options: Experiment with transformations in the plane.

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

Explain volume formulas and use them to solve problems.

Understand congruence in terms of rigid motions.

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

Reason with shapes and their attributes.

Apply geometric concepts in modeling situations.

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

Understand and apply the Pythagorean Theorem.

Apply trigonometry to general triangles.

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

Understand similarity in terms of similarity transformations.

Find arc lengths and areas of sectors of circles.

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

Make geometric constructions.

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

Analyze, compare, create, and compose shapes.

Use coordinates to prove simple geometric theorems algebraically.

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

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

Prove theorems involving similarity.

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

Understand and apply theorems about circles.

Define trigonometric ratios and solve problems involving right triangles.

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

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

Prove geometric theorems.
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: 5