Samantha+and+Ed's+Page+for+Pre-K+-+2nd+grade


 * ​Geometry Standard for Grades Pre-k Through 2nd:**

> You've listed lots of different ideas but how do they all connect to the expectation? Why are these ideas important? do any connect with each other? > No mention of 3D shapes? We used patty paper to show the different types of symmetry. We used it for translation, by tracing the shape on the patty paper then tracing the line your suppose to follow. Then we just followed the line and made sure they both matched up. >>> >>> **Measurement Standard for Grades Pre-k Through 2nd**: >>>
 * **Analyze characteristics and properties of two- and three- dimensional geometric shapes and develop mathe****matical arguments about geometric relationships****.**
 * recognize, name, build, draw, compare, and sort two- and three- dimensional shapes
 * Polygons- a simple closed curve with straight sides
 * regular polygon: polygon that has all side lengths and interior angles congruent.
 * Triangles- polygon with 3 sides
 * Quadrilaterals- polygon with 4 sides
 * Class definitions: kite- a quadrilateral with 2 pairs of congruent adjacent sides
 * square- a rhombus with all angles congruent
 * rectangle- a parallelogram with 2 right angles
 * rhombus- a parallelogram wth 4 congruent sides
 * trapeziod- a quuadrilateral with 1 set of parallel sides
 * parallelogram- a quadrilateral that has 2 sets of parallel sides
 * With all of these shapes we have compared them to each other, as well as to themselves in different sizes and orientations.
 * to build these shapes we have used polystrips in class
 * we have also used real shapes and classroom objects to compare/contrast them
 * Sort shapes by number of sides, general shapes, and sizes of shapes
 * lists/charts to see comparision
 * Sort by Venn Diagrams
 * spaital vizualization of shapes
 * orientation
 * we've worked on getting ourselves used to not always having shapes in thier their typical manner, always sitting upright on the base side. By doing this we will be better able to teach young children about orientation and that for example, a triangle that appears 'upside down' is the same as the one sitting horizontally on its base side.
 * concave and convex shapes
 * "concave"- has at least one interior reflex angle (inward)
 * suplementary angles- interior angle plus exterior angle, together = 180*
 * "similar" attributes of shapes
 * scale factor/common ratios
 * congruent- two shapes are congruent if the image shape has all corresponding angles and side lengths the same as original shape.
 * in class we've worked alot with "similar" shapes and how when they are transformed the icorresponding nterior angles remain the same as original.
 * isometries and dilations
 * translations
 * rotations
 * reflections
 * dilations
 * congruency of shapes
 * Describe attributes and parts of two- and three- dimensional shapes
 * Attributes such as sides, angles, vertices
 * congruent shapes have the same side lengths, same angle measurments
 * side lengths
 * corresponding angles
 * we have also compared parallelism in sides
 * concave shapes (inward)
 * convex shapes (outward)
 * we have used patty paper to trace a side or shape and move it to another shape to compare them and see thier their similarities or differences
 * also with patty paper a shape/side can be traced and easily transferred to a new area
 * Measurement- we use rulers for inches or centimeters on side lengths, why is this here?
 * investigate and predict the results of putting together and taking apart two- and three- dimensional shapes.
 * we have used the sprite and script to make shapes on the computer and?
 * cutting up the pink circle paper in class and making it into a parallelogram and as close as we could to a rectangle (to make an idea about area of circles).
 * cutting and moving around different shapes from the tangram
 * getting the basic idea that a parallelogram can be cut into two triangles, etc.. (works well for area rule, 1/2 b x h).
 * 'diagonal' line and???
 * ** **Specify locations and describe spatial relationships using coo****rdinate geometry and other representational systems**.
 * group presentations in front of class dealing with coordinate and spatial relationships of geometry. and??
 * describe, name, and interpret relattive positions in space and apply ideas about realtive position
 * group presentation in class
 * x and y axis
 * we created some general 'rules' for these in class presentations
 * example: reflections over x axis: (x,y) to (x, -y)
 * translations:
 * adding/subtracting from x value moves point right/left
 * adding/subtracting from y value moves point up/down
 * adding/subtracting from both values moves point diagonally
 * describe, name, and interpret direction and distance in navigating space and apply ideas about direction and distance
 * transformations
 * translations
 * reflections
 * direction of coordinates (1-4)
 * negative and positive directions
 * **Apply transformations and use symmetry to analyze mathematical situations**.
 * isometries
 * symmetry/no symmetry activites in class to see different types describe
 * reflection symmetry
 * rotation symmetry
 * magazine pictures on chart
 * stars, circle, triangles, squares, etc...
 * recognize and apply slides, flips, and turns
 * Two types of symmetry, reflection and rotation
 * A translation matches any two points X and Y with image points X' and Y' so that they move the same distance and direction from the original points as indicated by the translation. We used patty paper to show translation by tracing the points onto the patty paper and moving them the same distance and direction.
 * orientation of shapes- the location or position relative to points of the compass, or cordinates.
 * orientation of shapes- the location or position relative to points of the compass, or cordinates.
 * recognize and create shapes that have symmetry
 * Triangles and Quadrilaterals, including the chart we are making in class
 * reflection and rotational symmetries
 * not all shapes have any symmetry, some have both, some have one or the other, some have none!
 * examples: squares have both
 * star has rotational symmetry
 * **Use visualization, spatial reasoning, and geometric modeling to solve problems**.
 * create mental images of geometric shapes using spatial memory and spatial visualizations
 * Sketchpad, smilemath, tracing shapes, cutting out shapes
 * orientation
 * recognize and represent shapes from different perspectives
 * Shapes do not always have to be the stereotypical base/horizontal line for triangles, or rhombus as a slightly tilted square.
 * diamond is a rhombus, doesnt have to be sitting in a perfect ideal spot that kids think of...we as teachers need make sure they know this so they do not ever think something isn't a shape just because of its orientation, orientation doesn't matter!
 * relate ideas in geometry to ideas in number and measurement
 * recognize geometric shapes and structures in the environment and specify thier location
 * In construction you see triangles all the time. Whether it be the pitch of a roof, or the structure of bleachers.
 * clocks in a classroom, pizza as circle, tables as rectangles, roofs as triangles, corners of the rooms as right angles...
 * **Understand measurable attributes of objects and the units, systems, and processes and measurement**.
 * recognize the attributes of length, volume, weight, area, and time
 * Length- ruler
 * Area- piece of paper, as to measure carpet, or desk top
 * grid paper
 * degrees
 * protractor
 * diameter
 * radius
 * compare and order objects according to these attributes
 * Venn Diagram
 * charts in class/homework
 * order and compare by area (triangles)
 * understand how to measure using nonstandard and standard units
 * *** Patty paper**
 * **wedges**
 * **rulers/length/centimeters**
 * **practice measuring things for homework and in class activites/partner projects!**


