Instruction Guide
|Title |Geometric and Spatial Relationships |
|Suggested Quarter |Third |
|Power Standard |Geometric and spatial knowledge of shapes, solids, and coordinate grids will deepen the understanding of the 2 and 3 dimensional world |
| |in which we live. |
|Content Standards and |M.O.1.3.1 draw, label, and sort circle, rectangles including squares, and triangles, according to sides and vertices. |
|Objectives |M.O.1.3.2 use physical materials to construct, identify, and classify three-dimensional figures: cube, cone, sphere, rectangular solid, |
| |pyramid, and cylinder. |
| |M.O.1.3.3 recognize three-dimensional shapes in the environment. |
| |M.O.1.3.5 create and describe simple symmetrical designs. |
| |M.O.1.3.7 find and name locations on a first-quadrant grid. |
| |M.O.1.3.8 predict the result of combining or decomposing two or more two-dimensional/three-dimensional shapes. |
| |M.O.1.2.1 sort and classify objects by more than one attribute, using various strategies, Including Venn Diagrams. |
|21st Century Skills |Learning Skills & Technology Tools |Teaching Strategies Culminating Activity |Evidence of Success |
|Information and |21C.O.PK-2.1.LS2 Student can accurately interpret|The teacher uses ‘Direct Instruction |Students successfully: |
|Communication Skills: |and create simple visuals (e.g. charts, maps, |Strategies’. |Take real-world 2-D and 3-D digital |
| |graphs and models) and use this information to |Demonstration-how to create a coordinate grid; |pictures and describe the shapes found|
| |solve problems and communicate information. |how to use a visual to solve a problem and |in the school environment. |
| |21C.O.PK-2.1.LS3 Student articulates thoughts and|communicate information; how to use Microsoft |Use visuals to solve problems and |
| |ideas, representative of real and imaginary |Word, KidPix, or Kidspiration to create an |communicate information. |
| |experiences, clearly and effectively through |Animal Zoo with 4 cages of animals for the |Use technology (Microsoft Word, Kid |
| |oral, written or multimedia communication. |culminating assessment; and how to use a |Pix, or Kidspiration to create a |
| |21C.O.PK-2.1.TT2 Student demonstrates correct |concept map and Frayer model. |product asked in the Academic Prompts.|
| |keyboarding posture and correct hand and finger |Vocabulary Word Wall- used by students to help | |
| |placement for the home row, knows how to use |communicate information and solve problems. |Use Vocabulary from the Math Word Wall|
| |keyboard to create lower and upper case letters, |Guided Practice-while students are engaged in |and clearly and effectively |
| |knows how to locate and use the letters, numbers |symmetry activities with paper folding, |communicate through oral, written or |
| |and special keys (e.g., enter, space bar, arrow |hands-on manipulatives (pattern blocks, |multimedia communication. |
| |keys, delete, shift, punctuation keys, number |attribute blocks, geoboards, tangrams, |Use file menu commands (e.g., New, |
| |keys, left and right hand position), knows how to|geoblocks, solid shapes, interlocking cubes), |Open, Close, Save, Save as, Print). |
| |use a mouse to point and click, place cursor at a|and Geometry activities and games online. |Students successfully: |
| |specified location, click and drag, and right |Seven Prompts will serve as a starting point |Create a photo album explaining the |
| |click. |for the students to explore, create, explain, |difference between a 2-D and 3-D |
| |21C.O.PK-2.1.TT3 Student logs on to computer, |construct, and demonstrate that geometric and |photo. |
| |starts and exits programs, finds files, and |spatial knowledge of shapes will deepen the |Write labels describing and comparing |
| |handles and uses output devices (e.g., CDs, DVDs,|understanding of the 2 and 3 dimensional world |the shapes built for the Shape Museum.|
| |USB drives, diskettes) with care. Student uses |in which we live. | |
| |file menu commands (e.g., New, Open, Close, Save,|The teacher uses ‘Independent Learning |Assemble a robot using the information|
| |Save as, Print) and saves computer files to |Strategies’. |provided. |
| |diskette, hard drive and server. |Math Journal-Students write about math to |Write and explain the sorting rules |
| |21C.O.PK-2.1.TT5 Student creates text, types |further develop and enhance their mathematical |for the 10 Creature Cards. |
