options: Prove geometric theorems.

Experiment with transformations in the plane.

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

Make geometric constructions.

Analyze, compare, create, and compose shapes.

Use coordinates to prove simple geometric theorems algebraically.

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

Apply geometric concepts in modeling situations.

Understand and apply the Pythagorean Theorem.

Understand similarity in terms of similarity transformations.

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

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

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

Find arc lengths and areas of sectors of circles.

Understand congruence in terms of rigid motions.

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.

Visualize relationships between two-dimensional and three-dimensional objects.

Reason with shapes and their attributes.

Explain volume formulas and use them to solve problems.

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

Understand and apply theorems about circles.

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

Prove theorems involving similarity.

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

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

Apply trigonometry to general triangles.
problem_activity: Stage 2: Grade 2 Shapes
Required Preparation
Materials to Gather
Paper
Materials to Copy
Blackline Masters
Shape Cards Grade 2

Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students draw a shape that has a shared attribute with the two shapes. Students get a point if they draw a shape that no other student drew. It is possible that students will draw a shape with a different shared attribute than what the original student chose. This can be an interesting discussion for students to have.
Variation:
Students can write down a shared attribute of the shapes.


correct_option_index: 18