| 1. |
| (5-6)
2-D and 3-D Presents at Pedro's Party |
|
Start
Lesson |
|
Teacher Page (PDF)
|
| Students
will learn that a certain group of objects can be
organized in 2-D or 3-D groupings. Then the correct
terminology of the properties of those objects will
be introduced. Students have to label objects, group
objects and organize a group of objects according
to property categories. Students will encounter
standard 4M81-02 in the DIG DEEPER section of the
lesson and should be able to explain these concepts
from the drawings. |
|
| 2. |
| (5-6)
3 Lines of Symmetry |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Draw
a two-dimensional shape that has line symmetry.
Identify the lines of symmetry in a two-dimensional
shape. Draw a two-dimensional shape with a given
number of lines of symmetry. |
|
| 3. |
| (5-6)
3-D Figures Part 1 |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two- and three- dimensional geometric
figures using appropriate terminology and vocabulary.
Classify three-dimensional figures by their attributes.
Classify three-dimensional solids by their configuration
and properties. (e.g., parallelism, perpendicularity,
and congruency) |
|
| 4. |
| (5-6)
3-D Figures Part 2 |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two- and three- dimensional geometric
figures using appropriate terminology and vocabulary.
Classify three-dimensional figures by their attributes.
Classify three-dimensional solids by their configuration
and properties. (e.g., parallelism, perpendicularity,
and congruency) |
|
| 5. |
| (5-6)
Acute Triangles with English Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| First
it is established that triangles have sides and
are measured by interior angles. They belong to
categories based on that. The acute triangle is
defined, illustrated and explained. There are many
exercises helping students remember the attributes
of Acute triangles as distinguishable from other
triangles. Students will use an interactive protractor
for practice to correctly measure interior angles
to distinguish acute triangles from others. Note:
The SAY WHAT? and DIG DEEPER sections provide tremendous
examples of appropriate labeling of sides and angles
of triangles, helpful in mastering the 4M41-03 and
4M61-06 Performance Objectives. |
|
| 6. |
| (5-6)
Acute Triangles with Navajo Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| First
it is established that triangles have sides and
are measured by interior angles. They belong to
categories based on that. The acute triangle is
defined, illustrated and explained. There are many
exercises helping students remember the attributes
of acute triangles as distinguishable from other
triangles. Students will use an interactive protractor
for practice to correctly measure interior angles
to distinguish acute triangles from others. Note:
The SAY WHAT? and DIG DEEPER sections provide tremendous
examples of appropriate labeling of sides and angles
of triangles, helpful in mastering the 4M41-03 and
4M61-06 Performance Objectives. |
|
| 7. |
| (5-6)
Acute Triangles |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Perimeter
and solving for it are explained. Formulas for rectangles
and squares are given and modeled: students practice
solving for perimeter. Then, solving perimeter for
equilateral triangles is modeled with a formula.
Students drag given formulas for rectangles, squares
and equilateral triangles to the shapes they would
use for solving perimeter (TRYII). In R-R 3, area
and solving for it are explained. Formulas are given
for rectangles and squares (LOOK, SEE). Students
then practice solving for area (TRYIII). Rancher
Rithmetic I and II focus on "perimeter"
as No. III is directed towards "area".
