Lesson Title: #1 Diagnostic: Sorting Shapes
and repeated practice / Date
Learning Goal (Curriculum Expectations) (VandeWalle pg. 221)
-1m43 identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes
-1m44 compose and decompose common two-dimensional shapes and three-dimensional figures;
-to develop an awareness of the wide variety of ways that 2-D shapes are similar/different
-classification of shapes by properties
-introduce names and properties of common shapes
Lesson Components / Anticipated Student Responses
Before
-have students choose a shape, go around the circle and ask students to tell one or two ideas about the shape
Play a group game
-choose a “target” shape
-students will find a shape that is like the target shape in some way.
-students will share ideas of how they are the same
-listen for non-geometric vs. geometric language
-this activity will give you lots of diagnostic information about students and your class as a whole. It will give you the information you need to direct your instruction (assessment FOR learning) / -looks like a pizza
-it’s bumpy
-it has lines
-it has corners
-it has straight lines
-it is round
-has 3 sides
-has points/corners
-is curvy
-triangles/squares/circles
During
-Students will be working in groups (2-3) to play the same game, using the properties of the target shape and discuss the sorting rule (has straight sides, has 3 side, etc.)
-Students will glue/trace the shapes onto paper and write their rule on the back
-Teacher will visit each group to see if they have a collection of shapes and then teacher will try to guess the rule
-Once teacher has checked in, teacher will select another “target shape” and the students will continue playing the game with a different rule
-Listen to students and correct/teach new vocabulary
After (Consolidation)
-collect drawings and display one at a time
-have students guess the rule for each drawing
-have students who created the sort explain their rule
-Teacher may want to create new sort that has not been discussed / -this activity will give you a lot of information of where to begin your geometry unit.
-it will inform you about what the children know about shapes
-you can informally assess students’ knowledge of the vocabulary they know so you know where to go next
After (Highlights and Summary)
-this activity will guide your instruction; it will give you lots of information of what your students know about geometry
-you may want to do this type of activity several times to encourage more sophisticated sorting rules as the students explore geometry and learn about new vocabulary.
-teach/review new vocabulary (vertices, parallel lines, edges-curved, straight, names of shapes, etc.)
After (Practice)
-have students practice sorting the shapes and coming up with different rules using the newly learned vocabulary
-this lesson needs to be repeated various times to have students become familiar with properties and vocabulary
School Boards / School / Grade(s)K-3
Lesson Title: #2 Sorting 2-D Shapes / Date
Learning Goal (Curriculum Expectations)
-1m43 identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes
-1m44 compose and decompose common two-dimensional shapes and three-dimensional figures;
Sorting Shapes (adapted from VandeWalle pg. 221)
-to develop an awareness of the wide variety of ways that 2-D shapes are similar/different
-classification of shapes by properties
-review names and properties of common shapes from lesson 1
Lesson Components / Anticipated Student Responses
Before
Review names of 2-D shapes, properties observed in previous lessons, introduce new geometric vocabulary to replace non-geometric language. Create a list of geometric vocabulary (anchor chart)
Play a game:
-Teacher will sort ALL the shapes into 2 groups
-students will try to guess the sorting rule (e.g. shapes with straight edges, shapes with curved edges; shapes with vertices, shapes without vertices)
-encourage the use of geometric math vocabulary / It is a circle, square, rectangle, triangle…
It has corners.
It has straight sides/edges.
The 2 sides never meet.
You can turn it and it’s a diamond.
During
-students will work in groups of 2-4 to use ALL 49 shapes and sort them into categories.
-Students will glue/trace the shapes onto paper and write the rule on the paper
-Teacher will visit each group to see if they have a collection of shapes and then teacher will try to guess the rule
-Listen to students and correct/teach new vocabulary
-Listen to discussions groups are having and ask questions about why shapes are in certain places
After (Consolidation)
-collect drawings and display one at a time
-have each group come up to explain their SORT
-allow students to observe and ask questions/discussion about the sort
-encourage students to use geometric language
-challenge misconceptions / -Why do the shapes go together?
-How do you know?
-Count the vertices
-How many parallel lines do your shapes have?
-How many curved edges?
-How many straight edges?
Show me
After (Highlights and Summary)
-informally assess the use of new vocabulary
-introduce properties that were not discussed (concave, convex, line of symmetry, right angles, parallel lines, etc.)
-review and teach new geometric vocabulary
-challenge misconceptions by using manipulatives
After (Practice)
-have these shapes available for the students to use during activity time
-students can play “what’s my shape?” with all the shapes by giving clues to the others
School Boards / School / Grade(s) K-2
Lesson Title #3 Feely Bag / Date
Learning Goal (Curriculum Expectations)
• identify the characteristics of two-dimensional shapes and objects;
Materials: Feely Bags: paper or cloth bags containing pattern blocks: circle, square, triangle, rhombus, hexagon, rectangle, trapezoid, shape card (Guide to Effective Instruction)
Lesson Components / Anticipated Student Responses
Before
Students engage in a game of Guess the Shape. Describing shapes according to attributes. (e.g. vertices, straight edges, sides, square corners, curved). Give clues to the students and have them guess the shapes. / I have four sides.
I have four vertices.
I have four right angles or square corners.
I have two sides that are the same length.
What shape am I?
During
Each player, in turn, reaches into the Bag, selects a pattern block and describes it to the class. E.g. This shape has 3 vertices and 3 straight sides.
• Players place a counter on a matching picture of the figure on his or her game board.
• The game continues until one player has placed a counter on all eight sections of his or her game board.
