shared attributes can define a Ability to explain why two polygons They should also understand that a rhombus is a larger category (e.g., parallelogram with four equal sides, and that a square is a are alike or why they are different quadrilaterals). Recognize based on their attributes rhombus with equal angles. They should continue rhombuses, rectangles, and discussions from earlier grades about whether or not a squares as examples of square is also a rectangle, and should begin making quadrilaterals, and draw examples connections about shapes belonging to more than one of quadrilaterals that do not belong class and to larger classes now. to any of these subcategories. Activities that promote students’ learning include but are not limited to: Describing how shapes are similar and how they are different Creating their own definitions of particular classes of shapes Shape sorting and classifying Materials that help promote students’ learning include but are not limited to: Pattern blocks Geoboards Paper and pencil Attribute blocks Color tiles Virtual manipulatives and other technology 3.GA.A.2 Partition shapes into. Students should be presented with activities that require Essential Skills and Knowledge parts with equal areas. Express them to apply previous understanding about partitioning Knowledge that this is a geometry the area of each part as a unit shapes. The focus in grade three is on expressing the area application of unit fractions (3.NF.1) fraction of the whole. For of each equal part as a unit fraction. Students begin to and ability to make use of unit fraction example, partition a shape into 4 understand that parts” has a more precise meaning: understanding. “equal parts with equal area, and with equal measurements.” Activities should include “parts
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. Ability to explain why two polygons are alike or why they are different based on their attributes They should also understand that a rhombus is a parallelogram with four equal sides, and that a square is a rhombus with equal angles. They should continue discussions from earlier grades about whether or not a square is also a rectangle, and should begin making connections about shapes belonging to more than one class and to larger classes now. Activities that promote students’ learning include but are not limited to: Describing how shapes are similar and how they are different Creating their own definitions of particular classes of shapes Shape sorting and classifying Materials that help promote students’ learning include but are not limited to: Pattern blocks Geoboards Paper and pencil Attribute blocks Color tiles Virtual manipulatives and other technology 3.GA.A.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 Essential Skills and Knowledge Knowledge that this is a geometry application of unit fractions (3.NF.1) and ability to make use of unit fraction understanding. Students should be presented with activities that require them to apply previous understanding about partitioning shapes. The focus in grade three is on expressing the area of each equal part as a unit fraction. Students begin to understand that “equal parts” has a more precise meaning: “parts with equal measurements.” Activities should include