 * select an appropriate unit and tool for the attribute being measured**
 * Protractor, angles-degrees, sides-length, radius
 * Apply appropriate techniques, tools, and formulas to determine measurements.
 * measure with multiple copies of units of the same size, such as paper clips laid end to end
 * Wedges for angle
 * use repetition of a single unit to measure something larger than the unit, for instance measuring the length of a room with a single meterstick, or using wedges to fill up "space" in angle or circle
 * No description of how to find areas?
 * use tools to measure
 * protractor to measure degress
 * ruler to measure length in centimeters or inches
 * patty paper
 * angle ruler for degrees and length, rotations
 * with a computer we can use script or the sprite to measure degrees for turns to make shapes or line segments
 * square units for area? cubes for volume?
 * develop common referents for measures to make comparisons and estimates
 * Piece of paper to measure for a right angle, we know a right angle is 90 degrees so placing in on top of a angle can give you a good estimate if its 90 degrees, or over or under.
 * in class we ripped up a paper triangle and then placed the three peices next to each other to show EVERY triangles interior angles measure 180 degrees.
 * using patty paper we can trace a shape or objects outline to make comparison to other shapes or another similar shape.
 * in class we cut a parallelograms side off, staright straight (using perpendicular would be better) down to create a 90 degree angle. We moved it over to the other side to add to the exsiting angle to create another 90 degree angle, this made a rectangle (all angles being 90 degrees). What is the common referent?
 * knowing a staright straight line or line segment is 180 degrees it can be easily used to make a good estimate of an angle, either more or less than 180 degrees.