Teacher Technology Companion for Grade 5 Geometry

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					Teacher Technology Companion for Grade 3 Geometry & Spatial Sense
Overall Expectations: (Ontario Mathematics Curriculum, rev. 2005)
  ► 3m47: compare two-dimensional shapes and three-dimensional figures and sort them by their geometric properties;
  ► 3m48: describe relationships between two-dimensional shapes, and between two-dimensional shapes and three-dimensional figures;
  ► 3m49: identify and describe the locations and movements of shapes and objects.

Support materials for software named below may be found at: http://www.hpedsb.on.ca/sg/quinte/software_info.htm

Additional Help: William Lundy, SETS-Mathematics, Hastings and Prince Edward DSB, 613-966-1170 ext 3326; wlundy@hpedsb.on.ca

#         Specific Expectation                                  S = Software on HPEDSB Elementary Image
                                                                W = Website (most are interactive, using Java applets)
                                                                Italics = Nota bene
Geometric Properties
3m50    use a reference tool (e.g., paper corner,        W - Ladybug Leaf – Program a ladybug to hide behind a leaf.
        pattern block, carpenter's square) to identify   http://nlvm.usu.edu/en/nav/frames_asid_287_g_2_t_3.html?open=activities
        right angles and describe angles as greater      “Programming” the ladybug involves using 90º as well as 45º angles; use to
        than, equal to, or less than a right angle       challenge students.
3m51    identify and compare various polygons (i.e.,     S – Math Trek 1-2-3: Geometry – Homes of Different Shapes (house image) –
        triangles, quadrilaterals, pentagons,            students are shown drawings of differently-shaped houses and various polygons:
        hexagons, heptagons, octagons) and sort          they are asked to drag the polygon into the house, i.e. match properties–
        them by their geometric properties               recommendation: use for consolidation
3m52    compare various angles, using concrete           W - Banana Hunt – estimating angle sizes
        materials and pictorial representations, and     http://www.oswego.org/ocsd-web/games/bananahunt/bhunt.html
        describe angles as bigger than, smaller than,    This site’s contents overlap with Grade 4 expectation 4m63.
        or about the same as other angles
3m53    compare and sort prisms and pyramids by          S – Math Trek 1-2-3: Geometry – Exploring Solids (white cat? image) –
        geometric properties (i.e., number and           students are image of an object that is a polyhedron, and shown how it can morph
        shape of faces, number of edges, number of       into a net; terminology (faces, edges, and vertices) is introduced –
        vertices), using concrete materials              recommendation: use for consolidation only
                                                         S – Math Trek 1-2-3: Geometry – Hanging Solids (wasp nest image) – students
                                                         are shown net drawings of various polyhedra, then are given a number of faces,
                                                         edges, and vertices: their task at each panel is click on the net that matches the
                                                         given description – recommendation: use for consolidation only after terminology
Teacher Technology Companion for Grade 3                                                                                       Page 1 of 3
                                                         and plenty of hands-on experience has been had
                                                         W – Virtual Manipulative Platonic Solids -
                                                         http://nlvm.usu.edu/en/nav/frames_asid_128_g_2_t_3.html?open=instructions
                                                         Manipulate polyhedra in virtual space; properties can be counted by the program
                                                         with user input (see “Instructions” in the applet).- recommendation: use for
                                                         extension/consolidation after hands-on experience
                                                         W – Geometric Solids – virtual polyhedra you can manipulate and re-color
                                                         http://illuminations.nctm.org/ActivityDetail.aspx?ID=70.- recommendation: use
                                                         for extension/consolidation after hands-on experience
3m54    construct rectangular prisms (e.g., using        W – Paper Models of Polyhedra - http://www.korthalsaltes.com/index.html
        given paper nets; using Polydrons), and          On this site are more than eighty paper models available for free (pdf files).
        describe properties (i.e., number and shape
        of faces, edges, vertices) of the prisms
Geometric Relationships
3m55    solve problems requiring the greatest or         S – Mathville Jungleway – Make a Shape (leaf with rectangle, top row left – fit
        least number of two-dimensional shapes           together the given shapes to make another shape– recommendation: use for
        (e.g., pattern blocks) needed to compose a       consolidation only
        larger shape in a variety of ways (e.g., to      W – Virtual Pattern Blocks - http://arcytech.org/java/patterns/patterns_j.shtml
        cover an outline puzzle)                         Tools in this Java applet make it quite easy to compose one shape using others
                                                         (e.g. composing a hexagon using smaller shapes)
                                                         W – Virtual Pattern Blocks – from the National Library of Virtual Manipulatives
                                                         http://nlvm.usu.edu/en/nav/frames_asid_170_g_2_t_3.html?open=activities
                                                         an alternate set of virtual blocks: these have more flexibility than the link above;
                                                         however, it’s a little more difficult to learn their usage
                                                         W – Tangrams - Use all seven Chinese puzzle pieces to make shapes and solve
                                                         problems – from the National Library of Virtual Manipulatives
                                                         http://nlvm.usu.edu/en/nav/frames_asid_289_g_2_t_3.html?open=activities
                                                         W – Patch Tool - Design a pattern using geometric shapes.
                                                         http://illuminations.nctm.org/ActivityDetail.aspx?ID=27
3m56      explain the relationships between different
          types of quadrilaterals (e.g., a square is a
          rectangle because a square has four sides
          and four right angles)
3m57      identify and describe the two-dimensional      W - Building an Icosahedron as a Class Project -
          shapes that can be found in a three-           http://www.geom.uiuc.edu/docs/education/build-icos/