Both concepts are mixed throughout in the right
buttons. |
|
| 8. |
| (5-6)
Acute Triangles with Spanish Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| First
it is established that triangles have sides and
are measured by interior angles. They belong to
categories based on that. The acute triangle is
defined, illustrated and explained. There are many
exercises helping students remember the attributes
of acute triangles as distinguishable from other
triangles. Students will use an interactive protractor
for practice to correctly measure interior angles
to distinguish acute triangles from others. Note:
The SAY WHAT? and DIG DEEPER sections provide tremendous
examples of appropriate labeling of sides and angles
of triangles, helpful in mastering the 4M41-03 and
4M61-06 Performance Objectives. |
|
| 9. |
| (5-6)
Angle Hypatia |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
supplementary or complementary angles. Identify
the angles created by two lines and a transversal. |
|
| 10. |
| (5-6)
Angle Hypatia with English Voice |
|
Start Lesson |
|
Teacher
Guide (PDF) |
| Students
are introduced to Hypatia, the Greek mathematician,
complementary, supplementary and corresponding angles,
and transversal. Students will calculate angle relationships
practicing the identification tag of 180 (supplementary)
and 90 degrees (complementary). |
|
| 11. |
| (5-6)
Area - Rancher 'Rithmetic 3 |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Examples
(and formulas) for solving simple area and perimeter
of given shapes are explained, modeled and available
for practice. Students help ranchers calculate the
amount of barbed wire needed to keep cattle on their
property (perimeter -TRYIII), calculate the amount
of fertilizer ranchers need by solving area of their
land (area -TRYIII), and answer questions about
perimeter and area with given shapes/ information
(SHOWII). The Rancher lessons have English, Navajo
and Spanish narrations and scripts. |
|
| 12. |
| (5-6)
Area - Rancher 'Rithmetic 3 with English Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Examples
(and formulas) for solving simple area and perimeter
of given shapes are explained, modeled and available
for practice. Students help ranchers calculate the
amount of barbed wire needed to keep cattle on their
property (perimeter -TRYIII), calculate the amount
of fertilizer ranchers need by solving area of their
land (area -TRYIII), and answer questions about
perimeter and area with given shapes/ information
(SHOWII). The Rancher lessons have English, Navajo
and Spanish narrations and scripts. |
|
| 13. |
| (5-6)
Area - Rancher 'Rithmetic 3 with Navajo Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Examples
(and formulas) for solving simple area and perimeter
of given shapes are explained, modeled and available
for practice. Students help ranchers calculate the
amount of barbed wire needed to keep cattle on their
property (perimeter -TRYIII), calculate the amount
of fertilizer ranchers need by solving area of their
land (area -TRYIII), and answer questions about
perimeter and area with given shapes/ information
(SHOWII). The Rancher lessons have English, Navajo
and Spanish narrations and scripts. |
|
| 14. |
| (5-6)
Area - Rancher 'Rithmetic 3 with Spanish Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Examples
(and formulas) for solving simple area and perimeter
of given shapes are explained, modeled and available
for practice. Students help ranchers calculate the
amount of barbed wire needed to keep cattle on their
property (perimeter -TRYIII), calculate the amount
of fertilizer ranchers need by solving area of their
land (area -TRYIII), and answer questions about
perimeter and area with given shapes/ information
(SHOWII). The Rancher lessons have English, Navajo
and Spanish narrations and scripts. |
|
| 15. |
| (5-6)
Building Rectangles |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Draw
two-dimensional figures by applying significant
properties of each. (e.g., Draw a quadrilateral
with two sets of parallel sides and four right angles) |
|
| 16. |
| (5-6)
Classify Prisms |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Classify
prisms, pyramids, cones, and cylinders by base shape
and lateral surface shape. Classify three-dimensional
figures by their attributes. Classify three-dimensional
solids by their configuration and properties. (e.g.,
parallelism, perpendicularity, and congruency) |
|
| 17. |
| (5-6)
Classify Pyramids |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Classify
prisms, pyramids, cones, and cylinders by base shape
and lateral surface shape. Classify three-dimensional
figures by their attributes. Classify three-dimensional
solids by their configuration and properties. (e.g.,
parallelism, perpendicularity, and congruency) |
|
| 18. |
| (5-6)
Coordinate Geometry |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
points in the first quadrant of a grid using ordered
pairs. Name the coordinates of a point plotted in
the first quadrant. Graph points in the first quadrant
on a grid using ordered pair. State the missing
coordinate of a figure in the first quadrant of
a coordinate grid using geometric properties. (e.g.
find the coordinates of the missing vertex of a
rectangle when two adjacent sides are drawn) Graph
a polygon in the first quadrant using ordered pair.
Graph data points in (x,y) form in any quadrant
of a coordinate grid. |
|
| 19. |
| (5-6)
Draw Shapes with Rikki |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Draw
two-dimensional figures by applying significant
properties of each. (e.g., Draw a quadrilateral
with two sets of parallel sides and four right angles) |
|
| 20. |
| (5-6)
Equilateral Triangles |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Classify
triangles ad scalene, isosceles, or equilateral.