| |words and sentences, and inserts images using |thinking and communication skills in |Write a letter explaining the problems|
| |word processing software. Student creates, saves,|mathematics. Journal entries will provide |stocking shelves at Wal Mart. |
| |prints and opens existing files. Student uses |opportunities for the students to self- assess |Create a triangle puzzle and fill in |
| |editing functions in word processing software |what they have learned. The math journals are |information on the puzzle sheet. |
| |(e.g., font, boldface, underline, font color). |records of the experience received from the |Write a report describing where |
| |Student inserts graphics that enhance the |math exercise or problem solving activity. The |dinosaurs were found using ordered |
| |understanding of the text. |student has to think about what he/she did in |pairs. |
| | |order to communicate it in writing. |Design an Animal Zoo, creating animals|
| | |*The teacher uses "scaffolding" to provide the |using the information in the |
| | |support and structure necessary for students to|culminating assessment and creating a |
| | |learn new information or complete assigned |map showing the location of each |
| | |tasks successfully. For more information on |Animal Cage at the zoo. |
| | |"scaffolding" go to... | |
| | | | |
|Thinking and Reasoning |21C.O.PK-2.2.LS2 Student identifies parts of a |The teacher uses ‘Thinking Skills Strategies’. |Students successfully: |
|Skills: |system and explains how those parts interact with|Brainstorming-Students may work in pairs for |Use concept maps and graphic |
| |one another. |the seven academic prompts and the culminating |organizers for comparing shapes in |
| |21C.O.PK-2.1.LS3 Student engages in a problem |assessment to help generate a larger number of |order to help them display their |
| |solving process using objects to solve problems |ideas for the solutions of the problems. |geometric and spatial knowledge of |
| |and demonstrates learning by explaining how they |Brainstorming enhances the enjoyment of group |shapes and then solve problems using |
| |solved the problem. |work and improves morale. It may also serve as |their knowledge in the academic |
| |21C.O.PK-2.2.LS4 Student engages in discovery, |a useful exercise for team building. |prompts. |
| |exploration and experimentation to reach |· Concept Mapping-Students work in pairs on |Justify how he/she solved the problem |
| |unexpected answers. Student makes unusual |concept maps (a technique for visualizing) |in the academic prompts. |
| |associations and provides a variety of solutions |designed for comparing shapes. They will use |Use all the information processed |
| |to problems. |the Frayer Model (adaptation of the concept |during this Geometry unit, and |
| |21C.O.PK-2.2.TT1 Student identifies procedures |map) as a Visual/Graphic Organizer to help them|synthesize this information in the |
| |for caring for and using developmentally |compare and sort 2-D and 3-D shapes. An example|final product-The Animal Zoo. |
| |appropriate technologies (e.g., computers, CD/DVD|can be found in the Microsoft Word files in the|Use (Microsoft Word, Kid Pix , or |
| |players, videotapes, diskettes, CD-ROMs, remote |Resource Section. |Kidspiration to create a final product|
| |controls). |Kidspiration has Concept Maps in the Teaching |in the culminating assessment. |
| |21C.O.PK-2.2.TT3 Student identifies different |Resources. | |
| |purposes among software applications (e.g., |Think Aloud to demonstrate critical thinking, | |
| |puzzles, writing tools, graphing tools, concept |analysis, and synthesis. | |
| |mapping tools). Student selects technology tools | | |
| |and software to solve problems (e.g., | | |
| |presentation software to explain and communicate | | |
| |information, drawing or paint software to make a | | |
| |picture, email software to send messages, | | |
| |Internet browser to access websites, and word | | |
| |processing software to write a story). | | |
| |21C.O.PK-2.2.TT4 Student identifies how | | |
| |technology could be used to solve problems in our| | |
| |everyday world. | | |
|Personal and Workplace |21C.O.PK-2.3.LS1 Student manages negative |The teacher uses ‘Direct Instruction |The teacher will observe the students |
|Skills |emotions, aligns his/her goals to the goals of |Strategies’ when teaching Personal and |using personal and workplace skills |
| |others, and works cooperatively and productively |Workplace Skills and incorporates life skills |throughout the unit as they are |
