Grade Level: Third
Subject: Mathematics / Revised Date: 4/19/12
Quarter # 3 & 4
Strand / Domain / Geometry
Standard(s)
(one or more standards/indicators; can be clustered) / K.Reason with shapes and their attributes.
3.G.1Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
3.G.2Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Big Idea(s) /
  1. Geometric figures are described by their attributes.

Essential Question(s) /
  1. What words in geometry are also used in daily life?
  2. Why can different geometric terms be used to name the same shape?

Academic Vocabulary (what students need to know in order to complete the task) / Classify, compare, compose, decompose, describe, rhombus, rectangle, square, triangle, quadrilaterals, parallelogram, polygon, share, vertex, partition, area, fraction, part of a whole, ¼, express
Sample Activities / 3.G.1 In second grade students identify and draw triangles, quadrilaterals, pentagons, and hexagons. Third graders build on this experience and further investigate quadrilaterals (technology may be used during this exploration). Students recognize shapes that are and are not quadrilaterals by examining the properties of the geometric figures. They conceptualize that a quadrilateral must be a closed figure with four straight sides and begin to notice characteristics of the angles and their relationship between opposite sides. Students should be encouraged to provide details and use proper vocabulary when describing the properties of quadrilaterals.They sort geometric figures (see examples below) and identify squares, rectangles, and rhombuses as quadrilaterals.

3.G.2 Given a shape, students partition it into equal parts, recognizing that these parts all have the same area. They identify the fractional name of each part and are able to partition a shape into parts with equal areas in several different ways.

District Adopted
Core Curriculum / EnVisions:
Topic 10:
Lesson 10-5: Polygons
Lesson 10-6: Triangles
Lesson 10-7: Quadrilaterals
Lesson 10-8A: Combining and Separating Shapes
Lesson 10-8B: Making New Shapes
Lesson 10-8: Problem Solving and Test Generalizations
Additional Resource(s) / IXL, Envision Math games, Quiz Show, SuperTeacher Worsksheets.com,
Worksheetworks.com, math playground, internet4classrooms.com, (games based on each standard great website)



Formative Assessment(s)
that relate to CCSS / Easy CBM
District wide Progress Monitoring Assessments
Pre-post assessments (Envisions Topic Tests)
CCSS for Mathematics
Summative Assessment(s)
that relate to CCSS / District-Wide Benchmark Assessments
SMARTER Balanced Assessment
OAKS
Curriculum Maps / 1

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