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UNIT 4 STANDARDS:
Reason with shapes and their attributes.
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Represent and Interpret Data
MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
MGSE3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
MGSE3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
MGSE3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
OVERVIEW:
In this unit students will:
• Further develop understandings of geometric figures by focusing on identification and descriptions of plane figures based on geometric properties.
• Identifies examples and non-examples of plane figures based on geometric properties.
• Identify differences among quadrilaterals.
• Understand that shapes in different categories may share attributes and those attributes can define a larger category (example: rhombuses, rectangles, and others have four sides and are all called quadrilaterals).
• Expand the ability to see geometry in the real world.
• Can draw plane figure shapes based on attributes.
• Further develop understanding of partitioning shapes into parts with equal areas.
• Partitions shapes in several different ways into equal parts of halves, thirds, fourths, sixths, and eighths and recognizes the partitioned parts have the same area.
• Use data collected to make bar and picture graphs.
• Interpret line plots.
• Find the perimeter of polygons; use addition to find perimeters; solve for an unknown length and recognize the patterns that exist when finding the sum of the lengths and widths of rectangles.
Third grade students will describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.
Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. Mathematically proficient students communicate clearly by engaging in discussion about their reasoning, using appropriate mathematical language. Students recognize area as an attribute of two dimensional regions. They measure the area of a shape by finding the total number of same size square units required to cover the shape without gaps or overlaps. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle.
In second grade, students identify and draw triangles, quadrilaterals, pentagons, and hexagons. Third graders build on this experience and further investigate quadrilaterals (technology may be used during this exploration). Students recognize shapes that are and are not quadrilaterals by examining the properties of the geometric figures. They conceptualize that a quadrilateral must be a closed figure with four straight sides and begin to notice characteristics of the angles and the relationship between opposite sides. Students should be encouraged to provide details and use proper vocabulary when describing the properties of quadrilaterals. They sort geometric figures (see examples below) and identify squares, rectangles, and rhombuses as quadrilaterals.
UNIT 4 STANDARDS:
Reason with shapes and their attributes.
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Represent and Interpret Data
MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
MGSE3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
MGSE3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
MGSE3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
OVERVIEW:
In this unit students will:
• Further develop understandings of geometric figures by focusing on identification and descriptions of plane figures based on geometric properties.
• Identifies examples and non-examples of plane figures based on geometric properties.
• Identify differences among quadrilaterals.
• Understand that shapes in different categories may share attributes and those attributes can define a larger category (example: rhombuses, rectangles, and others have four sides and are all called quadrilaterals).
• Expand the ability to see geometry in the real world.
• Can draw plane figure shapes based on attributes.
• Further develop understanding of partitioning shapes into parts with equal areas.
• Partitions shapes in several different ways into equal parts of halves, thirds, fourths, sixths, and eighths and recognizes the partitioned parts have the same area.
• Use data collected to make bar and picture graphs.
• Interpret line plots.
• Find the perimeter of polygons; use addition to find perimeters; solve for an unknown length and recognize the patterns that exist when finding the sum of the lengths and widths of rectangles.
Third grade students will describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.
Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. Mathematically proficient students communicate clearly by engaging in discussion about their reasoning, using appropriate mathematical language. Students recognize area as an attribute of two dimensional regions. They measure the area of a shape by finding the total number of same size square units required to cover the shape without gaps or overlaps. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle.
In second grade, students identify and draw triangles, quadrilaterals, pentagons, and hexagons. Third graders build on this experience and further investigate quadrilaterals (technology may be used during this exploration). Students recognize shapes that are and are not quadrilaterals by examining the properties of the geometric figures. They conceptualize that a quadrilateral must be a closed figure with four straight sides and begin to notice characteristics of the angles and the relationship between opposite sides. Students should be encouraged to provide details and use proper vocabulary when describing the properties of quadrilaterals. They sort geometric figures (see examples below) and identify squares, rectangles, and rhombuses as quadrilaterals.