Identify the properties of two- and three- dimensional
geometric figures using appropriate terminology
and vocabulary. |
|
| 21. |
| (5-6)
Facial Symmetry |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Draw
a two-dimensional shape that has line symmetry.
Identify the lines of symmetry in a two-dimensional
shape. Draw a two-dimensional shape with a given
number of lines of symmetry. |
|
| 22. |
| (5-6)
Figure It Out-Polygons |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Classify
polygons by their attributes. (e.g., number of sides,
length of sides, angles, parallelism, perpendicularity) |
|
| 23. |
| (5-6)
Finding Patterns in Tiles |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| This
is not only a good review of area and perimeter
but extends that into useful activities of prediction,
establishing and measuring by units, using formulas,
and finding that charts help you create patterns
in mathematics. "N" as a variable is briefly
used in the SEE section. The DIG DEEPER section
extends this concept. |
|
| 24. |
| (5-6)
Hogan |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two dimensional figures using
appropriate terminology. Recognize regular polygons.
Identify the properties of two- and three- dimensional
geometric figures using appropriate terminology
and vocabulary. Identify the lines of symmetry in
a two-dimensional shape. Classify polygons by their
attributes. (e.g., number of sides, length of sides,
angles, parallelism, perpendicularity) Classify
three-dimensional figures by their attributes. Classify
three-dimensional solids by their configuration
and properties. (e.g., parallelism, perpendicularity,
and congruency) |
|
| 25. |
| (5-6)
Hogan (Navajo Version) |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two dimensional figures using
appropriate terminology. Recognize regular polygons.
Identify the properties of two- and three- dimensional
geometric figures using appropriate terminology
and vocabulary. Identify the lines of symmetry in
a two-dimensional shape. Classify polygons by their
attributes. (e.g., number of sides, length of sides,
angles, parallelism, perpendicularity) Classify
three-dimensional figures by their attributes. Classify
three-dimensional solids by their configuration
and properties. (e.g., parallelism, perpendicularity,
and congruency) |
|
| 26. |
| (5-6)
Hogan with English Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two dimensional figures using
appropriate terminology. Recognize regular polygons.
Identify the properties of two- and three- dimensional
geometric figures using appropriate terminology
and vocabulary. Identify the lines of symmetry in
a two-dimensional shape. Classify polygons by their
attributes. (e.g., number of sides, length of sides,
angles, parallelism, perpendicularity) Classify
three-dimensional figures by their attributes. Classify
three-dimensional solids by their configuration
and properties. (e.g., parallelism, perpendicularity,
and congruency) |
|
| 27. |
| (5-6)
Hogan with Navajo Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two dimensional figures using
appropriate terminology. Recognize regular polygons.
Identify the properties of two- and three- dimensional
geometric figures using appropriate terminology
and vocabulary. Identify the lines of symmetry in
a two-dimensional shape. Classify polygons by their
attributes. (e.g., number of sides, length of sides,
angles, parallelism, perpendicularity) Classify
three-dimensional figures by their attributes. Classify
three-dimensional solids by their configuration
and properties. (e.g., parallelism, perpendicularity,
and congruency) |
|
| 28. |
| (5-6)
Hogan with Spanish Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two dimensional figures using
appropriate terminology. Recognize regular polygons.
Identify the properties of two- and three- dimensional
geometric figures using appropriate terminology
and vocabulary. Identify the lines of symmetry in
a two-dimensional shape. Classify polygons by their
attributes. (e.g., number of sides, length of sides,
angles, parallelism, perpendicularity) Classify
three-dimensional figures by their attributes. Classify
three-dimensional solids by their configuration
and properties. (e.g., parallelism, perpendicularity,
and congruency) |
|
| 29. |
| (5-6)
Isosceles Triangles |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two- and three- dimensional geometric
figures using appropriate terminology and vocabulary.
Classify triangles ad scalene, isosceles, or equilateral. |
|
| 30. |
| (5-6)
Isosceles Triangles with English Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two and three dimensional geometric
figures using appropriate terminology and vocabulary.
