Grade: FDK / Math Curriculum Expectations:
#17 Describe, sort, classify, build and compare 2-D shapes.
Strand: GSS
What do students need to know and be able to do?
Students need to know that 2-D shapes have attributes that can be used to sort, classify, and name them. They need to be able to recognize and describe 2-D shapes. They need to be able to sort and build with 2-D shapes.
Learning Goals
Content Goal:
Children can recognize, describe and sort 2-D shapes. / Mathematical Process Goal:
(problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, communicating)
Representing & communicating their findings of 2-D shapes.
Lesson Components / Anticipated Student Responsesand Teacher Prompts / Questions
Minds-On (approx. 5 – 10 minutes) / AFL
-Discussion about shapes we know
-Play “I Spy a Shape”
-What shape do you see?
-Read book “Shape by Shape” by Suse MacDonald
-Sing “Shape Song” on smart board (ABC Did TV or Busy Beavers) / What are we listening and looking for from the student conversation and responses?
-Shapes are everywhere
-How are shapes alike and different
-I can match shapes
-Shapes are fun
Action! (approx. 20 – 25 minutes) / AFL
HOW CAN I SORT SHAPES?
-Hand out 2-D shapes to children
-Pull out a shape from a mystery bag & ask children to hold up a shape that looks the same
-Children explain how their shapes are the same
-Repeat for different
-Next, children sort their shapes into groups
-Children share their sorting rule or class can guess the sorting rule / Success Criteria:
Anticipated Student Responses / Strategies
-Some students might only sort by same colour and same shape.
-Some might sort by size and be able to understand that it’s ok the colours and shapes are mixed up.
-Some might be able to extend their thinking to sort by curved sides or straight sides or round (no sides or corners).
-Encourage all responses.
-Students should demonstrate sorting rule.
-Students should self-correct.
Possible Misconceptions
Sample Scaffolding Questions
How else can you represent this?
How are these ___the same or different?
If I do ____, what will happen?
How can you prove your answer or verify your estimate?
How do you know?
Have you found all the possibilities?
How could you arrive at the same answer in a different way?
Consolidation (approx. 30 – 35 minutes) / AFL
Consolidation (20 min)
Success Criteria
-Talk about how student’s sorting is alike and how they are different. Explain that there are many different ways to sort shapes. We see how shapes are the same and how they are different when we look carefully at shapes.
-Shape sorting activity on smart board with a new collection of shapes.
-Ask what they notices about the different shapes.
-Ask children to pick their favourite shape and describe it.
-Do a model on chart paper: “This is my favourite shape.
It has ______.
It looks like a ______.
This is a picture of it….”
-Children follow-up independently.
MAKE SHAPE CREATURES OR SHAPE PICTURES
-provide children with Pattern Blocks
- explore the Pattern Blocks
- model how blocks fit against the side of another block
- provide cards with pictures or designs for children to cover with Pattern Blocks or children create their own designs or pictures
- count each type of pattern block used
Highlights and Summary (5 min)
Uncover Learning Goal / Reflect back to learning goal
-Students can recognize, describe and sort 2-D shapes
-Have a sharing circle for students to share their experiences, learning and thinking / - The following was suggested in “Making Math Meaningful” by Marian Small. . . Students can also be asked “Where does it belong?” or “Which one does not belong?” I feel this is a good way to extent their thinking or introduce another attribute.
- Marian Small also informed me that using “and” and “or” is a common error and misconception.
- Sometimes students don’t know what to do with the items that don’t fit the sorting attribute. The ones that are left out. Therefore it is sometimes helpful to use organizational tools such as sorting containers, mats, plates, yarn or hula hoops to enclose the items.
IndependentConsolidation (10 min)
- Exit Card
- Reflection/Journal
- Large Group/Small Group/Individual
- Homework / Independent Practice
-Have a sharing circle for students to display their sorting or Pattern Block arrangements and share their thinking with others
-With the use of the iPad, document the learning, create pic collages and post on Seesaw for parents to view
- Students represent some of their favourite arrangements with play dough, paint, crayons, markers, etc. and explain why they found them so interesting. / -Have students collect “real world” shapes in the environment. Demonstrate sorting and sorting rule used. Match “real world” shapes to mathematical shape. Perhaps graph findings.
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