K-6 Geometry Progression In Practice Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Dec 22, 2015
K-6 Geometry Progression In Practice
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Objectives
To explore the K-5 Geometry Standards for Mathematics
To experience a math activity that focuses on deeper understanding of the classification of shapes.
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3Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
2-D and 3-D
Shapes
Precise
Terminology
Compose and
Decompose
Properties
and Attributes
Compose andDecompose
Sides and Angles
K 1 2
Geometry Learning Progression
Area
Definitions
Fractions
Parallel, Perpendicular, Right, Acute,
Obtuse angles, Line segments, Ray, Symmetry
Volume
Coordinate System
Categorize Shapes
3 4 5
Geometry Learning Progression
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Read Geometry Progressions Overview Page 2-5
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Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Goals for K-6 Geometry
• Shapes, components, properties and categorization based on properties
• Compose and decompose shapes
• Spatial relationships and structuring
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Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Visual
• Students recognize shapes.• A rectangle “looks like a door”.
Descriptive
• Students perceive properties of shapes.• A rectangle has four sides, all of its sides are straight,
opposite sides have equal length.
Analytic
• Students characterize shapes by their properties.• A rectangle has opposite sides of equal length and four right
angles.
Abstract
• Students understand that a rectangle is a parallelogram because it has all the properties of parallelograms.
“From Kindergarten on, students experience all of the properties of shapes that they will
study in Grades K–7, recognizing and working with these properties in increasingly
sophisticated ways.”K-6 Geometry Progressions
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Let’s do some math!
Start with one post-it note. Fold the note in half on the diagonal. Cut along the fold. What new shapes have we created? Explore the shapes you can make
with two triangles.
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Guess My Rule
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These follow my rule These don’t follow my rule
The Four Triangle Problem
Cut another post-it on the diagonal.Use 4 triangles to compose a shape that
follows my rule and tape it together. Is your shape the same or different from
your teammates shapes?How do you know? What makes a
shape unique?
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Shape Search With your team find all possible
unique shapes using four triangles. Consider only congruence – not color
or position. Tape each composite shape together. Persevere until you have found them
all… how many do you think there are?
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Shape SortWhat attributes could you use to sort
the shapes?Sort the shapes using this attribute.Display the results of your sort on a
piece of chart paper.Be ready to share your sort.
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Connect to Geometry Progression
• Look at a grade level progression.• How could you use the Four Triangle
Problem at the grade level you teach?
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Connect to Geometry Standards
• Align this to a grade-level content standard.
• Align this to at least one practice standard.
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“It is important to vary the examples in many ways so that
students do not learn limited concepts that they must later
unlearn.” K-6 Geometry Progressions
Reflection
• How has the geometry domain changed since previous standards?
• How will this effect your teaching and planning?
• What resources/tools do you need to be able to implement the geometry domain in your classroom?
The Four Triangle Problem was written by Cheryl Rectanus and can be found in the book
Math By All Means
Geometry Grades 3 – 4
A Marilyn Burns
Replacement Unit
Copyright 1994 by
Math Solutions
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