Gourmet Learning
Resource Overview Quantile® Measure:
530Q
Skill or Concept:
Use manipulatives, pictorial representations, and appropriate vocabulary (e.g., polygon, side, angle, vertex, diameter) to identify and compare properties of plane figures. (QT‐G‐174) Use manipulatives, pictorial representations, and appropriate vocabulary (e.g., face, edge, vertex, and base) to identify and compare properties of solid figures. (QT‐G‐175)
Excerpted from:
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This resource may be available in other Quantile utilities. For full access to these free utilities, visit www.quantiles.com/tools.aspx. The Quantile® Framework for Mathematics, developed by educational measurement and research organization MetaMetrics®, comprises more than 500 skills and concepts (called QTaxons) taught from kindergarten through high school. The Quantile Framework depicts the developmental nature of mathematics and the connections between mathematics content across the strands. By matching a student’s Quantile measure with the Quantile measure of a mathematical skill or concept, you can determine if the student is ready to learn that skill, needs to learn supporting concepts first, or has already learned it. For more information and to use free Quantile utilities, visit www.Quantiles.com.
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Unit 1 – Lesson 1
Geometry
Student Expectation: Students will describe and identify two-dimensional figures using formal geometric vocabulary
Checking for Understanding Attributes of Geometric Figures “Shape Hunt”
K C Ap
Teacher note: In this activity, you will lead the students on a tour of the school where they will locate certain objects and describe them using geometric vocabulary. If the objects are not found in your school, students can write a description based on memory of what that object looks like. Group size: whole class Materials: objects, page 19; pencils, clipboards or other portable hard surface for writing such as a notebook or binder (optional) Before class: Copy the objects, page 19, for each student. Directions: • Review geometric vocabulary with students. • Explain to students that you will be leading them on a tour of the school, and they will be searching for certain objects. • Distribute a “Shape Hunt” objects page to each student. • Discuss proper hallway behavior, and then have students line up with their “Shape Hunt” objects page, one pencil, and a clipboard or other hard writing surface. • Explain how they will search for the objects on the page. Once an object is found, students will write a description of the object using geometric vocabulary in the box. For example, when students find a round clock, they can write “a circle shape” or “a cylinder shape” in the box with the picture of a clock. • Lead students throughout the school both inside and outside (weather permitting). Be sure to give students time to look around and write down any descriptions of objects they find from their papers. • Upon returning to class, allow students time to share the descriptions they wrote for each given object. Extension: Invite students to find other shapes not listed on the “Shape Hunt” page. They can list and write descriptions for them on the back of the page, and then challenge fellow students to guess the objects.
18
Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Geometry
Student Expectation: Students will describe and identify two-dimensional figures using formal geometric vocabulary
Checking for Understanding—Objects Attributes of Geometric Figures “Shape Hunt” Object
Description
Object
Gourmet Curriculum Press, Inc.©
Description
19
