Unit 5
Make a Shape, Build a Block
Investigation 1 (6 lessons)K.CC.1 Count to 100 by ones and by tens.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality; connect counting to cardinality.
a.) When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b.) Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c.) Understand that each successive number name refers to a quantity that is one larger.
K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
K.G.4 Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Note: Limit category counts to be less than or equal to 10.)
Session 1.1
Shape Pictures
Routine: Attendance: How Many Have Counted? K.CC.1,K.CC4
1. Activity: Looking at 2-D Shapes K.G.1
2. Activity: Introduce
Shape Pictures
K.G.1, K.G.3,K.G.4
3. Activity: Making a
Shape (form.assess)
K.G.1, K.G.3,K.G.4
4. Discuss: Checking
In –Share ideas
DP: Math Handbook Flip Chart p50 / Session 1.2
Circles & Rectangles
Routine: Today’s Question: Dog or Cat K.MD.3
1. Introduce
Math materials 2. Workshop:
a. Exploring Pattern Blocks
b. Exploring Geoboards
c. Exploring Clay
d. Making a Shape Pictures
3. Discuss: Circles and Rectangles (Is this still a rectangle
or circle? Discuss
attributes, but know that it may take some time.
K.G.2, K.G.1, K.G.3,K.G.4, K.G.5
DP: Math Handbook Flip Chart p55-56 / Session 1.3
Triangles and Squares
Routine: Calendar – How Many Days (since Christmas or New Year’s Day) K.CC.1, K.CC.2
1. Activity: http://www.sheppardsoftware.com/preschool/ngames/shapes.htm
2. Workshop:
a. Above game
a. Exploring Pattern Blocks
b. Exploring Geoboards
c. Exploring Clay
d. Making a Shape Picture
K.G.1 K.G.2 K.G.3,K.G.4, K.G.5
3. Discuss: Triangles and Squares (Is this still a rectangle or circle? Probing)
DP: Math Handbook Flip Chart p53-54 / Session 1.4
Clay Shapes
Routine: Calendar – How many days until Valentine’s Day?
K.CC.1, K.CC.2
1. Introduce Making Clay Shapes
2. Making Clay Shapes (form.assess.)
3. Discuss: Share Clay Shapes
K.G.2 K.G.3, K.G.4, K.G.5
DP: Math Handbook Flip Chart p52, 53-56 / Session 1.5
Shapes on the Geoboard
Routine: What If We Start With …?
K.CC.1, K.CC.2, K.CC.4
1.Introduce Shapes on the Geoboard
2. Introduce Pattern Block Pictures
3. Math Workshop:
Making Shapes and then Using them to Make Pictures
a. Shapes on the Geoboard
b. Pattern Block Pictures
c. Clay Shapes
d. Making a Shape Picture
K.G.1 K.G.2 K.G.3,K.G.4, K.G.5
DP: Math Handbook Flip Chart p52, 53-57
Need M11-M19
Session 1.6
Our Book of Shapes
Routine: Today’s Question – Do you have an E in your name? K.MD.3
1.Read the Book of Shapes (Made from Students Shape Pictures)
3. Math Workshop:
Making Shapes, Designs, and Pictures
a. Shapes on the Geoboard
b. Pattern Block Pictures
c. Clay Shapes
d. http://www.sheppardsoftware.com/preschool/ngames/shapes.htm
3. Discuss observations, strategies used,
K.G.1 K.G.2 K.G.3,K.G.4, K.G.5
DP: Math Handbook Flip Chart p52, 53-57
Need M11-M19 / Session 1.5 / 1.6 Workshop Pattern Block Pictures: Have students describe relative position. “I see that you put the orange square beneath the green triangle. What would it look like if you put a yellow hexagon beside the orange square.” (K.G.1)
Investigation 2 (6 lessons)
K.CC.1 Count to 100 by ones and by tens.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality; connect counting to cardinality.
a.) When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b.) Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c.) Understand that each successive number name refers to a quantity that is one larger.
K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects
K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
K.G.4 Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.G.6 Compose simple shapes to form larger shapes
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Note: Limit category counts to be less than or equal to 10.)
