Subject: - currituck.k12.nc.us
|Subject: Math |Timeframe Needed for Completion: 9 weeks |
|Grade Level: 7 Compacting | |
|Big Idea/Theme: Measurement and Geometry |Grading Period: 3rd/4th 9 wks. |
|Unit 4 Title: Shape it up! |
| |
|Understandings: |
|How scale drawing are used |
|Use a variety of tools to draw different geometric figures using given data. |
|With given angles determine missing measurement using equations. |
|Determine the area and perimeter of given triangles, quadrilaterals and circles. |
|Volume is the interior of a space expressed in cubic units |
|Surface Area is the total area of the surfaces expressed in square units |
|Identify corresponding parts of similar or congruent polygons (corresponding sides and angles) |
|Use proportional reasoning in relationship to similar and congruent figures |
|Transformations: Identify and create translations, reflections, rotations and dilations on a coordinate plane |
|Identify and understand the relationship of parallel lines cut by a transversal. |
|Fluency in problem solving skills- continue with ongoing strategies |
|Curriculum Goals/Objectives: |Essential Questions: |
|Common Core Standards |How are geometric shapes represented in architecture? |
|Draw, construct and describe geometrical figures and describe the relationship between them. |How do you think Volume and Surface Area affect each other? |
|7.G.1 Solve problems involving scale drawing of geometric figures, including computing actual lengths and areas|Are geometric figures and geometric shapes different? |
|from a scale drawing and reproducing a scale drawing at a different scale. |How would the world be different if it was 2 dimensional? |
|7.G.2 Draw geometric shapes with given conditions. Focus on constructing triangles with three measures of |How are geometric properties used to solve problems in everyday life? |
|angles and sides, noticing what the conditions determine a unique triangle, more than one triangle or no |When does Algebra help us understand Geometry? |
|triangle. |When does Geometry help us understand Algebra? |
|7.G.3 Describe the two-dimensional figures that result from slicing three-dimensional figures as in plane |What happens to a set of parallel lines when it is cut by a transversal? |
|sections of right rectangular prisms, and right triangle pyramids. |How do you distinguish is a figure is similar or congruent? |
|Solve real-life and mathematical problems involving angle measures, area, surface area and volume. |What process is used to distinguish different transformations? |
|7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems, showing a | |
|relationship between the circumference and area of a circle. | |
|7.G.5 Use facts about supplementary, complementary, vertical and adjacent angles in a multi-step problem to | |
|write and solve simple equations for an unknown angle in a figure. | |
|7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two and three | |
|dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. | |
|Understand congruence and similarity using physical, models, transparencies, or geometry software. | |
|8.G.1 Verify experimentally the properties of rotations, reflections and translations: | |
|a. Lines are taken to lines, and line segments to line segments of the same length. | |
|b. Angles are taken to angles of the same measure | |
|c. Parallel lines are taken to parallel lines. | |
|8.G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the | |
|first by a sequence of rotations, reflections and translations; given two congruent figures, describe a | |
|sequence that exhibits the congruence between them. | |
|8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures | |
|using coordinates. | |
|8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the | |
|first by a sequence or rotations, reflections, translations ad dilations; given two similar two-dimensional | |
|figures, describe a sequence that exhibits the similarity between them. | |
|8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the | |
|angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of | |
|triangles. | |
| | |
|Essential Skills/Vocabulary: |Assessment Tasks: |
| |ClassScape |
| |Nets |
| |Quickwrites |
| |Foldables |
| |Activities on building 3-D figures (identifying the front view, side view and top |
| |view, located in the 7th grade Objective tasks) |
| |Activities on comparing Volume and Surface Area |
| |Attack of a 50 Foot Woman (located in the 7th grade Objective tasks) |
| | |
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|Vocabulary: |Pyramid |Skills: | |
|Scale Drawing |Circumference |Area of triangle, trapezoid, circle, rectangles, | |
|Scale |Corresponding |and squares | |
|Scale Factor |parts |Basic Angles | |
|Scale Model |Similar |Basic Geometric Concepts | |
|Solid |Congruent |Coordinate Plane | |
|Volume |Angles | | |
|Rectangular Prism |Base | | |
|Cylinder |Height | | |
|Surface Area |Complex Figures | | |
|Cones |Translation | | |
|Reflection |Rotation | | |
|Sphere |Dialation | | |
|Line Segments |Vertical Angles | | |
|Parallel Lines |Same Side Interior | | |
|Transversal |Angles | | |
|Alternate Interior Angles | | | |
|Alternate Exterior Angles | | | |
|Corresponding Angles | | | |
|Materials Suggested: |
|NCDPI Resources: |
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|National Library of Manipulatives |
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|NCTM Illuminations |
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|Lesson Plan sites and Activities: |
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|Math Graphic Organizers |
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|AVID Library/Write Path Books |
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|SMART Board Lessons |
|exchange. |
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