options: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Define trigonometric ratios and solve problems involving right triangles.

Reason with shapes and their attributes.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Classify two-dimensional figures into categories based on their properties.

Experiment with transformations in the plane.

Make geometric constructions.

Understand and apply the Pythagorean Theorem.

Find arc lengths and areas of sectors of circles.

Apply geometric concepts in modeling situations.

Prove geometric theorems.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply trigonometry to general triangles.

Use coordinates to prove simple geometric theorems algebraically.

Understand similarity in terms of similarity transformations.

Translate between the geometric description and the equation for a conic section.

Understand congruence in terms of rigid motions.

Understand and apply theorems about circles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Explain volume formulas and use them to solve problems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Prove theorems involving similarity.

Analyze, compare, create, and compose shapes.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Visualize relationships between two-dimensional and three-dimensional objects.
problem_activity: Narrative
The purpose of this activity is for students to use informal language and the structure of the coordinate grid to describe a given shape. Some questions may be about properties of the shape rather than its location. For example, “Is the rectangle wider than it is tall?” is a question that eliminates many shapes. As the number of shapes decreases, the location will become more important and the features of the coordinate grid will play a larger role. The synthesis gives students an opportunity to consider how the numbers in the coordinate grid can be useful to accurately describe the attributes, location, and orientation of a given shape (MP6).
Launch
Groups of 2
Activity
5 minutes: partner work time
Monitor for students who:
reference the structure of the grid in their questions
reference the numbers on the horizontal and vertical axes in their questions
use gestures to indicate horizontal or vertical gridlines
use the words horizontal or vertical
Student Facing
Play a round of Guess Which One.
Sit next to your partner.
Partner A:
Mentally choose a shape card without indicating which shape card you chose.
Partner B:
Ask yes or no questions to determine which shape card partner A has chosen.
A
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B
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C
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D
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E
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F
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G
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H
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I
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J
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K
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L
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Switch roles and play another round of Guess Which One.
Diego and Kiran were playing a round of Guess Which One. These are the last two shapes. What question can Kiran ask to determine which shape is the one that Diego picked?
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Student Response
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Advancing Student Thinking
If students do not reference the grid lines or numbers when asking questions, refer to the display from the first activity and ask, “Which words can you use to help you figure out which shape your partner chose?”
Activity Synthesis
Ask previously identified students to share their reasoning.
“How do the numbers help us locate shapes on the grid?” (I could use them to describe the lines and the points. I could also use numbers to describe the location of the shape: “Go up three. Go over 5.”)
“The gridlines with numbers on them are called
axes
. The coordinate grid has a
horizontal axis
and a
vertical axis
.”


correct_option_index: 3