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Tools of Geometry Beginning Geometry for:
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Tools of Geometry
Beginning Geometry for:3rd Graders
1. Describe sequences of 2-dimensional figures created by increasing the number of sides, changing size, or changing orientation.
Describe how the length and area of the figures shown below are changing.
Example of description: As the side length of the square increases, the area increases.
3rd Grade Geometry Standards
Describe the pattern shown in the figures.
Describe the pattern shown in the figures.
3rd Grade Geometry Standards
2. Recognize similar figures.At this level students can only determine if a figure appears to be similar by observing the attributes. They need multiple opportunities to evaluate figures in different orientations. Which of the figures shown below are similar? How do you know?
3rd Grade Geometry Standards
3. Identify and describe 3-dimensional figures including their relationship to real world objects: sphere, cube, cone, cylinder, pyramids, and rectangular prisms.
3rd Grade Geometry Standards
4. Describe and compare attributes of two- and three-dimensional figures.Students should understand that 2-D figures have perimeter and area and 3-D figures have surface area and volume.
3rd Grade Geometry Standards
5. Identify a translation, reflection, or rotation and model its effect on a 2-dimensional figure.
Students recognize that the shape remains the same when translated, reflected, or rotated.
Slide Flip Turn
3rd Grade Geometry Standards
6. Identify, with justification, all lines of symmetry in a 2-dimensional figure.
Students need experiences with figures which are symmetrical and non-symmetrical.
3rd Grade Geometry Standards
Objective
Students will be able to identify and describe line segments, rays, angles, and types of lines.
Points
A point is a location in space. It has no size. It is named by a capital letter.
.A
Read it as: “Point A”
Write it as: “A”
LinesA line is a series of points that extends in two opposing directions without end. Lines have no thickness.
Q SRead it as: “Line QS” or “Line SQ”
Write it as:
QS or SQ
SegmentsA segment is a part of a line with two endpoints.
R B
Read it as: “Segment RB” or “Segment BR”
Write it as:
RB or BR
RaysA ray consists of an endpoint and all the points of a line on one side of the endpoint.
C D
Read it as: “Ray CD” (the order does matter)
Write it as:
CD
VertexA vertex is where two lines or rays meet.
Objective
Students will be able to identify, describe, and classify plane figures.
polygon: a closed plane figure with straight sides.
Geometry Vocabulary
Geometry Vocabulary
quadrilateral: a polygon with four sides
1. Describe and compare the attributes of polygons up to six sides using the terms side, vertex, point, and length.
Students will identify, describe, and compare: triangles rectangles
squares pentagons hexagons
2. Identify, with justification, whether a 2-dimensional figure has lines of symmetry.
2nd Grade Geometry Standards
Objective
Students will be able to identify, describe, and classify plane figures.
How Many:Vertices?Sides?
Is it symmetrical?
How Many:Vertices?Sides?
Is it symmetrical?
Square
How Many:Vertices?Sides?
Is it symmetrical?
Hexagon
How Many:Vertices?Sides?
Is it symmetrical?
Pentagon
How Many:Vertices?Sides?
Is it symmetrical?
Rectangle
Parallelogram
Trapezoid
Rhombus
Circle
Oval
![A BRIEF HISTORY OF GEOMETRY. THE BEGINNING Geometry was created out of necessity by the ancient Egyptian s [1,4]. Flooding of the Nile River would cause.](https://static.documents.pub/doc/80x56/56649c7f5503460f9493596d/a-brief-history-of-geometry-the-beginning-geometry-was-created-out-of-necessity.jpg)
