Facilitator's Guide Math K-6 Geometry Progression in Practice



Facilitator’s GuideMath K-6Geometry ProgressionIn PracticeSession DescriptionParticipants will engage in activities and discussion focused on the Common Core State Standards Geometry Progression.Goal of the SessionTo explore the K-6 Geometry Standards for MathematicsTo experience a math activity that focuses on deeper understanding of the classification of shapes.MaterialsPost-it notes, scissors, tape, poster paper, projector Handouts Copies or e-version of the K-6 Geometry Progression – PreparationReview the Power Point and Facilitator’s Guide.Review the Geometry Progression.Decide if you need to provide copies or access to the electronic version of the Geometry Progression TIMECONTENT/ACTIVITIESMATERIALS5 min Introduction and Objectives Slides 1-3 Go over Objectives and discuss the flow of learning Geometry in the CCSS-M by going through the flow chart on Slide 3-5.15 minLearning ProgressionSlide 4-5Let teachers read through the slides. Then ask them to read through the overview. P2-5The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. Give the participants plenty of time to read this section, recognizing that teachers often don’t have the luxury to just read. Today we are focusing on the Geometry Progression which can be found at Geometry Progression Document 10 min Think, Ink, Pair, ShareSlide 6-9Ask participants to read pages 2-5 of the geometry progressions document and then do a think pair share activity about what they read in the overview.They should:Think about what they read.Note important ideas.Share ideas with a partner Share ideas with the whole group.2 minMost Important Goals for K-6Slide 10 Read through the slide.3 minLevels of geometric thinkingSlide 11-12Review these ideasAt the analytic level, students recognize and characterize shapes by their properties.A student might think of a square as a ?gure that has four equal sides and four right angles. Di?erent components of shapes are the focus at di?erent grades, for instance second graders measure lengths and fourth graders measure angles.7 minLet’s do Some MathSlide 13What can we do to facilitate the development of geometric thinking?We need to engage students in geometric thinking focusing on the geometry standards at their grade level.Today we will experience a lesson that does just that.Introduce the lesson. This lesson is called the Four Triangle Problem it can be found in the MATH by all Means Geometry Grade 3 Marilyn Burns Replacement Unit. Written by Cheryl Rectanus Distributed by the Cuisenaire Company Begin the Lesson:Ask participants “What shape is a post-it note?” Have participants do the activity on the slide Discuss Post a piece of Chart PaperLabel it, “Geometry Words” add to the chart as vocabulary is discussed.Add Square, Triangle, and Diagonal…Each group of 4-6 people will need 100 post-it notes, scissors, tape, markers and a piece of chart paper.The presenter needs a piece of chart paper and a marker.3 min Guess My RuleSlide 14Tell the participants that we will be putting triangles together to make new shapes.However, we are going to follow a rule…Ask them to guess the rule.Rule:Sides that touch must be the same length and match up exactly.5 minThe Four Triangle ProblemSlide 15Go through the slide Discuss congruence. Remind participants to follow the rule.NOTE: Identical shapes could be different colors or in different positions. Transformations (reflections, rotations or translations) do not result in new shapes, they are the same congruent shape, just shifted, turned or flipped. Rule: Sides that touch must be the same length and match exactly10 minShape SearchSlide 16Tell the participants that they will be working with their table teams to find all of the possible closed shapes that they can make with 4 triangles.They need to follow the rule.You can ask them to predict how many shapes they might find.Visit all groups and help them to keep looking for shapes There are 14 non-congruent shapes.10 minShape SortSlide 17Once most groups have found all 14 shapes ask the groups to design a sort that would help move their students forward in their geometric thinking.The sorts can vary depending upon the grade level.Possible sorts includeNumber of sides, Types of Polygons, Figures with lines of symmetry vs. no lines of symmetry etc.Each group should tape their shapes onto a large sheet of chart paper displaying the sorting technique they used.Ask the groups to display and share their posters and their thinking.Chart Paper, Markers, Tape10 minConnect to the Geometry ProgressionSlide 18-19Participants should take a few minutes to think about which part of the progression they would address with this problemThey can use the progressions document or refer to the geometry content standards.Lead a discussion to summarize their findings.2 minDeeper UnderstandingSlide 20Consider the quote 5 minReflectionsSlide 21Ask Participants to consider the questions on the slide.Discuss3 minWrap-Up Slide 22Review resource ................
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