Transcript K-6 Geometry Progression in Practice

K-6 Geometry Progression
In Practice
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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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Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
3
Geometry Learning
Progression
K
1
2
2-D and 3-D
Shapes
Compose and
Decompose
Compose and
Decompose
Precise
Terminology
Properties
and Attributes
Sides and
Angles
Geometry Learning
Progression
3
Area
Definitions
Fractions
4
Parallel,
Perpendicular,
Right, Acute,
Obtuse angles,
Line segments,
Ray, Symmetry
5
Volume
Coordinate System
Categorize Shapes
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
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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• Students recognize shapes.
• A rectangle “looks like a door”.
Visual
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.
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“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
These follow my rule
These don’t follow my rule
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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 Sort
What 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
Publications