Common Core State Standards Essay

1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds,

The loud buzz of the intercom whines throughout the school, announcing the event of the day, at least in our eyes. “... like math? Don’t forget to attend the Fall Outreach at Lupine Hills Elementary School!” and the silent apprehension of the day is met with cheers from the “nerds” in the classroom. We call out one of the perks of volunteering in outreaches: “C’mon guys, you get community service hours!” Flash-forward to later in the evening. We begin with “spookifying” the room, placing pumpkins that were carved with an array of faces, from the kawaii to the frightening. The elementary school principal loves it. The students eyes are caught in the heat of a dollar bill that seems to be burning, but is left untouched by the flames. A pair to the left have their hands sticky with the scientific phenomenon of “oobleck”, smashing cornstarch and cleaning fluid into heavy balls and then letting it drip like honey through their fingers. Across the room are children covering their ears and giggling at the squeaky noises dry ice makes when in contact with metal. Even more are ogling at the cookies and cream ice cream made from the dry ice, the show stopper of the

While completing the assessment Sarah raced through the block building, as well as the ‘copy forms’ section the only shape she had trouble drawing was the triangle, but I think the problem was that she was trying to go too fast. Part I-C was Sarah’s favorite, we asked her to draw a person and she not only drew a person, but a dog and a roller coaster as well.

The children will review the elements of art, specifically focusing on shape. They will be encouraged to identify the various shapes in Paul Klee Conqueror. Also the children will be introduced to my own original art that represents the element of shape. Together we will review the various shapes that are observed and have a discussion. For instance, we will discuss Klee’s use geometric and dramatic shapes. Then the children will be asked to make their own creation inspired by Paul Klee Conqueror. As they engage in the activity we will discuss the shapes they observe in their artwork.

Geometry helps us understand and describe the world around us. Geometric concepts are used in architecture, engineering, astronomy, art, navigation, sports, furniture design, toy making, road building-the list goes on and on. Children are generally engaged in geometric thinking when they choose the shortest path to the playground, pack food and drink containers into their lunch boxes, and grapple with how to maximize the number of cutouts from a sheet of construction paper. For primary grades, you can identify geometric shapes in picture books. For intermediate grades, the teacher can discuss

The materials needed for this activity are: letter/number template, related pictures from magazines or other visual media i.e.: a-apple; b-bus, construction paper, glue/paste, and scissors. The students will glue the associated picture to the

Materials Needed: Doctor custom, police custom, paper, scissors, paint of different colors, glue, paper plates.

In my hometown of Brick, New jersey, there is a ghost story that is often passed along from generation to generation. This story has been around for as long as my parents could remember. This story features an event that has happened on the night of mischief night, the night before Halloween. As this story has circulated through our town and the school district, it is often interpreted as a lesson that will hope to keep young adolescents off the streets during that night so they don’t cause any harm, damage, or problems. When I heard this story I was quite intrigued and it made me not want to participate in the night of mischief. I used this ghost story as an example to write about because it is a perfect example of social control to

I observed the class during a time that the students about the day of the dead celebration. The teacher explained that the day of the dead celebration happened just recently and they talked about sweets and sugar sculls they make for the holiday. The children were listening but never got too excited about the subject. The teacher had them write about what they knew about the day of the dead. The children could either write about what they do during the holiday. The children them spent the next 3o minutes writing their story.

This project is called Geometric, which I will use squares, lines, and circles inside my work. Geometric really interested me because it is made out of lines and curves but it can simple shape and it could also be really complicated. Geometric are easy to change, it could be anything.

a.This activity gives students a chance to explore what a box looks like when it is in ‘net’ form. The activity encourages students to make their own net of a box and then construct it. This could be the introduction to what nets are and how they can be represented when they make a 3D shape. This website also has many other activities for students to do!

Chapter 12 “Helping Students Understand Maps, Globes, and Graphics” offers an information about simplest ways to explain children the logic and the structure of maps, globes, and graphs creation. Author stresses the importance of students’ comprehension of the “birds-eye view” concept before raising the bar on the requirements of the map reading and general use.

The objectives for this activity are, children understanding the concept of abstract art, creating art without attempting to represent images realistically, to produce artwork using tilting motions,

According to the learning progressions report, coming into fifth grade, students should know how to represent angles that occur in various contexts. They should also already understand the size of the angle as a rotation of a ray. Finally, they should have developed explicit awareness of and vocabulary for many concepts they have been developing, including points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines (The Common Core Standards Writing Team, p. 17). In fifth grade, students develop competencies in shape composition and decomposition, and especially the special case of spatial structuring of rectangular

Students will complete independent worksheet describing and illustrating each property. Teacher will be able to monitor understanding by the descriptions and illustrations students provide on the worksheet.