Classify triangles ad scalene, isosceles, or equilateral. |
|
| 31. |
| (5-6)
Isosceles Triangles with Navajo Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two and three dimensional geometric
figures using appropriate terminology and vocabulary.
Classify triangles ad scalene, isosceles, or equilateral. |
|
| 32. |
| (5-6)
Isosceles Triangles with Spanish Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two and three dimensional geometric
figures using appropriate terminology and vocabulary.
Classify triangles ad scalene, isosceles, or equilateral. |
|
| 33. |
| (5-6)
More Protractors - Angle Action Part 2 |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Measure
angles using a protractor. Identify the angles created
by two lines and a transversal. |
|
| 34. |
| (5-6)
More with Perimeter - Rancher 'Rithmetic 2 |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Examples
(and formulas) for solving simple area and perimeter
of given shapes are explained, modeled and available
for practice. Students help ranchers calculate the
amount of barbed wire needed to keep cattle on their
property (perimeter TRYIII), calculate the amount
of fertilizer ranchers need by solving area of their
land (area TRYIII), and answer questions about
perimeter and area with given shapes/ information
(SHOWII). The Rancher lessons have English, Navajo
and Spanish narrations and scripts. |
|
| 35. |
| (5-6)
More with Perimeter - Rancher 'Rithmetic 2 with
English Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Examples
(and formulas) for solving simple area and perimeter
of given shapes are explained, modeled and available
for practice. Students help ranchers calculate the
amount of barbed wire needed to keep cattle on their
property (perimeter -TRYIII), calculate the amount
of fertilizer ranchers need by solving area of their
land (area -TRYIII), and answer questions about
perimeter and area with given shapes/ information
(SHOWII). The Rancher lessons have English, Navajo
and Spanish narrations and scripts. |
|
| 36. |
| (5-6)
More with Perimeter - Rancher 'Rithmetic 2 with
Navajo Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Examples
(and formulas) for solving simple area and perimeter
of given shapes are explained, modeled and available
for practice. Students help ranchers calculate the
amount of barbed wire needed to keep cattle on their
property (perimeter -TRYIII), calculate the amount
of fertilizer ranchers need by solving area of their
land (area -TRYIII), and answer questions about
perimeter and area with given shapes/ information
(SHOWII). The Rancher lessons have English, Navajo
and Spanish narrations and scripts. |
|
| 37. |
| (5-6)
More with Perimeter - Rancher 'Rithmetic 2 with
Spanish Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Examples
(and formulas) for solving simple area and perimeter
of given shapes are explained, modeled and available
for practice. Students help ranchers calculate the
amount of barbed wire needed to keep cattle on their
property (perimeter -TRYIII), calculate the amount
of fertilizer ranchers need by solving area of their
land (area -TRYIII), and answer questions about
perimeter and area with given shapes/ information
(SHOWII). The Rancher lessons have English, Navajo
and Spanish narrations and scripts. |
|
| 38. |
| (5-6)
Obtuse Triangles |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Classify
triangles as right, acute, or obtuse. Classify polygons
by their attributes. (e.g., number of sides, length
of sides, angles, parallelism, perpendicularity) |
|
| 39. |
|
| 40. |
| (5-6)
Parallel Lines with English Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Students
will learn to identify parallel and perpendicular
lines and give or construct examples of both in
these two lessons. Both lessons also have English,
Navajo and Spanish narration and scripts. The Internet
game in TALK ABOUT IT is challenging. |
|
| 41. |
| (5-6)
Parallel Lines with Navajo Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Students
will learn to identify parallel and perpendicular
lines and give or construct examples of both in
these two lessons. Both lessons also have English,
Navajo and Spanish narration and scripts. The Internet
game in TALK ABOUT IT is challenging. |
|
| 42. |
| (5-6)
Parallel Lines with Spanish Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Students
will learn to identify parallel and perpendicular
lines and give or construct examples of both in
these two lessons. Both lessons also have English,
Navajo and Spanish narration and scripts. The Internet
game in TALK ABOUT IT is challenging. |
|
| 43. |
|
| 44. |
|
| 45. |
|
| 46. |
|
| 47. |
| (5-6)
Perimeter of Polygons - Getting Into Shape |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Determine
