Topic+Fifteen

= Topic Fifteen: Geometry = Pacing (Duration of Unit): 12 Days Standards for Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. **Construct viable arguments and critique the reasoning of others.** 4. Model with mathematics. 5. Use appropriate tools strategically. 6. **Attend to precision.** 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * ** __Transfer:__ **
 * __**Established Goals:**__


 * 1.G.1** Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
 * 1.G.2** Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape

__**Student I Can Statement:**__


 * I can understand and tell about the parts that make different shapes unique.
 * I can build and draw shapes that have certain parts.
 * I can create two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles and quarter-circles).
 * I can create three-dimensional shapes (cubes, right rectangular prisms, right circular cones and right circular cylinders).
 * I can use two and three-dimensional shapes to create new shapes.

__**Prerequisite Skills:**__


 * K.G.2** Correctly name shapes regardless of their orientations or overall size.
 * K.G.3** Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
 * K.G.4** Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
 * K.G.5** Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
 * K.G.6** Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" ||
 * __**Big Ideas:**__

Two and three-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. An object's location in space can be described quantitatively. Mathematics content and practices can be applied to solve problems. || __**Essential Questions:**__
 * Geometric Figures **
 * Practices, Processes, and Proficiencies **


 * How can shapes and solids be described, compared, and used to make other shapes? ||
 * __**Students will know...**__


 * Many everyday objects are close approximations of standard plane shapes.
 * Plane shapes have many properties that make them different from one another. Many plane shapes can be described by their sides and vertices.
 * Plane shapes can be combined to make new plane shapes.
 * Many everyday objects closely approximate standard geometric solids.
 * Many solid figures are comprised of flat surfaces and vertices.
 * Attributes can be used to sort solid figures. Many sets of solid figures can be sorted in more than one way.
 * Solid figures can be combined to make other solid figures.
 * Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for.
 * Some problems can be solved by reasoning about the condition in the problem.

__**Vocabulary:**__

plane shapes hexagon trapezoid sort side corner solid figure cube rectangular prism sphere cylinder cone flat surface vertex (vertices) pyramid || __**Students will be skilled at...**__


 * identifying and naming standard plane shapes and recognize them in the environment.
 * making organized lists to solve problems.
 * sorting plane shapes and identifying their properties.
 * combining plane shapes to make different pictures.
 * combining two-dimensional geometric shapes to make new two-dimensional geometric shapes.
 * identifying and naming standard geometric solids and recognize them in the environment.
 * counting the number of flat surfaces and vertices on geometric solids.
 * identifying geometric solids (sphere, cone, cylinder, rectangular prism, and cube), and sort by carious attributes.
 * combining solid figures to make new solid figures.
 * identifying defining and non-defining attributes of plane shapes and solid figures. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || __**Other Evidence:**__ ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__

**15-1** Many everyday objects are close approximations of standard plane shapes. **15-3** Plane shapes have many properties that make them different from one another. Many plane shapes can be described by their sides and vertices. **15-4** Plane shapes can be combined to make new plane shapes.
 * 15-2** Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for.

**15-6** Many everyday objects closely approximate standard geometric solids. **15-7** Many solid figures are comprised of flat surfaces and vertices. **15-8** Attributes can be used to sort solid figures. Many sets of solid figures can be sorted in more than one way. **15-9** Solid figures can be combined to make other solid figures. **15-10** Some problems can be solved by reasoning about the condition in the problem. ||
 * 15-5** Plane shapes can be combined to make new plane shapes.
 * __**Resources:**__ ||