Specifically, it is expected that students will have prior knowledge/experience related to concepts and skills identified below. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop understanding of these ideas. Composition and decomposition of two- dimensional shapes Recognition of shapes from different perspectives and orientations Basic geometric figures and spatial relationships Sides, vertices, and other geometric attributes Fractions: halves, fourths Tally marks Picture graphs SELECTED TERMS AND SYMBOLS The following terms and symbols are not an inclusive list and should not be taught in isolation. Instructors should pay particular attention to them and how their students are able to explain and apply them (i.e. students should not be told to memorize these terms). Teachers should present these concepts to students with models and real life examples. Students should understand the concepts involved and be able to recognize and/or demonstrate them with words, models, pictures, or numbers. For specific definitions, please reference the . angle attribute bar graph circle column cone cube cylinder data set edge face fourths fraction halves hexagon irregular polygon partition pentagon picture graph plane figure polygon quadrilateral rectangle regular polygon row scale shapes solid figure square thirds trapezoid triangle unit fraction vertex/vertices whole STRATEGIES FOR TEACHING AND LEARNING (Information adapted from the North Carolina DPI Instructional Support Tools) General Strategies: Students should be actively engaged by developing their own understanding.
TASK DESCRIPTIONS Scaffolding Task Tasks that build up to the learning task. Constructing Task Constructing understanding through deep/rich contextualized problem solving tasks. Practice Task Tasks that provide students opportunities to practice skills and concepts. Culminating Task Designed to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to give evidence of their own understanding toward the mastery of the standard and requires them to extend their chain of mathematical reasoning. Formative Assessment Lesson (FAL) Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards. *3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. More information along with guidelines for 3-Act Tasks may be found in the Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics Wiki. TASKS CONTINUED Task Name Task Type/ Grouping Strategy Content Addressed Standard(s) *Natural Shapes 3-Act Task Whole Group Describe geometric figures MCC.2.G.1 Shape Robot Scaffolding Task Group/Partners Describe geometric figures MCC.2.G.1 The Shape of Things Practice Task Group/Partners Describe geometric figures MCC.2.G.1 Greedy Shapes Practice Task Group/Partners Describe geometric figures MCC.2.G.1 The Curious Case of the Cube Scaffolding Task Large Group / Small Group Visualizing and Creating a Cube Based on Its Attributes MCC.2.G.1 Net or Not? Performance Task Partners Attributes of a Cube MCC.2.G.1
Sharing Equally Constructing Task Partners Partitioning rectangles Identify, and compare fractions MCC.2.G.3 Grandma’s Quilts Constructing Task Partners Partitioning rectangles MCC.2.G.2 Making Rectangles Practice Task Large Group/Partners Partitioning rectangles MCC.2.G.2 Ribbon Fractions Constructing Task Large Group/ Small Group Identify, label and compare fractions MCC.2.G.2 MCC.2.G.3 Making a Cake Constructing Task Large Group/Small Group Identify, and compare fractions MCC.2.G.2 MCC.2.G.3 Fraction Cookies Constructing Task Individual/partner Label and compare fractions MCC.2.G.3 MCC.2.MD.10 My Country’s Flag Culminating Task Individual Arrays Describe geometric figures Identify, label, and compare fractions MCC.2.G.1 MCC.2.G.2 MCC.2.G.3 Teeth Graph Scaffolding Task Picture and Bar Graphing MCC.2.MD.10 If you would like further information about this unit, please view the Unit 5 Webinar on the Georgia DOE Hexagon
Choose a polygon and create a picture using the shape. Describe it with mathematical words and then create a story about your picture. Intervention Some students may have difficulty the geoboards with rubber bands. These students can use dot paper instead. They can draw lines between the dots to create the various shapes. Use dot paper to model various shapes such as triangles, quadrilaterals, pentagons, hexagons, etc. Name _____________________________ Date ____________ Describing Plane Shapes Shape Name of the Shape Number of Sides Number of Vertices Examples Triangle Quadrilateral
Children need to be aware of two aspects or components of fractional parts: (1) the number of parts and (2) the equality of the parts (in size, not necessarily in shape). Emphasize that the number of equal parts or fair shares that make up a whole determines the name of the fractional parts or shares. They will be familiar with halves but should quickly learn to describe thirds, fourths, fifths, and so on.” ESSENTIAL QUESTIONS Why is it important to identify, label, and compare fractions (halves, thirds, fourths) as representations of equal parts of a whole or of a set? If you have two fractions, how do you know which is greater or has more value? MATERIALS For the teacher Several pieces of ribbon cut into 1 yard pieces (these pieces will be used for student demonstration, 3-5 pieces may be necessary) For each group 1 yard of ribbon (string or adding machine tape also work) String paper clips ruler scissors unifix cubes or snapping cubes For Differentiation groups Adding machine tape Unifix cubes GROUPING Large group, Small groups of 3 or 4 TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION Part I Show the class a length of ribbon that is one yard long and ask how to divide it into two equal pieces. You may wish to have volunteers come up and demonstrate their strategies. Some might suggest folding the ribbon in half so the two parts match and then cutting on the fold. Ask, “how do you know this will work?” Make sure to have them explain their strategies, even if they are wrong! Make sure to demonstrate ALL strategies so those that are incorrect can see why what
#6 Two fourths Two fourths #7 One fourth One fourth One fourth One fourth #8 One third Two thirds Name ____________________________________ Date ________________ Fraction Cookie Orders