perimeter of simple polygons. (e.g., square, rectangle,
triangle) Solve problems involving perimeter convex
polygons. Solve problems involving the perimeter
of polygons. Identify parallelograms having the
same perimeter or area. |
|
| 48. |
|
| 49. |
| (5-6)
Perpendicular Lines/English Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Draw
a geometric figure showing specified properties,
such as parallelism and perpendicularity. |
|
| 50. |
| (5-6)
Perpendicular Lines/Navajo Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Draw
a geometric figure showing specified properties,
such as parallelism and perpendicularity. |
|
| 51. |
| (5-6)
Perpendicular Lines/Spanish Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Draw
a geometric figure showing specified properties,
such as parallelism and perpendicularity. |
|
| 52. |
|
| 53. |
| (5-6)
Right Triangles |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Classify
triangles as right, acute, or obtuse. Classify polygons
by their attributes. (e.g., number of sides, length
of sides, angles, parallelism, perpendicularity) |
|
| 54. |
| (5-6)
Scalene Triangles |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
the properties of two- and three- dimensional geometric
figures using appropriate terminology and vocabulary.
Classify triangles ad scalene, isosceles, or equilateral. |
|
| 55. |
| (5-6)
Similar Situations |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| It's
important to know how lines and shapes are used
in the world. Similar is defined and described.
Parallel and perpendicular lines are defined and
described, including the terms right angle and intersect.
Exercises help students practice these concepts. |
|
| 56. |
| (5-6)
Tessellations |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Identify
a tessellation. Describe the transformations that
created a tessellation. Perform elementary transformations
to create a tessellation. |
|
| 57. |
| (5-6)
Transformations - Shapes on the Move |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Students
see objects turn, slide and flip many times to illustrate
rotation, translation and reflection transformations.
They must learn to distinguish the pairs of words
that describe the action to be able to demonstrate
understanding. They are given many opportunities
to practice selecting the correct action, plus the
correct terms. The DIG DEEPER section shows a translation
on a coordinate grid moved by specified units and
direction. This lesson also has English, Navajo
and Spanish narrations and scripts. |
|
| 58. |
| (5-6)
Transformations - Shapes on the Move/English Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Students
see objects turn, slide and flip many times to illustrate
rotation, translation and reflection transformations.
They must learn to distinguish the pairs of words
that describe the action to be able to demonstrate
understanding. They are given many opportunities
to practice selecting the correct action, plus the
correct terms. The DIG DEEPER section shows a translation
on a coordinate grid moved by specified units and
direction. This lesson also has English, Navajo
and Spanish narrations and scripts. |
|
| 59. |
| (5-6)
Transformations - Shapes on the Move/Navajo Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Students
see objects turn, slide and flip many times to illustrate
rotation, translation and reflection transformations.
They must learn to distinguish the pairs of words
that describe the action to be able to demonstrate
understanding. They are given many opportunities
to practice selecting the correct action, plus the
correct terms. The DIG DEEPER section shows a translation
on a coordinate grid moved by specified units and
direction. This lesson also has English, Navajo
and Spanish narrations and scripts. |
|
| 60. |
| (5-6)
Transformations - Shapes on the Move/Spanish Voice |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Students
see objects turn, slide and flip many times to illustrate
rotation, translation and reflection transformations.
They must learn to distinguish the pairs of words
that describe the action to be able to demonstrate
understanding. They are given many opportunities
to practice selecting the correct action, plus the
correct terms. The DIG DEEPER section shows a translation
on a coordinate grid moved by specified units and
direction. This lesson also has English, Navajo
and Spanish narrations and scripts. |
|
| 61. |
| (5-6)
Transversal - Angle Action Part 3 |
|
Start
Lesson |
|
Teacher
Guide (PDF) |
| Recognize
that all pairs of vertical angles are congruent.
Measure angles using a protractor. Identify the
angles created by two lines and a transversal. |
|
