options: Apply geometric concepts in modeling situations.

Apply trigonometry to general triangles.

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

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

Understand and apply the Pythagorean Theorem.

Make geometric constructions.

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

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

Understand congruence in terms of rigid motions.

Analyze, compare, create, and compose shapes.

Prove theorems involving similarity.

Understand similarity in terms of similarity transformations.

Find arc lengths and areas of sectors of circles.

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

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

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

Define trigonometric ratios and solve problems involving right triangles.

Prove geometric theorems.

Experiment with transformations in the plane.

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

Understand and apply theorems about circles.

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.

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

Reason with shapes and their attributes.

Explain volume formulas and use them to solve problems.

Use coordinates to prove simple geometric theorems algebraically.
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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for free access to Student Response.
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: 22