Teacher Technology Companion for Grade 3                                                                                        Page 2 of 3
          dimensional figure                               This illustrated guide gives step-by-step instructions on how to construct a twenty-
                                                           sided geometric figure, the icosahedron, using equilateral triangles made from
                                                           commonly available art supplies. Although this project was designed for middle-
                                                           school and high-school students, it could be adapted for grade 3 with some
                                                           additional teacher preparation.
3m58     describe and name prisms and pyramids by
         the shape of their base
3m59     identify congruent two-dimensional shapes
         by manipulating and matching concrete
         materials
Location and Movement
3m60     describe movement from one location to            W - Ladybug Leaf – Program a ladybug to hide behind a leaf.
         another using a grid map (e.g., to get from       http://nlvm.usu.edu/en/nav/frames_asid_287_g_2_t_3.html?open=activities
         the swings to the sandbox, move three             “Programming” the ladybug involves using 90º as well as 45º angles on a hidden
         squares to the right and two squares down)        but predictable grid; use to challenge students.
3m61     identify flips, slides, and turns, through        S – Math Trek 1-2-3: Geometry – Poster Making (mouse image) – students are
         investigation using concrete materials and        shown an original and an image, then are to state which kind of translation was
         physical motion, and name flips, slides, and      used – recommendation: use for consolidation only
         turns as reflections, translations, and           W – Virtual Pattern Blocks - http://arcytech.org/java/patterns/patterns_j.shtml
         rotations (e.g., a slide to the right is a        Tools in this Java applet make it quite easy to compose one shape using others
         translation; a turn is a rotation)                (e.g. composing a hexagon using smaller shapes)
                                                           W – Virtual Pattern Blocks – from the National Library of Virtual Manipulatives
                                                           http://nlvm.usu.edu/en/nav/frames_asid_170_g_2_t_3.html?open=activities
                                                           an alternate set of virtual blocks: these have more flexibility than the link above;
                                                           however, it’s a little more difficult to learn their usage
3m62      complete and describe designs and pictures       S – Math Trek 1-2-3: Geometry – Let’s Fold (butterfly image) – students are
          of images that have a vertical, horizontal, or   given an image, then are to move a slider to show where the line of symmetry is
          diagonal line of symmetry                        located – recommendation: use for consolidation only
                                                           S – Math Trek 1-2-3: Geometry – Pictures from the Farm (tractor image) –
                                                           students look for farm objects that have matching halves – recommendation: use
                                                           for consolidation only




Teacher Technology Companion for Grade 3                                                                                          Page 3 of 3

				
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