| It is expected that students will:
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communicate and apply positional language and cardinal directions (relating to compasses and maps) in verbal, written, or numerical form
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Let the front of the room be north. The student "turtle" always begins by facing north. Plan a program to move a student "turtle" from your desk to the classroom door, using directions and the number of steps. Test your program. Does it work?
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graph whole number points on a horizontal or a vertical number line
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What is the temperature in your classroom? Draw a vertical line marked with numbers to show the temperature. Make your number line show 10 more degrees and 10 fewer degrees than the room's temperature. Label your number line.
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trace a path on a line following oral or written instructions
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Take a trip along the line, starting at A.
Off the
left
side |  | Off the
right
side |
You get six turns to see where your trip takes you along the line. Each roll of a die is a turn. If you roll an even number, take that many steps to the right. If you roll an odd number, take that many steps to the left. Keep track of where you are in the line at the end of six turns. Do this for 10 games. What patterns do you see? Tell when you are likely to go off the line.
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make congruent shapes and symmetrical two-dimensional shapes using folds and reflections
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Fold a rectangular piece of paper to make two congruent shapes. Are the shapes congruent?
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Shape and Space (Transformation)
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