1. Grade 3 Describe and analyze properties of two-dimensional shapes.

2. Group Norms and Housekeeping  Group Norms:  Participate  Ask questions  Work toward solutions  Limit side bars  Listen with an open mind  Logistics:  Rest Rooms  Phone Calls  Breaks  Lunch  Punctuality  Sharing

3. Let’s Warm-up!! What kind of a tree does a math teacher climb? What’s a polygon? Which triangles are the coldest? Where can you buy a ruler that is 3 feet long? A Geome-tree A dead parrot Ice-sosceles A yard sale

4. MA.3.G.3.1: Describe, analyze, compare, and classify two-dimensional shapes using sides and angles - including acute, obtuse, and right angles - and connect these ideas to the definition of shapes.

5. Content Limits :  Items may include regular and irregular polygons with 3, 4, 5, 6, 8, or 10 sides.  Polygons used in items may be concave or convex.  Polygons used in items may include types of triangles (right, equilateral, isosceles, and scalene), types of quadrilaterals (parallelogram, trapezoid, rectangle, rhombus, square, and/or kite), pentagons, hexagons, octagons, and decagons.  Polygons may be classified by use of parallel or perpendicular sides as well as number of sides and/or types of angles.  Items may assess the specific names of polygons with 3, 4, 5, 6, 8, or 10 sides and the following terms: regular and irregular polygons, lines and line segments (parallel and perpendicular), diagonals, and vertices (vertex).  Items will not include defining or identifying the following vocabulary terms: concave and convex.  Types of angles will not be assessed in isolation at this benchmark.

6. FCAT Sample Question

7. MA.3.G.3.2: Compose, decompose, and transform polygons to make other polygons, including concave and convex polygons with three, four, five, six, eight, or ten sides.

8. Remark/Examples : Example: With pattern blocks, a trapezoid and a triangle can be combined to form a parallelogram or a large triangle. Also, the hexagon can be decomposed to form two trapezoids, and so forth. Example: One can cut a triangle off of a parallelogram so that, when translated and attached to the other side, the parallelogram becomes a rectangle.

9. Content Limits:  Items may include concave or convex polygons with 3, 4, 5, 6, 8, or 10 sides.  Items may include the use of transformations to create new polygons, but the transformation (i.e., rotations, translations, reflections, dilations) will not be assessed.  Geometric terms will be used with common terminology set in parentheses, i.e., reflection (flip).  Items may use the following terms: overlapping, combine, and polygon.  Items will not assess the following vocabulary terms: concave, convex, compose, or decompose.

10. FCAT Sample Question

11. MA.3.G.3.3: Build, draw, and analyze two- dimensional shapes from several orientations in order to examine and apply congruence and symmetry.

12. Content Limits:  Items may include concave or convex polygons with 3, 4, 5, 6, 8, or 10 sides.  Items should use the correct geometric term with common terminology set in parentheses, i.e., reflection (flip).  Items may assess the following terms: symmetry, reflection, and/or congruent.  Transformations may be used in graphics; however, the transformations needed to compose or decompose polygons (rotations, translations, dilations) will not be assessed.

13. FCAT Sample Question

14. Big Idea 3 Video Podcast

15. MA.3.G.3.1 Describe, analyze, compare, and classify 2-dimensional shapes using sides and angles-including acute, obtuse, and right angles-and connect these ideas to the definition of shapes.

16. What is a polygon? polygon Not a polygon

17. Regular Polygons A regular polygon is a polygon whose sides are all the same length, and whose angles are all the same.

18. Are these regular polygons? Why or why not? A: No… These sides are all the different lengths, and the angles are all different.

19. 10/6/2015 Two Ways to Classify Triangles  By Their Sides  By Their Angles

20. Acute??? Acute Triangles Not Acute Triangles Definition:

21. Isosceles??? Isosceles Triangles Not Isosceles Triangles Definition:

22. 10/6/201522 Scalene Triangles  No sides are the same length

23. Isosceles Triangles At least two sides are the same length

24. Acute Triangles Acute triangles have three acute angles

25. Right Triangles Right triangles have one right angle What about the other two angles?

26. ObtuseTriangles Obtuse triangles have one obtuse angle What about the other two angles?

27. Let’s Play….. NAME THAT TRIANGLE!!

28. Answer: Right Scalene Triangle

29. NAME THAT TRIANGLE!! Answer: Obtuse Isosceles Triangle

30. NAME THAT TRIANGLE!! Answer: Acute Scalene Triangle

31. Geogebra

32. Quadrilateral Parallelogram Trapezoid Rectangle Rhombus Square Kite

33. What are all of the names for this polygon?  Quadrilateral  Parallelogram  Rectangle Which name best describes the shape?

34. What are all of the names for this polygon?  Quadrilateral  Parallelogram Which name best describes the shape?

35. What are all of the names for this polygon?  Quadrilateral  Parallelogram  Rhombus Which name best describes the shape?

36. What are all of the names for this polygon?  Quadrilateral  Trapezoid Which name best describes the shape?

37. What are all of the names for this polygon?  Quadrilateral  Parallelogram  Square  Rhombus  Rectangle Which name best describes the shape?

38. Quadrilateral Flow Chart

39. Let’s Go Fly a Kite!! Kite Not a Kite Is this a kite? YES! Is this a kite? NO!

40. Grab and Go Activity 9.7 Dot Paper

41. MA.3.G.3.2 Compose, decompose, and transform polygons to make other polygons, including concave and convex polygons with three, four, five, six, eight, or ten sides.

42. Concave or Convex? Convex Concave

43. Tangrams

44. Grab and Go Activity 10.1

45. Compose Hexagons

46. MA.3.G.3.3 Build, draw, and analyze 2-Dimensional shapes from several orientations in order to examine and apply congruence and symmetry.

47. Using Geoboards to show Symmetry

48. Grab and Go Activity 10.9 Dot Paper

49. Ticket Out 3 – 2 - 1  Fold your paper into three columns  Write:  3 things you learned from this workshop  2 things you will use in your classroom  1 way the workshop can be improved