Session 2.1
Shape Mural
Routine: Calendar: What’s Missing? K.C.4c
1. Activity: Introduce
The Shape Mural (cut out additional shapes to expand the sets)
K.G.1,K.G.5
2. Workshop: Making Shapes and Pictures
a. Shape Mural
b. Clay Shapes
c. Shapes on the
Geoboard
d. Pattern block
pictures
e. Shapeville online
game K.G.2 http://www.tvokids.com/games/shapeville
K.G.1, K.G.3,K.G 4,K.G. 5
3. Discussion: Checking In Making a
Shape (form.assess)
K.G.1, K.G.3,K.G.4
4. Discuss: Checking
In (Share ideas)
DP: Math Handbook Flip Chart p50 / Session 2.2
Pattern Block Puzzles
Routine: Wrap Around Patterns: Use terms eighth, ninth…K.CC.4a
1. Activity: Introducing Pattern Block Puzzles
2. Activity: K.G.4 Introduce Shapes Geometry Game: http://www.abcya.com/shapes_geometry_game.htm
Workshop:
a. Pattern Blocks Puzzles
b. Shapes Geometry Game: link above
c. Shape Mural
d. Shapes on a geoboard
e. Clay Shapes
3. Discuss: check in
e. K.G.3,K.G.4, K.G.5, K.G.6
DP: Math Handbook Flip Chart p57-58 / Session 2.3
Fill the Hexagons
Routine: Comparing Groups K.CC.1, K.CC.4
1. Activity: Introduce Fill the Hexagons (M31)
K.G.3, K.G.4, K.G.6
2. Play Fill the Hexagons (formatively assess: How do they think about filling the space? Can they describe attributes of the pattern blocks?Do they use relationships among shapes to place them in the hexagon?
K.G.3, K.G.4, K.G..6
3. Discuss: Check in
DP: Math Handbook Flip Chart p57 / Session 2.4
Clay Shapes
Routine: Today’s Questions: Are You Wearing Buttons or Snaps Today? K.MD.3
1. Introduce The Counting Jar
K.CC.1, k.CC.4a-c
2. Workshop: Combing Shapes
a. Counting Jar
b. Fill the Hexagons
c. Pattern Block
Puzzles
d. Shapes Geometry
Game or
Shapeville (Online
– see sess 2.1/2.2)
e. Shape Mural
K.CC.1, K.CC.4, K.CC.5, K.G.3, K.G.4, K.G.6
DP: Math WB44 / Session 2.5
Shapes on the Geoboard
Routine: What If We Start With …?
K.CC.1, K.CC.2, K.CC.4
1.Math Workshop: Combining Shapes:
a. Counting Jar
b. Fill the Hexagons
c. Pattern Block
Puzzles
d. Shapes Geometry
Game or
Shapeville (Online
– see sess 2.1/2.2)
f. Shape Mural
2. Discuss: Shape Mural
3. Math
K.CC.1 K.CC.4, K.CC.5 K.G.3,K.G.4, K.G.5, K.G.6
DP: Math Handbook Flip Chart pg 50, 52
Session 2.6
Ways to Make a Hexagon
1. Introduce: Patch Tool http://illuminations.nctm.org/Activity.aspx?id=3577
2. Workshop: Using Shapes to Fill Outlines
a. Patch Tool http://illuminations.nctm.org/Activity.aspx?id=3577
b. Counting Jar
c. Fill the Hexagons
d. Pattern Block Puzzles
e. Any other Geometry games already introduced
Small group assessment task:K.G.6 (blackline needed) http://commoncoretasks.ncdpi.wikispaces.net/K.G.4-K.G.6+Tasks / Note: To continue work with K.G.2, have students continually using the correct names of shapes.
Investigation 3 (8 lessons)
K.CC.1 Count to 100 by ones and by tens.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality; connect counting to cardinality.
a.) When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b.) Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c.) Understand that each successive number name refers to a quantity that is one larger.
K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects
K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
K.G.4 Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.G.6 Compose simple shapes to form larger shapes
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Note: Limit category counts to be less than or equal to 10.)
Session 3.1
Make sure students understand that they’ve been focused on 2 D shapes that they can cut out of paper or draw. Now they will be focusing on 3D shapes that are solid and can be held in their hands.
