Unit 6: Geometry
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In this unit students will continue to work with the coordinate plane in this unit. Students will review determining the area and perimeter of a rectangle. Students will find the area or a missing dimension from the given area of regular polygons. In this unit, students will also work with 3-dimensional figures. Students will be asked to create a net to represent 3-D figures and use the net to determine the surface area. Students will also find the volume of a right rectangular prism. Students will be working with whole numbers, fractions and decimals throughout this unit.
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Learning Target |
NYS Standard |
Engage NY |
Textbook Resources |
1: I can determine the perimeter of a two-dimensional polygon. |
6.G.3 |
Value |
CMP3 Covering & Surrounding |
2: I can determine the area of a two-dimensional polygon. |
6.G.1 |
CMP3 Covering & Surrounding Go Math Module 13 |
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3: I can graph coordinate pairs to create a polygon and determine the perimeter and area of the shape. |
6.G.3 |
CMP3 Covering & Surrounding Go Math Module 14 |
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4: I can decompose an irregular polygon into rectangles and triangles to determine the total area. |
6.G.1 |
CMP3 Covering & Surrounding Go Math 13.4 |
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5: I can solve real world problems involving perimeter and area. |
6.G.1 |
CMP3 Covering & Surrounding Go Math Module 13 |
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6: I can determine the volume of a rectangular prism with whole number or fractional dimensions. |
6.G.2 |
CMP3 Covering & Surrounding Go Math 15.2 Go Math 15.3 |
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7: I can represent a 3-dimensional figure using a net. |
6.G.4 |
CMP3 Covering & Surrounding Go Math 15.1 |
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8: I can determine the total surface area of a 3-dimensional figure from a net. |
6.G.4 |
CMP3 Covering & Surrounding Go Math 15.1 |
Learning Target 1: I can determine the perimeter of a two-dimensional polygon.
Learning Target & Objectives |
Misconceptions/ Common Errors |
Instructional Resources |
Learning Activities |
6.1.A: I can identify two-dimensional figures based on specific attributes of the figure. |
(1) |
(1) |
(1) |
6.1: I can determine the perimeter of a two-dimensional figure. |
(1) Students only add the sides given and forget about the other sides It is necessary for students to understand that polygons have more than 2 sides |
(1) |
(1) |
Learning Target 2: I can determine the area of a two-dimensional polygon.
Learning Target & Objectives |
Misconceptions/ Common Errors |
Instructional Resources |
Learning Activities |
6.2.A: I can identify and use the area formulas for rectangles and parallelograms. |
(1) Students add the length and width for the area of a rectangle; Students multiply the base and the width of a parallelogram The formula for the area of a rectangle is length times width; The formula for the area of a parallelogram is base times height |
(1) |
(1) |
6.2.B: I can identify and use the area formulas for triangles and trapezoids. |
(1) Students multiply the hypotenuse of a triangle with the base; Students multiply the length of the hypotenuse with the base for each triangle in the trapezoid The formula for the area of a triangle is base times height divided by two; Students need to recognize that the height is represented by the perpendicular value |
(1) |
Value |
6.2.C: I can calculate the area of a 2D polygon with whole number, decimal or fractional dimensions. |
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6.2.D: I can use area formulas to determine a missing dimension when given the area. |
(1) Students use the area as a dimension and multiply it with the other dimension Students must designate appropriate numerical value with the variable it represents |
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6.2.E: I can represent the area of a figure with an algebraic expression when the dimension(s) are given as variables. |
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6.2: I can determine the area of a two-dimensional polygon. |
Learning Target 3: I can graph coordinate pairs to create a polygon and determine the perimeter and area of the shape.
