G-Reason+With+Shapes+and+Their+Attributes

2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.* Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. __Mathematical Practices__ MP2. Reason abstractly and quantitatively. MP3. Construct viable arguments and critique the reasoning of others. MP4. Model with mathematics. MP5. Use appropriate tools strategically. MP6. Attend to precision. MP7. Look for and make use of structure. MP8. Look for and express regularity in repeated reasoning. || 2.IN.1.2 Summarize appropriate reading strategies when reading for information. 2.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). 2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). 2.SE.1.1 Use technology hardware and software responsibly. . || ===‍‍‍**Revised Bloom's Level of thinking**=== Level 1 - Remembering Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers. Level 2 - Understanding Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Level 3 - Applying Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. Level 4 – Analyzed Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Level 5 – Evaluating Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. Level 6 - Creating Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. ||
 * ===**Common Core Standards**===
 * Sizes are compared directly or visually, not compared by measuring. || ===‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * ===‍‍‍**Information Technology Standard**===

‍‍‍**Sample Assessments**
2.G.1 - 2.G.3

Ticket Out the Door

Formative Assessments

Antecdotal Notes

Teacher Observations

Math 3d

‍‍‍**Intervention:**
Students can use ten frames to build shapes.

Use pattern block squares to make rectangles.

Students will fold paper, rectangles and circles into halves, thirds, fourths.

Use Week By Week Classroom Strategies: 1.02 A 1.02 C

‍‍‍**Enrichment:**

Students can create their own figures with more than 6 sides and count angles and sides and list the attributes.

Students can research shapes with more than 6 sides.

Students could use pattern block squares to make shapes other than rectangles.

Students could look around the classroom and figure out how many squares it takes to cover the surface of different objects in the room.

Use Week By Week Classroom Strategies: 1.02 D

‍‍‍**Instructional Resources**

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 * http://daretodifferentiate.wikispaces.com/Choice+Boards **


 * [] earlymath/grades_games_pbs.html **

[|www.mathstart.net]

Teaching Student-Centered MATHEMATICS Grades K-3 By: John A. Van de Walle


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[|www.mathocean.com] [|www.softschools.com] [|www.dreambox.com] [|www.netrover.com]

Math Start Books By: Stuart J. Murphy