Mathematical Dream Catcher - 10 Pack

Mathematical Dream Catcher - 10 Pack

Product Code: EK000127
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Description
Weave math and culture together with Native American Indian dream catchers

Combine traditional Native American culture and modern mathematical concepts to explore geometric shapes and patterns!

Curriculum topics: Circles, Geometric Shapes, Patterns & Relationships, Native American Culture, Artistic Exploration

Kit includes: Idea sheet, 10 hoops, 80 binder clips, 30 pieces of string, beads & feathers to decorate (colors may vary)

Number served: 10

Grades: 1-5

Recommended for ages 6 and up.

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Standards: 

 

  • 1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.

    (Common Core Mathematics /// Grade 1 /// Measurement And Data /// Measure Lengths Indirectly And By Iterating Length Units)

  • 1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

    (Common Core Mathematics /// Grade 1 /// Geometry /// Reason With Shapes And Their Attributes)

  • 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.4

    (Common Core Mathematics /// Grade 1 /// Geometry /// Reason With Shapes And Their Attributes)

  • 1.G.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

    (Common Core Mathematics /// Grade 1 /// Geometry /// Reason With Shapes And Their Attributes)

  • 2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

    (Common Core Mathematics /// Grade 2 /// Geometry /// Reason With Shapes And Their Attributes)

  • 2.G.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, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

    (Common Core Mathematics /// Grade 2 /// Geometry /// Reason With Shapes And Their Attributes)

  • 3.G.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

    (Common Core Mathematics /// Grade 3 /// Geometry /// Reason With Shapes And Their Attributes)

  • 3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

    (Common Core Mathematics /// Grade 3 /// Geometry /// Reason With Shapes And Their Attributes)

  • 4.OA.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule ""Add 3"" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

    (Common Core Mathematics /// Grade 4 /// Operations And Algebraic Thinking /// Generate And Analyze Patterns)

  • 5.OA.3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule ""Add 3"" and the starting number 0, and given the rule ""Add 6"" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

    (Common Core Mathematics /// Grade 5 /// Operations And Algebraic Thinking /// Analyze Patterns And Relationships)

  • 5.G.2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

    (Common Core Mathematics /// Grade 5 /// Geometry /// Graph Points On The Coordinate Plane To Solve Real-World And Mathematical Problems)

  • 5.G.3. Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

    (Common Core Mathematics /// Grade 5 /// Geometry /// Classify Two-Dimensional Figures Into Categories Based On Their Properties)

  • 5.G.4. Classify two-dimensional figures in a hierarchy based on properties.

    (Common Core Mathematics /// Grade 5 /// Geometry /// Classify Two-Dimensional Figures Into Categories Based On Their Properties)

  • Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

    (Common Core Mathematics /// Grade 1 /// Mathematical Practices)

  • Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

    (Common Core Mathematics /// Grade 2 /// Mathematical Practices)

  • Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

    (Common Core Mathematics /// Grade 3 /// Mathematical Practices)

  • Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

    (Common Core Mathematics /// Grade 4 /// Mathematical Practices)

  • Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

    (Common Core Mathematics /// Grade 5 /// Mathematical Practices)

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San Jose MATH 10,11
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