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					Wiki-Teacher Creating the Standard of Achievement
4.5.4 Mathematics
Predict and describe the effects of combining, dividing, and changing shapes into
other shapes.

Learning Targets
Knowledge Targets -

  * Students will identify two-dimensional shapes according to their characteristics.
  * Students will identify the edges and any vertices of a two-dimensional figure.
  * Students will identify three-dimensional shapes according to their
characteristics.
  * Students will identify faces, the base, edges, and any vertices on a three-
dimensional figure.
  * Students will know the faces of three-dimensional figures are two-dimensional
shapes.


Reasoning Targets -

   * Students will combine multiple two-dimensional shapes to create a new 2-D
shape.
   * Students will combine multiple two-dimensional shapes to create a new 3-D
shape.
   * Students will combine multiple three-dimensional figures to create a new 3-D
figure.
   * Students will determine the shapes that could be used (as faces) to create a
larger figure.
   * Students will determine possible shapes that can be created from a specific set of
shapes.
   * Students will count the number of faces, vertices, and edges upon combining
figures using manipulatives.
   * Students will count the number of faces, vertices, and edges upon dividing
figures using manipulatives.
   * Students will count the number of faces, vertices, and edges upon combining
figures without using manipulatives.
   * Students will count the number of faces, vertices, and edges upon dividing
figures without using manipulatives.
   * Students will classify figures according to their characteristics upon combining
figures.
   * Students will classify figures according to their characteristics upon dividing
figures.
   * Students will predict the effect of removing a specific number of faces, vertices,
and/or edges.
Student-Friendly Learning Targets
Knowledge Targets -

  * I can identify two-dimensional (flat) shapes by how they look.
  * I can identify the edges and vertices of a two-dimensional shape.
  * I can identify three-dimensional shapes by how they look.
  * I can identify faces, the base (bottom), edges, and any vertices on a three-
dimensional shape.
  * I can explain that two-dimensional shapes can be combined to make a three-
dimensional shape.
  * I can tell that the faces of three-dimensional figures are two-dimensional shapes.


Reasoning Targets -

  * I can put together two-dimensional shapes to make a new 2-D shape.
  * I can put together two-dimensional shapes to make a new 3-D shape.
  * I can put together three-dimensional shapes to create a new 3-D shape.
  * I can figure out the shapes that can be used to create a larger shape (2-D or 3-D).
  * I can count how many faces, vertices, and/or edges are showing on a shape after
shapes have been put together, using manipulatives.
  * I can count how many faces, vertices, and/or edges are showing on a shape after
a shape has been divided, using manipulatives.
  * I can count how many faces, vertices, and/or edges are showing on a shape after
shapes have been put together, without using manipulatives.
  * I can count how many faces, vertices, and/or edges are showing on a shape after
a shape has been divided, without using manipulatives.
  * I can classify shapes by how they look after putting shapes together.
  * I can classify shapes by how they look after taking apart shapes.
  * I can figure out how a shape changes after taking away a specific number of
faces, vertices, and/or edges.




Vocabulary

Verbs

  * predict
  * describe
  * combine (all together)
  * divide
  * alter, change
  * create


Geometric Terms

  * figure, shape
  * two-dimensional (2-D)
  * rhombus (rhombi)
  * trapezoid
  * hexagon
  * octagon
  * three-dimensional (3-D)
  * hemisphere
  * base
  * face
  * vertex (vertices)
  * edge
  * congruent
  * similar



Essential Questions / Big Ideas

In our ever-changing world, we constantly see the combining of various shapes to
create new figures. Multiple shapes may go into the construction of one figure and
that same figure can be broken into entirely different, smaller figures. It is essential
for us to understand how shapes and figures work together in our environment.


Sample Mastery Assessments

To view the sample mastery assessments, please open the files individually and
print.


Prerequisite/Related Standards
Grade Standard ID Name
Kindergarten 4.K.4 Identify three-dimensional figures in the environment.
1st Grade     4.1.4 Identify and name three-dimensional figures in the
environment.
2nd Grade     4.2.4 Identify, name, sort, and describe two- and three-dimensional
geometric figures and objects including circle/sphere and square/cube.
3rd Grade     4.3.4 Compare, contrast, sketch, model, and build two- and three-
dimensional geometric figures and objects.
4th Grade      4.4.4 Identify, describe, and classify two- and three-dimensional
figures by relevant properties including the number of vertices, edges, and faces
using models.
5th Grade      4.5.1 Identify, classify, compare, and draw triangles and
quadrilaterals based on their properties.
5th Grade      4.5.2 Represent concepts of congruency, similarity, and/or
symmetry using a variety of methods including dilation (enlargement/reduction)
and transformational motions.
5th Grade      4.5.3 Graph coordinates representing geometric shapes in the first
quadrant.
5th Grade      4.5.4 Predict and describe the effects of combining, dividing, and
changing shapes into other shapes.
5th Grade      4.5.9 Represent relationships using Venn diagrams.


Scaffolded Instruction Suggestions
Remediation

  * Students may create three-dimensional figures using nets copied onto
construction paper or cardstock. They may then combine multiple nets and classify
the new figure.
  * Use manipulatives, such as Geo-Power Solids and wooden blocks for students to
create and classify new figures.
  * Students can also practice creating shapes by using smaller shapes by using
tangrams. This helps them realize that they must also consider rotating figures in
order to combine to create new figures.
  * Students can use highlighters, crayons or colored pencils to color the faces of the
shapes on the diagrams, according to which faces will be exposed once the new
shape is created. (The use of highlighters and similar writing tools is permitted on
the CRT).


Enrichment

  * Students may create models of various household items or classroom objects,
using nets to combine three-dimensional figures.
  * Tangrams also serve as an excellent enrichment opportunity. Students can
complete this activity independently. Tangram puzzles for three-dimensional
shapes can also be made and serve as a center activity.




Cross-Curricular Integration Suggestions
Science
  * Create model ice crystals (hexagonal prisms) when reviewing various states of
matter for water. [Physical Science P5A1; C.E.F (5)2.1]
  * When reviewing balance and motion, students can create various ramps or build
objects by combining various two-dimensional and three-dimensional figures.
[Physical Science P5B2; C.E.F. (5)2.7]



Achievement Indicators
Emerging/Developing            Approaching Meets Exceeds
difficulty recognizing the changes created by combining and/or dividing shapes.
        ability to recognize the changes created by combining and/or dividing
shapes.         ability to predict and describe the effects of combining, dividing, and
changing shapes into other shapes.            ability to combine or divide multiple
shapes to create a new shape.


Test Specifications (Nevada CRT)
       Knowledge/Skill Assessed Item Specifications
Concepts
Procedures
Concepts      Predict and describe the effects of combining, dividing, and changing
shapes into other shapes. Two-dimensional shapes include circles, triangles,
rectangles, squares, rhombi, hexagons, octagons, and trapezoids. Three-
dimensional shapes include cubes, spheres, rectangular prisms, triangular prisms,
cylinders, cones, and square-based pyramids.

				
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posted:10/12/2012
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