After (Consolidation)
Develop anchor charts using students’ descriptive words and related objects for the other
Two-dimensional figures. Highlight the vocabulary that can be used to describe the
Figures; other than shape name and colour such as straight lines, vertices, sides, right angles, convex, concave
After (Highlights and Summary)
Choosing and describing each figure illustrates student’s knowledge and comfort with math language about 2D shapes.
Reinforce math language in describing shapes.
Highlighting the presence of shapes in other objects (deconstructing of shapes)
Co-construct the Success Criteria
After (Practice)
Have students write clues for a shape. Have them work with a partner to guess the shape based on the clues given.
School Boards TDSB / School: / Grade(s) 1/2
Lesson Title: #4 Shape Hut / Date:
Learning Goal (Curriculum Expectations)
-identify 2-D and 3-D shapes and classify them according to their properties
-locate the line of symmetry in 2-D shapes (grade 2)
-describe the similarities and differences between everyday shapes
Lesson Components / Anticipated Student Responses/Teacher questions
Getting Started 5-10 minutes
Explain to students that you would like them to join you in a game Of I spy where the clues are the properties of shapes. Look around the classroom and give a clue, such as I spy with my little eye a shape that has one set of lines going in the same direction and a set of lines that will cross. Give the students 2-3 guesses. Give 2-3 students a chance to lead the game. / Student - trapezoid
Teacher-How do you know?
Student-because it has parallel lines across but the other lines will if they keep going will cross over one another
Teacher-can you think of another shape that has similar attributes?
During-30 minutes
Task: Explain to students that they will be going to for a walk around the school on a hut for shapes with their partners. They can draw the shapes or bring the item back to the class to share. Different groups will be hunting for different shapes. For example three groups will be hunting for shapes with curved lines and no vertices, three groups will be hunting for shapes with parallel lines, three groups will be hunting for shapes that are convex, three groups will be looking for shapes that are symmetrical, etc. They must keep their properties a secret from the other groups because they will have to think about what all the shapes have in common.
After- 10-15 minutes
Congress: What do all my shapes have in common?
Students display their drawing and their objects on their desk. With post-it notes they walk around and guess what each have in common. / Ask questions about the shapes.
What do all these shapes have in common?
How do you know that is a triangle?
Can you find another shape that is the same as this shape? How are they the same? How are they different?
How would you describe this book?
After (Highlights and Summary)
Students may have difficulty finding examples of shapes that had three sides and three vertices’. However they may notice the triangles on 3-D shapes.
Add any new terminology to the anchor charts and Success Criteria
After (Practice)
Students may need more practice with parallel lines / Have a center available for students to further explore shapes.
Have tangram puzzles available for extra practice
Have geo boards available for students to explore making and creating shapes
School Boards / School / Grade(s)K-3
Lesson Title: #5-8 Math Centres : 2-D Shapes / Date
Learning Goal (Curriculum Expectations)
-1m43 identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes
-1m44 compose and decompose common two-dimensional shapes and three-dimensional figures;
Lesson Components / Anticipated Student Responses
Before
-read book about shapes
-orally play Guess my shape? My shape has 4 vertices. My shape is 2-D. My shape has 4 equal sides….Guess my shape?
-review vocabulary and properties
-talk about the word diamond (usually a misconception) and teach the word rhombus / It’s a square.
Many responses about properties.
Allow students time to ask questions
Add new vocabulary to our anchor charts
During
STUDENTS:
Activity 1: Polygons On Parade (geoboards) (Effective Guide pg. 121) (FORMATIVE ASSESSMENT)
Students will use geoboards and geobands to create shapes according to specific guidelines. They will draw what they have done on the geoboard on a geoboard blm (below). Teacher will stay at this station to do a formative assessment to check each students’ understanding of shapes while the other students rotate through independent stations.
Activity 2: SORTING SHAPES (VandeWalle shapes) (lesson 1) (INDEPENDENT)
Activity 3: GUESS MY SHAPE? Students will write some clues about a shape on a piece of paper, draw their shape and hide their secret shape with construction paper
Activity 4: MAKE A PICTURE/PATTERN/DESIGN w/ 2-D Shapes (pattern blocks) and then use construction paper cut-outs of the shapes and glue them on a paper to replicate their pattern block pattern. Graph the shapes that they used in their picture (how many squares, triangles, trapezoid, parallelogram, etc.)
Activity 5: SHAPE PICTURE 2 -Students will draw/trace and cut-out shapes to create a picture and then write about all the shapes they used. Write about the shapes that you used in your picture.
** As they finish each activity, children will rotate through the centres (you can choose to this as an entire day activity or break it up into 2-4 days)
After (Consolidation)
1-share 2-D art work
2-work as a class to talk about the geoboard task, what did you find? What was easy/difficult? How do you know you made a shape w/ 4 equal sides? Etc. Compare their geoboard creations, ask probing questions
3-students will share their clues w/ the class and the class will try to guess the shape / Display student work
After (Highlights and Summary)
-informally assess the use of new vocabulary
-review properties
-address questions/difficulties/things that were interesting
-compare geoboard designs
After (Practice)
-have materials available for students to continue to experiment/manipulate/practice/play
-post vocabulary to anchor charts
STRETCH-A-SHAPE
Make the largest square possible. Make the largest triangle possible.
Make the largest rectangle possible. Make the smallest triangle possible.
Make the smallest square possible. Make the smallest rectangle possible.
Make a shape with 1 pin inside it. Make a shape with 2 pins inside it.
Make a shape with 3 pins inside it. Make a shape with 4 pins inside it.
Make a shape that looks like the stop sign. Make a shape that looks like a house.