: Students can create a flip book of the transformations (reflection, rotation, translation) Students can create reflections of their name using grid paper and drawing a horizontal line in the middle for the line of reflection or mirror line. Home Connections: Have the students create their own transformation pairs on index cards for homework. The front can show the shapes and back should give the name of the transformation. Students can share with their group or the class, and classmates can guess the transformation. 4

5 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, therefore 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: overhead display, overhead pattern blocks, pairs of cut out shapes For the students: pattern blocks, index cards, mathematics journal/notebook Vocabulary: congruent reflection rotation translation Technology Connections: Use software programs that allow students to move shapes to prove congruency and create their own transformations. Attachments: Attachment A, Post Assessment Attachment B, Post-Assessment Answer Key Attachment C, Transformations Chart Attachment D, Overhead Display Attachment E, Transformation Practice 5

6 Attachment A Post-Assessment Name Date Directions: Respond to the questions below. 1. How can you tell if two shapes are congruent? Describe how you could prove that two shapes are congruent. 2. Name the transformation shown in each diagram. (reflection, rotation, or translation) 6

7 Attachment A (continued) Post-Assessment Name Date 3. On the grid, draw a reflection of the shape by shading the squares. 4. On the grid, shade the translation of the shape. 5. Shade the rotation of the shape below. 6. Explain how you know if the shapes you have shaded above are congruent with the original shape.

8 Total possible points 15 Geometric Transformations Grade Four Attachment B Post-Assessment Answer Key 1. How can you tell if two shapes are congruent? Describe how you could prove that two shapes are congruent. 2 points: Explains that congruent means that the shapes are the same size and same shape. Can prove congruency by placing the shapes on top of one another and may describe a transformation that proves congruency. 1 point: Explains that congruent means the same shape and size, but does not give a way to prove congruency, or explanation is not clear. 0 points: Did not attempt to answer, or gave an incorrect response. 2. a. rotation b. reflection c. reflection or rotation d. translation e. rotation f. reflection 3. On the grid, show a reflection of the shape by shading the squares. Please note that students may have shaded a reflection that is flipped down.

9 Attachment B (continued) Post-Assessment Answer Key 4. On the grid, shade the translation of the shape Students may have shaded the translation of the shape diagonally too. 5. Shade the rotation of the shape below. The rotation could also be shown as a 180-degree turn 6. Explain how you know if the shapes you have shaded above are congruent with the original shape. (2 point response) 2 points Explains the shaded part has to be the same size and shape, OR that the number of shaded squares is the same as the original and in the same shape. 1 point Explains that the shape was just turned, flipped, or slid, but does not reference size or shape. 0 points Response is missing or incorrect information is given 9

10 Attachment C Transformations Chart 10

11 Attachment D Overhead Display 11

12 Attachment E Transformation Practice 12

13 Attachment F Trapezoid Patterns 13

### Drawing 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

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

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

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

### Systems 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

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

### Comparing 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

### Bar 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

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

### Lesson #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

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

### Linear, 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

### Writing Simple Stories Grade One

Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end

### Using 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

### Models 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

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

### Days 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

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

### Explorations 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

### Main 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

### Let s Measure Pre-Kindergarten

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 non-standard

### Changes 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

### Scarcity 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

### What 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

### Counting 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

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.

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

### Investigating 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

### Production: 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.

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

### Indirect 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

### Third 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

### Mansa 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

### Warning! 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

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

### Drawing 3-D 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

### Elements 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

### Objective 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

### Glencoe. 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,

### Discovering 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

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

### BUILDING THREE-DIMENSIONAL (3D) STRUCTURES

Activities Grades 6 8 www.exploratorium.edu/geometryplayground/activities BUILDING THREE-DIMENSIONAL (3D) STRUCTURES Draw a 3D structure in two dimensions. [60 minutes] Materials: Six cubes (any cubes,

### Pocantico Hills School District Grade 1 Math Curriculum Draft

Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next

### Basic 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

### Comparing 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

### SHAPES, SHAPES EVERYWHERE!

SHAPES, SHAPES EVERYWHERE! A Second-Grade Geometry Unit Aligned with Mathematics Standards from Content Knowledge: A Compendium of Standards and Benchmarks for K 12 Education, 3rd Edition Regional Educational

### Building 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

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

### 1. 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.

### Problem 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:

### Three daily lessons. Year 5

Unit 6 Perimeter, co-ordinates Three daily lessons Year 4 Autumn term Unit Objectives Year 4 Measure and calculate the perimeter of rectangles and other Page 96 simple shapes using standard units. Suggest

### Science 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.

### Mathematical goals. Starting points. Materials required. Time needed

Level S6 of challenge: B/C S6 Interpreting frequency graphs, cumulative cumulative frequency frequency graphs, graphs, box and box whisker and plots whisker plots Mathematical goals Starting points Materials

### Making tessellations combines the creativity of an art project with the challenge of solving a puzzle.

Activities Grades 6 8 www.exploratorium.edu/geometryplayground/activities EXPLORING TESSELLATIONS Background: What is a tessellation? A tessellation is any pattern made of repeating shapes that covers

### Narrative 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

### Combinations 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

### Rise 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

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

### Mendelian and Non-Mendelian 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

### Fractions 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

### MD5-26 Stacking Blocks Pages 115 116

MD5-26 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.

Ohio Standards Connection: Life Sciences Benchmark B Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms

### Chapter 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

### Civil Disobedience During the Civil Rights Movement Grade 10

Ohio Standards Connection: Citizenship Rights and Responsibilities Benchmark A Analyze ways people achieve governmental change, including political action, social protest and revolution. Indicator 2 Explain

### Elizabeth Evans Riverside Elementary 6 th Grade. Teaching Objectives To use tangrams to build figures that have symmetry. To identify line symmetry.

