the local community and other dreamcatcher, overlaying coordinate cultures plane on traditional maps) combinations of transformations ( Communicating and representing four quadrants, integral coordinates; Use mathematical vocabulary and translation(s), rotation(s), and/or language to contribute to reflection(s) on a single 2D shape; mathematical discussions combination of successive Explain and justify ( using transformations of 2D shapes; mathematical arguments) tessellations; First Peoples art, jewelry mathematical ideas and decisions making, birchbark biting) Communicate ( concretely, Evidence of Experience (Show) pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas; may use technology such as screencasting apps, digital photos) mathematical thinking in many ways BIG IDEA What do we want students to Content (& Elaborations) (Understand…) DO? (Know)
the local community and other cultures Communicating and representing Use mathematical vocabulary and language to contribute to mathematical discussions Explain and justify ( using mathematical arguments) mathematical ideas and decisions Communicate ( concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas; may use technology such as screencasting apps, digital photos) mathematical thinking in many ways dreamcatcher, overlaying coordinate plane on traditional maps) combinations of transformations ( four quadrants, integral coordinates; translation(s), rotation(s), and/or reflection(s) on a single 2D shape; combination of successive transformations of 2D shapes; tessellations; First Peoples art, jewelry making, birchbark biting) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? Content (& Elaborations) (Know)