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Subject

Math, Science & Technology

Note

This "classroom idea" is provided to illustrate examples of each performance indicator. Teachers should feel free to use it or adapt it if they so desire. Some of the ideas exemplify more than one performance indicator and/or incorporate topics in science and technology. In those instances, the appropriate performance indicators will be identified.

Authors

Mathematics Resource Guide with Core Curriculum Writing Team

Description

Using pattern blocks such as a green triangle, blue rhombus, red trapezoid, and yellow hexagon, have students discover the quantity of triangles needed to cover the blue rhombus, the red trapezoid, and the yellow hexagon.

Source

Mathematics Resource Guide with Core Curriculum Writing Team. “Classroom Ideas.” Mathematics Resource Guide with Core Curriculum, New York State Department of Education, 35.

Related Academic Standards

New York State

NY-1.MD.2 Measure the length of an object using same-size “length units” placed end to end with no gaps or overlaps. Express the length of an object as a whole number of “length units.”

NY-1.G.1 Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes.

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

MST3.1.PS.8 Students use manipulatives (e.g., tiles, blocks) to model the action in problems.

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