Fun with Geometry
On-Site School Program
Curriculum Connections (Mathematics):
Strand A : Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes
| 1. | identify and manage emotions |
|---|---|
| 2. | recognize sources of stress and cope with challenges |
| 3. | maintain positive motivation and perseverance |
| 4. | build relationships and communicate effectively |
| 5. | develop self-awareness and sense of identity |
| 6. | think critically and creatively |
Strand B : Number
| B1.1 | read and represent whole numbers up to and including 50, and describe various ways they are used in everyday life |
|---|---|
| B1.5 | count to 50 by 1s, 2s, 5s, and 10s, using a variety of tools and strategies |
Strand C : Algebra
| C1.1 | identify and describe the regularities in a variety of patterns, including patterns found in real-life contexts |
|---|---|
| C1.2 | create and translate patterns using movements, sounds, objects, shapes, letters, and numbers |
Strand E : Spatial Sense
| E1.1 | sort three-dimensional objects and two-dimensional shapes according to one attribute at a time, and identify the sorting rule being used |
|---|---|
| E1.2 | construct three-dimensional objects, and identify two-dimensional shapes contained within structures and objects |
| E1.3 | construct and describe two-dimensional shapes and three-dimensional objects that have matching halves |
Strand A : Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes
| 1. | identify and manage emotions |
|---|---|
| 2. | recognize sources of stress and cope with challenges |
| 3. | maintain positive motivation and perseverance |
| 4. | build relationships and communicate effectively |
| 5. | develop self-awareness and sense of identity |
| 6. | think critically and creatively |
Strand B : Number
| B1.1 | read, represent, compose, and decompose whole numbers up to and including 200, using a variety of tools and strategies, and describe various ways they are used in everyday life |
|---|
Strand C : Algebra
| C1.1 | identify and describe a variety of patterns involving geometric designs, including patterns found in real-life contexts |
|---|---|
| C1.2 | create and translate patterns using various representations, including shapes and numbers |
Strand E : Spatial Sense
| E1.1 | sort and identify two-dimensional shapes by comparing number of sides, side lengths, angles, and number of lines of symmetry |
|---|---|
| E1.3 | identify congruent lengths and angles in two-dimensional shapes by mentally and physically matching them, and determine if the shapes are congruent |
Strand A : Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes
| 1. | identify and manage emotions |
|---|---|
| 2. | recognize sources of stress and cope with challenges |
| 3. | maintain positive motivation and perseverance |
| 4. | build relationships and communicate effectively |
| 5. | develop self-awareness and sense of identity |
| 6. | think critically and creatively |
Strand B : Number
| B1.1 | read, represent, compose, and decompose whole numbers up to and including 1000, using a variety of tools and strategies, and describe various ways they are used in everyday life |
|---|
Strand C : Algebra
| C1.1 | identify and describe repeating elements and operations in a variety of patterns, including patterns found in real-life contexts |
|---|---|
| C1.2 | create and translate patterns that have repeating elements, movements, or operations using various representations, including shapes, numbers, and tables of values |
Strand E : Spatial Sense
| E1.1 | sort, construct, and identify cubes, prisms, pyramids, cylinders, and cones by comparing their faces, edges, vertices, and angles |
|---|---|
| E1.2 | compose and decompose various structures, and identify the two-dimensional shapes and three-dimensional objects that these structures contain |
| E1.3 | identify congruent lengths, angles, and faces of three-dimensional objects by mentally and physically matching them, and determine if the objects are congruent |