Learning Target & Objectives |
Misconceptions/ Common Errors |
Instructional Resources |
Learning Activities |
6.3.A: I can correctly plot coordinate pairs on a coordinate plane. |
(1) Switching values for x axis and y axis X-axis value comes first and indicates placement horizontally. Y-axis values comes second and indicates placement vertically |
(1) |
(1) |
6.3.B: I can determine a missing coordinate pair to complete a figure on the coordinate plane. |
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(1) |
Value |
6.3.C: I can determine the side lengths of a polygon on a coordinate plane in order to determine the perimeter or area of the shape. |
(1) |
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6.3.D: I can calculate the perimeter and/or area of a shape plotted on a coordinate plane based on a given scale. |
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6.3: I can graph coordinate pairs to create a polygon and determine the perimeter and area of the shape. |
Unit 6 Mastery Quiz 1: see assessment tabs
Learning Target 4: I can decompose an irregular polygon into rectangles and triangles to determine the total area.
Learning Target & Objectives |
Misconceptions/ Common Errors |
Instructional Resources |
Learning Activities |
6.4.A: I can identify the polygons that comprises an irregular polygon/composite figure. |
(1) |
(1) |
(1) |
6.4.B: I can use necessary operations to determine missing dimensions of a composite figure. |
(1) |
(1) |
Value |
6.4.C: I can use the correct formulas to find the area of a composite figure. |
(1) |
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6.4: I can decompose an irregular polygon into rectangles and triangles to determine the total area. |
Learning Target 5: I can solve real world problems involving perimeter and area of polygons and irregular polygons.
Learning Target & Objectives |
Misconceptions/ Common Errors |
Instructional Resources |
Learning Activities |
6.5.A: I can solve real world problems where the perimeter and/or area must be determined. |
(1) Mixing up perimeter and area in word problems Perimeter operations should be applied to problems involving distance around. Area operations should be applied to problems involving space inside |
(1) |
(1) |
6.5.B: I can solve real world problems where a missing dimension must be calculated from a given perimeter or area. |
(1) incorrect numerical substitution for corresponding variable Students must designate appropriate numerical value with the variable it represents |
(1) |
Value |
6.5: I can solve real world problems involving perimeter and area of polygons and irregular polygons. |
(1) |
Unit 6 Mastery Quiz 2: see assessment tab
Learning Target 6: I can determine the volume of a rectangular prism with whole number or fractional dimensions.
Learning Target & Objectives |
Misconceptions/ Common Errors |
Instructional Resources |
Learning Activities |
6.6.A: I can identify a rectangular prism and use the volume formula using whole number dimensions. |
(1) Students add the three dimensions Multiply the length, width, and height for volume |
(1) |
(1) |
6.6.B: I can use the volume formula to find the volume of a figure with fractional dimensions. |
(1) |
(1) |
Value |
6.6.C: I can use the volume formula to find a missing dimension of a figure. |
(1) Assuming automatically to multiply three values together instead of paying attention to which measurement each value is describing Students must designate appropriate numerical value with the variable it represents |
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6.6: I can determine the volume of a rectangular prism with whole number or fractional dimensions. |
Value |
Learning Target 7: I can represent a 3-dimensional figure using a net.
Learning Target & Objectives |
Misconceptions/ Common Errors |
Instructional Resources |
Learning Activities |
6.7.A: I can identify the vocabulary associated with 3D figures. |
(1) Confusing faces, edges, vertices Faces are sides of three dimensional shapes, edges connect faces, vertices connect edges |
(1) |
(1) |
6.7: I can represent a 3D figure using a net. |
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(1) |
Value |
Learning Target 8: I can determine the total surface area of a 3-dimensional figure from a net.
Learning Target & Objectives |
Misconceptions/ Common Errors |
Instructional Resources |
Learning Activities |
6.8.A: I use a net to determine surface area of prisms. |
Value |
(1) |
(1) |
6.8.B: I can use a net to determine surface area of pyramids. |
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(1) |
Value |
6.8: I can determine the total surface area of a 3-dimensional figure from a net. |
(1) Using formula for volume because it involves three dimensional shape Surface area is the sum of the area of each face and therefore is only using two dimensions per face |
