APH MathBuilders: Unit 6, Geometry A Supplemental Math Program for Braille Users, K-3 Presented by Derrick W. Smith, Ed.D., COMS

What Teachers Need to Know About Geometry Focuses on Spatial Sense Allows students to understand AND be able to discuss their physical world. Teaches the concepts of using physical proof and logic to explain. Mastery is needed for many specific careers.

Geometry Teacher’s Guide – Introduction for specific content theme – Recommended children’s literature – Lessons for grades K-3 34 Worksheets – Print over Braille – Answer sheet in teacher’s guide Manipulatives CD

Materials Included in Kit Story Board and Diagramming Strips Geometric Shapes 3-D Geometric Figures Geometro* Nemeth Code Reference Sheet

Introduction of Nemeth Shapes Similar Congruent Parallel Perpendicular

Sample Objectives for 2 nd Grade G 2-1 Identify and label two-dimensional shapes in drawings, maps, and diagrams. G 2-2 Compare perimeters of common shapes – larger, smaller, same as. G 2-5 Identify and label the following three-dimensional shapes: cube, rectangular prism, sphere, cylinder, cone, and pyramid. G 2-6 Describe common three-dimensional shapes by characteristics: the number of faces, edges, and vertices.

Sample Lesson G 1-4: Objective: The student will examine and relate three-dimensional shapes to two-dimensional shapes: circle to sphere, square to cube, triangle to pyramid. CC.1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Sample Worksheet G 1-6 Geometry Objective: The student will identify symmetrical figures (lines of symmetry with two matching parts).

Brainstorming Time As a group, look through the Unit Manipulatives and develop a “lesson idea”. The lesson idea should include: – A measureable objective written with Bloom’s Taxonomy verbs – An engagement “thought” (how will you get the child “wanting” to learn this concept?) – A use of the kit in teaching the concept.

Unit 6: Brainstorming Activity 2.G.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 7.G.3. Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.