Roadmap by Melissa Ortega https://padlet.com/meliortega18/2jxv72e39p2t6v5r ELED 474 en-us 2020-06-10 20:50:31 UTC 2025-11-02 02:00:07 UTC hello@padlet.com Generally, what unit would this lesson fit into? What standard(s) will the unit address? meliortega18 https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621441393 In general, this lesson would fit into a Geometry unit where they are introducing the basics of geometry. In this unit, it will address the standards of:
-CCSS.MATH.CONTENT.2.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
-CCSS.MATH.CONTENT.2.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
-CCSS.MATH.CONTENT.2.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. ]]> 2020-06-10 20:53:21 UTC https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621441393 What part of the school year would suit this unit best? Why? meliortega18 https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621447259 This unit best suits towards the end of the school year because looking at the common core math standards, first grade student usually cover this unit after learning operations and algebraic thinking, number and operations in base ten, measurement and data. Then they cover geometry towards the end of the year.]]> 2020-06-10 20:58:23 UTC https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621447259 Write an Enduring Understanding and Essential Question(s) for the unit: meliortega18 https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621448257 EU: Attributes of shapes help understand objects.
A defining attribute involves the shape and sides. A non-defining attribute involves size, color, and orientation.
EQ: How can we use shapes and attributes in the real world?
How can you describe a shape?
What is the difference between defining and non-defining attributes?

]]> 2020-06-10 20:59:17 UTC https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621448257 What part of the unit would your lesson fit into? (beginning/intro days, middle, or concluding part?) Why do you imagine it falling at this time? meliortega18 https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621448608 My lesson for would fit in the middle of the unit. Students would need to learn the basics of geometry such as the attributes, size, orientation, etc first then recognizing 2-D and 3-D shapes. I would imagine it falling at this time because it is after learning the basics and before going into equal share shapes with decomposition of bigger to smaller shapes.]]> 2020-06-10 20:59:35 UTC https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621448608 What is an idea for a culminating project for this unit? Think of this not as a test, but a project that demonstrates the standard(s) of the unit in some way. meliortega18 https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621448943 An idea for a culminating project for this unit would be for students to create their own city using geometric shapes when given a certain amount of space. As you can see in the example, they will have buildings as different shapes and streets. Students will practice using math tools to draw their shapes and will be able to compose 2-D or 3-D shapes. ]]> 2020-06-10 20:59:55 UTC https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621448943 What do you think a great way to introduce the unit might be? meliortega18 https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621449349 I think a great way to introduce this unit would be to look back at prior knowledge. For example, making a chart where students can draw/sort the shapes they already know and compare/contrast how they look.

]]> 2020-06-10 21:00:21 UTC https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621449349 What are a few sources you would want to use? meliortega18 https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621449625 Some sources I would want to use would be:
-->  Math Salamanders 
-->  Hands-on Activities
--> Defining Shapes 
]]> 2020-06-10 21:00:35 UTC https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621449625 Revisit the concept of "backwards design.” Getting to the final project will require students to learn and practice different skills and processes along the way. Brainstorm several (3-4) activities that students could engage in that would address the standard(s) and move them towards the summative/culminating assessment. meliortega18 https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621450233 i.  One activity will consist of students recognizing the defining and non-defining attributes by sorting with a group-work activity 
ii.  Second activity will have students creating shapes based on given attributes with hands-on materials (toothpicks and playdough). Students will also have the option to use paper and pencil. 
iii. Third activity consists of students decomposing smaller shapes from bigger shapes. 
*Overall, these activities will mostly be hands-on because students can visually see and understand the attributes of each shape. ]]> 2020-06-10 21:01:11 UTC https://padlet.com/meliortega18/2jxv72e39p2t6v5r/wish/621450233