James Matte, Joshua Locicero MED 600 Fall 2013

 The topics of geometry build upon itself as progress through the curriculum  Many of the topics throughout are very similar, especially in the lower grades  There are connections that can be made across the grade levels  Students use prior knowledge in each grade level to gain a greater understanding of the topics.  Certain grade levels can be grouped together based on their conceptual category.

 For Kindergarten to grade 5, there are grade- specific standards.  There are various tools available for teachers that correlate with each standard for Geometry.  A teacher should have a basic understanding of high school geometry in order to teach it in grades K-5.  As you progress through the curriculum, topics go deeper  Teachers should concentrate on geometry, spatial relations and measurement.

 Standards are the same in both grades.

 These grades have the same conceptual category

 Students build upon their prior knowledge of geometry by developing new properties for shapes.  Students gain a deeper understanding of geometry throughout the grades that will allow students to prove geometric concepts.  The concepts learned in high school geometry are an extension of the geometry learned in the grades K-8  Most of the concepts taught in high school geometry are contained within the one year Geometry course.

 The geometry standards for secondary mathematics is grade specific only for grades 7 and 8.  High school geometry focuses on six main strands: (1) Congruence, (2) Similarity, Right Triangles, and Trigonometry, (3) Circles, (4) Expressing Geometric Properties and Equations, (5) Geometric Measurement and Dimension, and (6) Modeling in Geometry.  Some of the concepts in high school geometry build upon prior knowledge from grades 7 and 8 (Example: Transformations)  Students apply their knowledge of area and volume from earlier grades when finding the area or volume of two and three dimensional shapes.

 The standards are grade specific for Grades 7 and 8 but not for high school geometry.  A teacher should have a basic understanding of the geometry taught in grades K-6 in order to better teach geometry in the secondary school.  The geometric concepts in secondary school mathematics are an extension of concepts learned in previous grades.  Teachers should place an emphasis on measurement, geometric relationships, and modeling.

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