options: Use coordinates to prove simple geometric theorems algebraically.

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

Make geometric constructions.

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).

Understand similarity in terms of similarity transformations.

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

Understand and apply the Pythagorean Theorem.

Explain volume formulas and use them to solve problems.

Apply trigonometry to general triangles.

Apply geometric concepts in modeling situations.

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

Prove geometric theorems.

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

Find arc lengths and areas of sectors of circles.

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

Understand and apply theorems about circles.

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

Prove theorems involving similarity.

Define trigonometric ratios and solve problems involving right triangles.

Understand congruence in terms of rigid motions.

Analyze, compare, create, and compose shapes.

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

Experiment with transformations in the plane.

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

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

Reason with shapes and their attributes.
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: 26