Unit+3

=Unit 3: Geometry and Spatial Sense= =Content Standard: Geometry and Spatial Sense=


 * Geometry and Spatial Sense Standard**

Marilyn Burns Geometry Activities

http://www.ohiorc.org/features/oh_mathematics/learning_conductor/dlw_lesson.aspx?file=36

[|http://mathforum.org/alejandre/circles.html] [|http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%221992-] [|http://nces.ed.gov/nationsreportcard/itmrls/itemdisplay.asp?NumSearchResults=1&CurrentQuestions=:1992-12M15%] [|2B2&SearchIndex=1&SearchStartIndex=1&QuestionsPerPage=20&TabPageIndex=0&SearchQuestionSet=0&] [|http://illuminations.nctm.org/index_d.aspx?id=616]
 * 1. Draw circles, and identify and determine relationships among the radius, diameter, center and circumference; e.g., radius is half the diameter, the ratio of the circumference of a circle to its diameter is an approximation of π.**

[|http://illuminations.nctm.org/index_d.aspx?id=616] [|http://illuminations.nctm.org/LessonDetail.aspx?ID=L350] [|http://illuminations.nctm.org/tools/tool_detail.aspx?id=22] [|http://www.pbs.org/teachersource/mathline/lessonplans/msmp/tiling/til.] http://www.ohiorc.org/features/oh_mathematics/learning_conductor/dlw_lesson.aspx?file=36
 * 2. Use standard language to describe line, segment, ray, angle, skew, parallel and perpendicular.**


 * 3. Label vertex, rays, interior and exterior for an angle.

Describe and use properties of congruent figures to solve problems.** http://www.ohiorc.org/features/oh_mathematics/learning_conductor/dlw_lesson.aspx?file=45 [|http://www.pbs.org/teachersource/mathline/lessonplans/msmp/tiling/til...] [|http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%221990-]

http://www.ohiorc.org/features/oh_mathematics/learning_conductor/dlw_lesson.aspx?file=38 [|http://illuminations.nctm.org/tools/tool_detail.aspx?id=9]
 * 4. Use physical models to determine the sum of the interior angles of triangles and quadrilaterals.**

[|http://illuminations.nctm.org/index_d.aspx?id=280] [|http://www.shodor.org/interactivate/lessons/fm1a.html]
 * 5. Extend understanding of coordinate system to include points whose x or y values may be negative numbers.**


 * 6. Understand that the measure of an angle is determined by the degree of rotation of an angle side rather than the length of either side.**

[|http://www.figurethis.org/challenges/c10/challenge.htm] [|http://illuminations.nctm.org/index_d.aspx?id=616]

[|http://illuminations.nctm.org/index_d.aspx?id=616] [|http://illuminations.nctm.org/LessonDetail.aspx?ID=L570] [|http://illuminations.nctm.org/LessonDetail.aspx?ID=U122] [|http://math.rice.edu/~lanius/Lessons/Polys/poly1.html] [|http://www.thirteen.org/edonline/lessons/polyhedra/polyhedraov.html] http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222003
 * 7. Predict what three-dimensional object will result from folding a two-dimensional net, then confirm the prediction by folding the net.**

Unit 2 Unit 4 Activities for Unit 3