Elizabeth Evans Riverside Elementary 6 th Grade Teaching Objectives To use tangrams to build figures that have symmetry. To identify line symmetry. Instructional Activities (designed for groups of 4) 1.

### Geometry 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

### Unit 6 Direction and angle

Unit 6 Direction and angle Three daily lessons Year 4 Spring term Unit Objectives Year 4 Recognise positions and directions: e.g. describe and find the Page 108 position of a point on a grid of squares

### Area and Perimeter: The Mysterious Connection TEACHER EDITION

Area and Perimeter: The Mysterious Connection TEACHER EDITION (TC-0) In these problems you will be working on understanding the relationship between area and perimeter. Pay special attention to any patterns

### 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

### Situation: Proving Quadrilaterals in the Coordinate Plane

Situation: Proving Quadrilaterals in the Coordinate Plane 1 Prepared at the University of Georgia EMAT 6500 Date Last Revised: 07/31/013 Michael Ferra Prompt A teacher in a high school Coordinate Algebra

### Tessellations. Practice 1 Identifying Tessellations. In each tessellation, color the repeated shape. Example

Name: Chapter Date: Practice 1 Identifying In each tessellation, color the repeated shape. Example 1. 2. 3. Lesson 14.1 Identifying 133 Is each pattern a tessellation of a single repeated shape? Write

### Writing 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

### 3.1. Angle Pairs. What s Your Angle? Angle Pairs. ACTIVITY 3.1 Investigative. Activity Focus Measuring angles Angle pairs

SUGGESTED LEARNING STRATEGIES: Think/Pair/Share, Use Manipulatives Two rays with a common endpoint form an angle. The common endpoint is called the vertex. You can use a protractor to draw and measure

### Unit 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

### B.C. or A.D.? That is the Question Grade Six

History Ohio Standards Connection: Benchmark A Interpret relationships between events shown on multiple-tier time lines. Indicator 2 Arrange dates in order on a time line using the conventions of B.C.

### First Grade Exploring Two-Digit Numbers

First Grade Exploring Two-Digit Numbers http://focusonmath.files.wordpress.com/2011/02/screen-shot-2011-02-17-at-3-10-19-pm.png North Carolina Department of Public Instruction www.ncdpi.wikispaces.net

### STRAND: Number and Operations Algebra Geometry Measurement Data Analysis and Probability STANDARD:

how August/September Demonstrate an understanding of the place-value structure of the base-ten number system by; (a) counting with understanding and recognizing how many in sets of objects up to 50, (b)

### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to

### Reflection Lesson Plan

Lauren Beal Seventh Grade Science AMY-Northwest Middle School Three Days May 2006 (45 minute lessons) 1. GUIDING INFORMATION: Reflection Lesson Plan a. Student and Classroom Characteristics These lessons

### Preparation Prepare a set of standard triangle shapes for each student. The shapes are found in the Guess My Rule Cards handout.

Classifying Triangles Student Probe How are triangles A, B, and C alike? How are triangles A, B, and C different? A B C Answer: They are alike because they each have 3 sides and 3 angles. They are different

### Check My Writing Kindergarten

Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice

### Performance 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

### Overview. Essential Questions. Precalculus, Quarter 4, Unit 4.5 Build Arithmetic and Geometric Sequences and Series

Sequences and Series Overview Number of instruction days: 4 6 (1 day = 53 minutes) Content to Be Learned Write arithmetic and geometric sequences both recursively and with an explicit formula, use them

### Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c

Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c Lesson Outline BIG PICTURE Students will: manipulate algebraic expressions, as needed to understand quadratic relations; identify characteristics

### 1A: 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

### Unit 11 Fractions and decimals

Unit 11 Fractions and decimals Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Use fraction notation. Recognise simple fractions that are Page several parts of a whole;

### The 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

### ISAT 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

### Introduction to Geography

High School Unit: 1 Lesson: 1 Suggested Duration: 3 days Introduction to Lesson Synopsis: The purpose of this lesson is to introduce students to geography and geography terminology, to teach students about

### Health in Action Project. Fraction Action

Pillar: Active Living Division: II Grade Level: 6 Core Curriculum Connections: Math I. Rationale: Health in Action Project Fraction Action In this activity, students will review what an improper fraction

### boxes Stock cubes food and drink are packed in If you had to design a box which would hold 36 stock cubes which cuboid would you choose?

Stock cubes are packed in boxes If you had to design a box which would hold 36 stock cubes which cuboid would you choose? Why would you make this choice? Boxing stock cubes Cubes have six This will fold

### Cambridge English: First (FCE) Writing Part 1

Cambridge English: First (FCE) Writing Part 1 Teacher s notes Aims of the lesson to familiarise students with Part 1 of the Writing paper and give them practice at planning an essay Time needed 50 minutes

Fourth Grade Mathematics Unit Scaffolding Task: Angle Tangle STANDARDS FOR MATHEMATICAL CONTENT MCC4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint,

### Communication Process

Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the

### Baseball 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

### Kindergarten Math Curriculum Course Description and Philosophy Text Reference:

Kindergarten Math Curriculum Course Description and Philosophy How do numbers and math affect our daily lives? What types of problems can be solved by understanding numbers and math concepts? Through inquiry,

T276 Mathematics Success Grade 6 [OBJECTIVE] The student will add and subtract with decimals to the thousandths place in mathematical and real-world situations. [PREREQUISITE SKILLS] addition and subtraction

### Food 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.

### Graph 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, box-and whisker plots, stem-and-leaf plots, and other representations when