Specifically, it is expected that students will have prior knowledge/experience related to concepts and skills identified below. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop understanding of these ideas. Composition and decomposition of two- dimensional shapes Recognition of shapes from different perspectives and orientations Basic geometric figures and spatial relationships Sides, vertices, and other geometric attributes Fractions: halves, fourths Tally marks Picture graphs SELECTED TERMS AND SYMBOLS The following terms and symbols are not an inclusive list and should not be taught in isolation. Instructors should pay particular attention to them and how their students are able to explain and apply them (i.e. students should not be told to memorize these terms). Teachers should present these concepts to students with models and real life examples. Students should understand the concepts involved and be able to recognize and/or demonstrate them with words, models, pictures, or numbers. For specific definitions, please reference the . angle fraction row attribute halves scale bar graph hexagon shapes circle irregular polygon solid figure column partition square cone pentagon thirds cube picture graph trapezoid cylinder plane figure triangle data set polygon unit fraction edge quadrilateral vertex/vertices face rectangle whole fourths regular polygon STRATEGIES FOR TEACHING AND LEARNING (Information adapted from the North Carolina DPI Instructional Support Tools) General Strategies: Students should be actively engaged by developing their own understanding.
Specifically, it is expected that students will have prior knowledge/experience related to concepts and skills identified below. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop understanding of these ideas. Composition and decomposition of two- dimensional shapes Recognition of shapes from different perspectives and orientations Basic geometric figures and spatial relationships Sides, vertices, and other geometric attributes Fractions: halves, fourths Tally marks Picture graphs SELECTED TERMS AND SYMBOLS The following terms and symbols are not an inclusive list and should not be taught in isolation. Instructors should pay particular attention to them and how their students are able to explain and apply them (i.e. students should not be told to memorize these terms). Teachers should present these concepts to students with models and real life examples. Students should understand the concepts involved and be able to recognize and/or demonstrate them with words, models, pictures, or numbers. For specific definitions, please reference the . angle attribute bar graph circle column cone cube cylinder data set edge face fourths fraction halves hexagon irregular polygon partition pentagon picture graph plane figure polygon quadrilateral rectangle regular polygon row scale shapes solid figure square thirds trapezoid triangle unit fraction vertex/vertices whole STRATEGIES FOR TEACHING AND LEARNING (Information adapted from the North Carolina DPI Instructional Support Tools) General Strategies: Students should be actively engaged by developing their own understanding.
CCGPS_Math_2_Unit5Framework.docx