Topic+Twelve+2.0

= Topic Twelve: Identify and Describe Shapes = 1. Makes sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * __**Transfer:**__
 * **__Established Goals:__**
 * K.G.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
 * K.G.2: Correctly name shapes regardless of their orientations or overall size
 * K.G.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
 * K.G.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

__**Student I Can Statements:**__ Two- and three-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. An object's location in space can be described quantitatively.
 * I can name and tell about shapes I see around me.
 * I can tell where I see shapes by using words like above, below, beside, in front of, behind and next to.
 * I can name shapes no matter how big they are or which way they are turned.
 * I can tell if a shape is two-dimensional (flat) or three-dimensional (solid).
 * I can think about and compare two-dimensional and three-dimensional shapes. ||
 * __**Big Ideas:**__
 * Geometric Figures **

Mathematics content and practices can be applied to solve problems. || __**Essential Questions:**__
 * Practices, Processes, and Proficiencies**


 * How can two and three-dimensional shapes be identified and described? ||
 * __**Students will know...**__
 * Objects have shape. Some objects, such as a sheet of paper or a photograph are two-dimensional, or flat, shapes. Some objects such as a ball, can, box, or jar are three-dimensional or solid shapes.
 * A circle is round and does not have any corners (vertices). A triangle has 3 sides and 3 corners (vertices).
 * Flat shapes called rectangles have 4 sides have 4 vertices that look the same. A rectangle looks like a door. Squares are special rectangles because their sides are all the same length.
 * Six-sided flat shapes are called hexagons. These shapes can be found in objects in objects made by people and in nature.
 * Spheres, cylinders, cones, and cubes are solid figures. Many everyday objects closely approximate these figures.
 * Objects have shape. Some objects look like flat shapes or solid shapes, including squares, rectangles, triangles, circles, hexagons, spheres, cubes, cylinders, and cones.
 * The positions of objects in relation to surrounding objects can be described using words such as above, below, beside, in front of, behind, and next to.
 * Mathematicians are careful about what they write and so, so their ideas about math are clear.

__**Vocabulary:**__ sort, two-dimensional shape (flat), three-dimensional shape (solid), circle, side, triangle, vertex/vertices (corner), rectangle, square, hexagon, cone, cube, cylinder, sphere, above, behind, below, beside, in front of, next to

|| __**Students will be skilled at...**__
 * Naming shapes as flat or solid
 * Identifying and describing circles and triangles
 * Identifying and describing squares and other rectangles.
 * Describing and identifying hexagons
 * Describing and identifying solid figures
 * Describing shapes in the environment
 * Describing positions of shapes in the environment ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || __**Other Evidence:**__


 * Formative Assessment:** ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__


 * 12-1 Two-Dimensional (2-D) and Three-Dimensional Shapes (3-D):** Naming shapes as flat or solid
 * 12-2 Circles and Triangles:** Identifying and describing circles and triangles
 * 12-3 Squares and other Rectangles:** Identifying and describing squares and other rectangles.
 * 12-4 Hexagons:** Describing and identifying hexagons
 * 12-5 Solid Figures:** Describing and identifying solid figures
 * 12-6 Describe Shapes in the Environment:** Describing shapes in the environment
 * 12-7 Describe the Position of Shapes in the Environment:** Describing positions of shapes in the environment
 * 12-8 Math Practices and Problem Solving: Precision:** Describing positions of shapes in the environment ||
 * __**Resources:**__


 * Problem of the month:**

Geometry

 *  between the lines
 *  circular reasoning
 *  cubism
 *  cut it out
 *  cutting a cube
 *  fractured numbers
 *  infinite windows
 *  lyle's triangles
 *  part and whole
 *  piece it together
 *  polly gone
 *  surrounded and covered
 *  the shape of things
 *  what's your angle
 *  william's polygons


 * Centers:**

**Sample Activities:** <span style="background-color: #ededed; color: #01539d; font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|Pattern Block Barrier Game] **Math Read Aloud Task Card:** <span style="background-color: #ededed; color: #01539d; font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|The Shape of Things] ||
 * SmartBoard Activities/Games:**