options: Find arc lengths and areas of sectors of circles.

Apply geometric concepts in modeling situations.

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

Reason with shapes and their attributes.

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

Analyze, compare, create, and compose shapes.

Make geometric constructions.

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

Understand similarity in terms of similarity transformations.

Understand and apply the Pythagorean Theorem.

Understand congruence in terms of rigid motions.

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

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

Understand and apply theorems about circles.

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

Apply trigonometry to general triangles.

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

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

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

Explain volume formulas and use them to solve problems.

Prove geometric theorems.

Experiment with transformations in the plane.

Prove theorems involving similarity.

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

Define trigonometric ratios and solve problems involving right triangles.

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

Use coordinates to prove simple geometric theorems algebraically.
problem_activity: Task
As a whole group, students will sort a collection of three-dimensional objects into categories by shape. There should be several that fall into each of the categories below:
sphere
cone
pyramid
cube
cylinder
rectangular prism
As a class, students brainstorm attributes of the objects they have classified, and the teacher writes those attributes where the entire class can see them. Students then use one of the following sentence frames as they classify the objects. The sentence frames should be written on sentence strips or some other large paper so that the entire class can read/see them during the activity.)
The ___________ is in the shape of a __________ . It is/has __________ , just like all ____________.
The ___________ is in the shape of a __________ . It is/has ___________ , but some ___________ aren't/don't.
The teacher models with one or two objects to start. An example would be:
"The can is in the shape of a cylinder. It has circles on the ends, just like all cylinders."
"The can is a in the shape of a cylinder. It is made of metal, but some cylinders aren't."
This will help students distinguish between defining attributes and non-defining attributes.
Once students are familiar with this task they can be given a set of cards and can work in pairs to classify by defining attribute using the (now familiar) sentence frames.


correct_option_index: 3