Standards Project - Geometry
Purpose & Goal Activity:
The student will learn to use attributes to determine how objects are alike and different. The student is expected to, describe and identify an object by its attributes using informal language, compare two objects based on their attributes and sort a variety of objects including two and three-dimensional geometric figures according to their attributes and describe how the objects are sorted.
Amid this lesson, understudies will find questions in their surroundings that match a specific shape and will depict objects in view of different qualities. Understudies will likewise sort and analyze the discovered protests by their characteristics. This lesson ought to take after the underlying lesson
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(7) Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes. The student is expected to:
(A) give an example of a measurable attribute of a given object, including length, capacity, and weight; and
(B) compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.
Process Standards:
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analysing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the
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What shape (2-D) best describes the object?
6. What shape (2-D) is drawn when you trace around the object?
7. Can the object roll?
8. Can the objects be stacked on top of each other?
Step 8:
Proceed to examine the contents of each of the hula-hoops using the same procedures as earlier.
When examining the rectangular prisms, students may point out that all the objects are not the same shape. Hold up a cube and another type of rectangular prism from the hula hoop. Examine and compare the attributes of each. They will have the same attributes except the square has all four sides that are the same length. This is why a square is called a “special rectangle.”
Step 9:
Closure of the lesson: Ask students who brought an example of a cone to get their objects from the hula-hoop. Then ask students who brought an object shaped like a rectangular prism/box, sphere/ball, and cylinder/can to get their objects from the hula-hoops.
This closure allows for continuing assessment by having children identify their objects by its mathematical name.
Homework:
Have students draw their favourite shape and explain why it is their favourite shape. Ask parents to record what their child