Transcript Day 1 - ElementaryMathematics

Describe and
analyze
properties of
two-dimensional
shapes.
Grade 3
Big Idea 3
Group Norms and
Housekeeping
 Group Norms:
 Logistics:
 Participate
 Rest Rooms
 Ask questions
 Phone Calls
 Work toward solutions
 Breaks
 Limit side bars
 Lunch
 Listen with an open mind
 Punctuality
 Sharing
Let’s Warm-up!!
What kind of a tree does a math teacher climb?
A Geome-tree
What’s a polygon?
A dead parrot
Which triangles are the coldest?
Ice-sosceles
Where can you buy a ruler that is 3 feet long?
A yard sale
MA.3.G.3.1:
Describe, analyze, compare, and
classify two-dimensional shapes
using sides and angles - including
acute, obtuse, and right angles - and
connect these ideas to the definition
of shapes.
Content Limits:
 Items may include regular and irregular polygons with 3, 4, 5, 6, 8, or 10
sides.
Items may assess the specific names of polygons with 3, 4, 5, 6, 8, or 10
sides and the following terms: regular and irregular polygons, lines and line
segments (parallel and perpendicular), diagonals, and vertices (vertex).
Polygons used in items may include types of triangles (right, equilateral,
isosceles, and scalene), types of quadrilaterals (parallelogram, trapezoid,
rectangle, rhombus, square, and/or kite), pentagons, hexagons, octagons,
and decagons.
Types of angles will not be assessed in isolation at this benchmark.
Items will not include defining or identifying the following vocabulary
terms:
concave and convex.
Polygons may be classified by use of parallel or perpendicular sides as
well as number of sides and/or types of angles.
Polygons used in items may be concave or convex.
FCAT Sample Question
MA.3.G.3.2:
Compose, decompose, and transform
polygons to make other polygons,
including concave and convex
polygons with three, four, five, six,
eight, or ten sides.
Remark/Examples:
Example: With pattern blocks, a trapezoid and a triangle can be
combined to form a parallelogram or a large triangle. Also, the
hexagon can be decomposed to form two trapezoids, and so forth.
Example: One can cut a triangle off of a parallelogram so that,
when translated and attached to the other side, the parallelogram
becomes a rectangle.
Content Limits:
Items may include concave or convex polygons with 3, 4, 5, 6,
8, or 10 sides.
Items may include the use of transformations to create new
polygons, but the transformation (i.e., rotations, translations,
reflections, dilations) will not be assessed.
Geometric terms will be used with common terminology set in
parentheses, i.e., reflection (flip).
Items may use the following terms: overlapping, combine, and
polygon.
Items will not assess the following vocabulary terms: concave,
convex, compose, or decompose.
FCAT Sample Question
MA.3.G.3.3:
Build, draw, and analyze twodimensional shapes from several
orientations in order to examine
and apply congruence and
symmetry.
Content Limits:
Items may include concave or convex polygons with 3, 4, 5, 6,
8, or 10 sides.
Items should use the correct geometric term with common
terminology set in parentheses, i.e., reflection (flip).
Items may assess the following terms: symmetry, reflection,
and/or congruent.
Transformations may be used in graphics; however, the
transformations needed to compose or decompose polygons
(rotations, translations, dilations) will not be assessed.
FCAT Sample Question
Big Idea 3 Video
Podcast
MA.3.G.3.1
Describe, analyze, compare, and classify 2-dimensional
shapes using sides and angles-including acute, obtuse, and
right angles-and connect these ideas to the definition of
shapes.
What is a polygon?
polygon
Not a
polygon
Not a
polygon polygon
Not a
polygon
polygon
polygon
Not a
polygon
Regular Polygons
A regular polygon is a polygon whose sides are
all the same length, and whose angles are all
the same.
Are these regular polygons?
Why or why not?
A: No…
These sides are all the different lengths,
and the angles are all different.
Two Ways to Classify
Triangles
By Their Sides
By Their Angles
4/12/2016
Acute???
Acute Triangles
Definition:
Not Acute Triangles
Isosceles???
Isosceles Triangles
Definition:
Not Isosceles Triangles
Scalene Triangles
No sides are the same length
4/12/2016
2
2
Isosceles Triangles

At least two sides are the same
length
Acute Triangles

Acute triangles have three acute
angles
Right Triangles

Right triangles have one right angle
What about the other two angles?
ObtuseTriangles

Obtuse triangles have one obtuse
angle
What about the other two angles?
Let’s Play…..
NAME THAT TRIANGLE!!
NAME THAT TRIANGLE!!
Answer:
Right Scalene Triangle
NAME THAT TRIANGLE!!
Answer: Obtuse Isosceles Triangle
NAME THAT TRIANGLE!!
Answer: Acute Scalene Triangle
Geogebra
Quadrilateral
Parallelogram
Kite
Rectangle
Rhombus
Square
Trapezoid
What are all of the names for this polygon?
 Quadrilateral
 Parallelogram
 Rectangle
Which name best describes the shape?
What are all of the names for this polygon?
 Quadrilateral
 Parallelogram
Which name best describes the shape?
What are all of the names for this polygon?
 Quadrilateral
 Parallelogram
 Rhombus
Which name best describes the shape?
What are all of the names for this polygon?
 Quadrilateral
 Trapezoid
Which name best describes the shape?
What are all of the names for this polygon?
 Quadrilateral
 Parallelogram
 Square
 Rhombus
 Rectangle
Which name best describes the shape?
Quadrilateral Flow Chart
Let’s Go Fly a
Kite!! Kite
Is this a kite?
Not a Kite
Is this a kite?
YES!
NO!
Grab and Go Activity 9.7
Dot Paper
MA.3.G.3.2
Compose, decompose, and transform polygons to make
other polygons, including concave and convex polygons
with three, four, five, six, eight, or ten sides.
Concave or Convex?
Concave
Convex Concave
Convex
Tangrams
Grab and Go Activity 10.1
Compose Hexagons
MA.3.G.3.3
Build, draw, and analyze 2-Dimensional shapes from several
orientations in order to examine and apply congruence and
symmetry.
Using Geoboards to show
Symmetry
Grab and Go Activity 10.9
Dot Paper
Ticket Out 3 – 2 - 1
 Fold your paper into three
columns
 Write:
 3 things you learned from
this workshop
 2 things you will use in your
classroom
 1 way the workshop can be
improved