Math+Module+2

square regular pentagon regular hexagon regular octagon properties || HC 390-391, 396-399 / V 8.1, 8.2 || symmetry lines of symmetry polygon || HC 410-411 / V 8.15, 8.16 || line segment ray label || HC 384-387 || parallel lines || HC 388-389 / V 8.3 || flip (reflection) turn (rotation) motion (transformation) || HC 414-415 / V 8.14, 8.23 Supplement terms || Fahrenheit Celsius degree || HC 368-369 || halves thirds fourths sixths eighths numerator denominator contiguous (touching) parts whole set || HC 516-519, 520-521 / V 5.3 || whole set fractions size ||  ||
 * GRADE 3 BRYANT SCHOOL DISTRICT || 2010 - 2011 ||
 * Module 2 Start: 9/14/2010 Teaching Days: 12 Test: 9/30/2010 Remediation Days: 2 End: 10/4/2010 ||  ||
 * Student Learning Expectation || Task Analysis || Vocabulary || Materials / References ||
 * 1. Enduring Understanding - Perimeter is a one-dimensional measure (perimeter surrounds); area is a two-dimensional measure (area covers); volume is a three-dimensional measure (volume fills in). ||
 * 1a. Essential Question - What strategies can be used to find area, perimeter, and volume of a shape or region? ||
 * G.8.3.2 || Identify regular polygons with at least 4 sides (square, pentagon, hexagon and octagon) || *identify a polygon
 * know a regular polygon has equal sides and equal angles
 * identify square, regular pentagon, regular hexagon, and regular octagon || regular polygon
 * 2. Enduring Understanding - Changing the position of an object does not affect its attributes. ||
 * 2a. Essential Question - What strategies can be used to check for symmetry? ||
 * G.9.3.1 || Draw one or more lines of symmetry in a polygon || *apply congruency and symmetry
 * identify one of more lines of symmetry in a polygon
 * draw one or more lines of symmetry in a polygon
 * discover how many lines of symmetry can be drawn in a polygon || congruent
 * 3. Enduring Understanding - Objects can be described and compared using geometric attributes. ||
 * 3a. Essential Question - How are points, lines, line segments, and rays related? ||
 * G.8.3.3 || Identify and draw line, line segment and ray using appropriate labels || *identify a line, a line segment, and a ray
 * label a line, a line segment, and a ray
 * compare/contrast a line, a line segment, and a ray
 * draw a line, a line segment, and a ray (labeling each correctly) || line
 * G.8.3.4 || Identify and draw intersecting and parallel lines || *identify intersecting lines and parallel lines
 * draw intersecting lines and parallel lines || intersecting lines
 * 4. Enduring Understanding - A transformation is a specific movement of an object. ||
 * 4a. Essential Question - What are translations, rotations, and reflections? ||
 * G.9.3.2 || Describe the motion (transformation) of a two-dimensional figure as a flip (reflection), slide (translation) or turn (rotation) || *recognize the motion of a figure
 * model and explain flip, slide and turn with objects
 * use flip, slide or turn to describe how a figure was moved || slide (translation)
 * 5. Enduring Understanding - The choice of measurement tools depends on the measurable attribute and the degree of precision required. ||
 * 5a. Essential Question - What determines the choice of a measurement tool? ||
 * M.13.3.7 || Read temperatures on Fahrenheit and Celsius scales in intervals of two and five || *recognize whether it is a Fahrenheit or Celsius thermometer by looking at the label
 * count by 2's and 5's
 * read temperature on Fahrenheit and Celsius scales || temperature
 * 6. Enduring Understanding - Both common and decimal fractions can represent fractional parts. ||
 * 6a. Essential Question - How are numbers that represent fractional parts compared? ||
 * NO.1.3.4 || Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals and physical models. (Ex. identify and illustrate parts of a whole and parts of sets of objects; recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts) || *use objects to model halves, thirds, fourths, sixths, and eighths as they relate to parts of a set or parts of a whole
 * understand the meaning of the numbers in a fraction
 * write the fraction in numerals/words
 * recognize that a fractional part of a model does not have to be shaded in contiguous (touching) parts || fraction
 * NO.1.3.5 || Utilize models to recognize that the size of the whole determines the size of the fraction depending on the original quantity || *use different size models to represent a whole to show, for example, that 1/2 of a miniature Hershey bar is less than 1/2 of a jumbo Hershey bar or that there are more M&Ms in 1/4 of a regular sized bag of M&Ms than in 1/4 of a miniature sized bag of M&Ms || quantity
 * 8 SLEs ||||||  || End of Module 2 ||