3_5_6M


 * Grade:3 Unit:5 Week: 6 Content: Math Dates: 4/1-4/5 **


 * Theme Essential Question **** : What is a polygon and how can I find the perimeter and area of that polygon? (Rectangles) **


 * Essential Questions: **
 * Can I identify the attributes of triangles: three sides, three vertices, three angles?
 * Can I identify the attributes of quadrilaterals: four sides, four vertives, four angles?
 * Can I determine the geometric moves needed to prove or disprove the congruence between two shapes?
 * Can I recognize right angles?
 * Can I identify a right angle as having a measure of 90°?
 * Do I understand angle size as the degree of turn?
 * Can I compare the size of angles?


 * Standards **
 * 3.G.1 ** Reason with shapes and their attributes. Understand that shapes in different categories, (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the share attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles and squares as examples of quadrilateral,and draw examples of quadrilaterals that do not belong to any of these subcategories.


 * Objectives **
 * 1) Identify the attributes of triangles: three sides, three vertices, three angles.
 * 2) Identify the attributes of quadrilaterals: four sides, four vertices, four angles.
 * 3) Compare the properties of squares and rectangles.
 * 4) Identify a right angle as having a measure of 90°.
 * 5) Compare the size of angles.
 * 6) Understand angle size as the degree of turn.

Harcourt, pg 460-It’s In The Bag (Pockeful of Polygons)
 * Assessment **
 * Product


 * Key Questions (match Standard)
 * Do students recognize that the size of the angle is independent of the size of the
 * object?
 * Do students understand that measuring an angle means examing the amount of
 * turn?
 * Are students able to build quadrilaterals and triangles according to the given
 * constraints?
 * Do students choose correct side lengths to make squares?
 * Are students able to build quadrilaterals that are not squares or rectangles?


 * Observable Student Behaviors (Performance)
 * Student is able to build triangles according to the given constraints.
 * Student identifies three lengths that will not make a triangle.
 * Student recognizes that triangles must have three sides, three vertices and three
 * angles.
 * Student recognizes that triangles can be oriented in many ways.
 * Student recognizes that triangles may have angles that are the same size or very
 * different size from one another.
 * Student chooses corrects side lengths to make squares and rectangles.
 * Student recognizes that both squares and rectangles have right angles.
 * Student is able to build quadrilaterals that are not squares or rectangles.


 * ** Mathematical Practices **
 * Make sense of problems and persevere in
 * solving them.
 * Reason abstractly and quantitatively.
 * Construct viable arguments and critique the reasoning of others.
 * Model with mathematics.
 * Use appropriate tools strategically.
 * Attend to precision.
 * Look for and make use of structure.
 * 8. Look for and express regularity in repeated reasoning. ||

octagon decagon trapezoid rhombus rectangle square triangle quadrilateral endpoints point line segment line ray close shape open shape angle polygon side intersecting lines perpendicular lines parallel lines vertices vertex right angle degrees parallelogram plane shape ||  ||   ||
 * Vocabulary **
 * ** Math ** || || ||
 * pentagon hexagon
 * Suggested Activities ** [see Legend to highlight MCO and HYS]

Investigations, Gr 3, Unit 4, Perimeter, Angles and Area, L 3.4, 3.5, 3.6


 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  ||
 * ** Multicultural Concepts **

************************************************************************************************************ Teaching Student Centered Math, Gr.3-5, (Van de Walle)-Ch 8 Elementary and Middle School Mathematics (Van de Walle)-Ch 20
 * Resources **
 * Professional Texts **


 * Literary Texts **
 * **List**


 * Informational Texts **
 * **List**


 * Art, Music, and Media **
 * **List**


 * Manipulatives **
 * Geoboards
 * Tetrominoes (student made)
 * Color tiles


 * Games **
 * **List**


 * Videos **
 * **List**


 * Sight Words **
 * **List**

Properties of Quadrilaterals Classify quadrilaterals by their sides and by their angles.
 * Smartboard Lessons, Promethean Lessons **
 * AEGOM Lesson G5M019 **


 * Other Activities, etc. **
 * OnCore L-97-104
 * List Math by All Means-Geometry-Gr 3
 * The Supersource-Geoboards (Gr. 3-4)
 * Groundworks, Reasoning about Geometry
 * Hands on Standards, Gr 3-4, Geometry L 1, 2, 3
 * Harcourt-L 19.1, 19.2, 19.4, 19.5, 19.6
 * Guess My Rule-pg 16
 * 3, 4, 5 and more-pg 17
 * What is a Quadrilateral-pg 82
 * Place the Shapes, pg 8-15
 * Shape Search, pg 16-23
 * Seperating Shapes, pg 24-31
 * Connect the dots, pg 48-55

Lesson Plan


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