Shape Hunt
Routine: Counting forward and backward K.CC.1, K.CC.4a-c
1. Looking at 3-D Shapes (Geoblocks and poster needed)
2. Introduce Shape Hunt –Think aloud
3. Activity: Shape Hunt WB45-46
K.G1, K.G,3, K.G.4,
4. Discuss shapes found
DP WB48 / Session 3.2
A Close Look at Geoblocks
Routine: Today’s Question: Would you rather be an adult or baby? K.MD.3 or Number Talk with Rekenrek
1. Introduce Exploring Geoblocks (Again discuss the difference between 2D/3D shapes)
2. Workshop: Exploring 3D Shapes
a. Exploring Geoblocks
b. Counting Jar
c. Shape Hunt
d. Interactive web
http://www.ixl.com/math/kindergarten/relate-planar-and-solid-figures
3. Discussion: A Close Look at Geoblocks – Partners compare geoblocks. Discuss likenesses and differences.
K.CC.1, K.CC.4, K.CC.5,K.G.3, K.G.4
DP Flip Chart 59-63 / Session 3.3
Copying Cubes and Matching Faces
Routine: Mixed Up Calendar
K.CC.1, K.CC.4a-c
1. Introduce Copying Cubes (connecting cubes) and Matching Faces (geocubes)
2. Workshop
a. copying cubes
b. matching faces
c. counting jar
d. shape hunt
e. Interactive Web
http://www.ixl.com/math/kindergarten/relate-planar-and-solid-figures
3. Discuss: What Shapes Did You Find? Go back over poster and label the shapes and discuss attributes.
DP Flip Chart 60-64
K.CC.1, K.CC.4, K.CC.5,K.G.1, K.G.3, K.G.4 / Session 3.4
More Clay Shapes
Routine: Number Talk
K.CC.1, K.CC.4a-c, K.CC.5
1. Introduce Making Clay Shapes
2. Workshop
a. copying cubes
b. matching faces
c. counting jar
d. clay shapes
e. Interactive Web
http://www.ixl.com/math/kindergarten/identify-solid-figures
names of solid figures
3. Discuss: Find a Match – Lay out the 10 geocubes and have students look for pairs that match.
DP Flip Chart review 60-64
K.CC.1, K.CC.4, K.CC.5,K.G.5, K.G.3, K.G.4 / Session 3.5
Geoblock Match-Up
Routine: Counting forward and back
K.CC.1, K.CC.4a-c, K.CC.5
1. Introduce Geoblock Match-Up M45-50
2. Workshop
a. Geoblock matchup
b. copying cubes
c. matching faces
d. counting jar
e. clay shapes
f. Interactive Web
http://www.ixl.com/math/kindergarten/identify-solid-figures
names of solid figures
3. Discuss: Check-in
DP Flip Chart review 60-64
K.CC.1, K.CC.4, K.CC.5, K.G.3, K.G.4
Session 3.6
Build a Block
Routine: Today’s Question: Do You Have a Younger Sister K.MD.3
1. Introduce Build a Block
2. Workshop
a. Build a block
b. Geoblock matchup
c. copying cubes
d. matching faces
e. clay shapes
f. Interactive Web
http://www.ixl.com/math/kindergarten/identify-solid-figures
or any other game they have used.
3. Discuss: Check-in
DP: WB 49, Flip Chart 65
K.G.3, K.G.4, K.G.6 / Session 3.7
End of Unit Assessment
Routine: Days of the Week
K.CC.1, K.CC.4a-c, K.CC.5
1. Introduce Geoblock Match-Up M45-50
2. Workshop
a. End-of-Unit
Assessment M7-10
b. Build a block
c. Geoblock matchup
d. copying cubes
e. matching faces
f. clay shapes
g. Interactive Web
http://www.ixl.com/math/kindergarten/identify-solid-figures
names of solid figures
3. Discuss: Check-in
DP: WB 50-51
K.G.2, K.G.3, K.G.4, K.G.5, K.G.6 / Session 3.8
End of Unit Asses
Routine: Number Talk
1.Discuss Comparing 3D Shapes
2.Continue workshops from Session 3.7
3.Assess using K.G Task 5 http://commoncoretasks.ncdpi.wikispaces.net/K.G.4-K.G.6+Tasks
K.G.2, K.G.3, K.G.4, K.G.5, K.G.6