| |with others in small groups. |into his/her pedagogy. |working and communicating as a team to|
| |21C.O.PK-2.3.LS2 Student demonstrates ability to | |complete a task. These are life skills|
| |assume different roles and responsibilities as | |the teacher will observe as Evidence |
| |assigned by the teacher and abandons ineffective | |of Success. |
| |strategies when introduced to more effective | |Leadership- Students use |
| |strategies for solving a problem or completing a | |interpersonal(able to work with other |
| |task. | |students) and problem-solving skills |
| |21C.O.PK-2.3.LS5 Student uses clearly defined | |to influence their partner toward an |
| |teacher directions and interpersonal skills to | |assessment product (photo album, shape|
| |move others toward the goal. | |labels, shape robot, a letter, a |
| |21C.O.PK-2.3.LS6 Student focuses on a project | |puzzle, a report, and a map of the |
| |goal, and with teacher guidance, frames | |Animal Zoo) for the culminating |
| |appropriate questions related to the goal, | |assessment. |
| |considers possible courses of action, selects a | |Personal Qualities- Students will |
| |plan of action and completes the project. | |display responsibility, self-esteem, |
| |21C.O.PK-2.3.TT3 Student identifies how | |sociability, self-management, |
| |technology is commonly used in homes, community, | |integrity, and honesty. |
| |and other environments. | |Self Direction- Students monitor one's|
| |21C.O.PK-2.3.TT5 Student demonstrates positive | |own understanding and learning needs |
| |social and ethical behaviors when using | |as they progress through the unit on |
| |technology. Student identifies appropriate and | |numeration. They are able to |
| |inappropriate use of computers and describes how | |prioritize and complete each of the |
| |to work collaboratively with others when using | |tasks. They display Accountability and|
| |technology at home or in school. | |Adaptability as they adapt to the |
| | | |various roles in the academic prompts |
| | | |and take on the responsibility to get |
| | | |the job done. |
| | | |Personal Productivity- Students |
| | | |utilize time efficiently and manage |
| | | |the task’s workload. |
| | | |People Skills- Students work |
| | | |appropriately and productively with |
| | | |their partner. |
| | | |Communication Skills- Students have |
| | | |the ability to articulate thoughts and|
| | | |ideas clearly and effectively. |
| | | |Technology-Students work with a |
| | | |variety of technologies; use computers|
| | | |to process information, select |
| | | |technology as a tool for completing a |
| | | |task, and are able to apply technology|
| | | |to the task (understand intent and |
| | | |proper procedures for setup and |
| | | |operation of equipment). |
| | | |Basic Skills- Students read and |
| | | |understand the written information in |
| | | |each task; communicate their thoughts |
| | | |in written work; perform mathematical |
| | | |tasks, listen, interpret, and respond |
| | | |to verbal messages from the teacher |
| | | |and other students; and speak with |
| | | |organized ideas as he/she communicates|
| | | |orally a justification for a problem. |
| | | |Thinking Skills- Students think |
| | | |creatively, make decisions, solve |
| | | |problems, visualize, know how to |
| | | |learn, and reason. |
|Performance Objectives |Students will know… |
|(Know/Do) |· Vocabulary words: plane shapes, solid shapes, two/three dimensional, attribute, symmetry, congruent, vertices/corners, sides, faces, |
| |edges, coordinate grid, and pattern block names. |
| |· the names, the number of faces, and the properties of solids (rolling, stacking, and sliding). |
| |· if one part of a figure matches the other part exactly when it is folded, the figure has line symmetry. |
| |· a solid figure is not like a plane figure. |
| |· solid figures are all around you. |
| |· the faces of a solid figure are in the shape of plane figures. |
| |Students will be able to… |
| |· recognize, identify, build, draw, label, and sort shapes and classify two- and three- dimensional shapes by more than one attribute. |
| |· describe attributes and parts of two- and three- dimensional shapes. |
| |· compose and decompose geometric shapes. |
| |· recognize plane and solid shapes in the environment. |
| |· construct symmetrical shapes. |
| |· combine two or more shapes to make a congruent or a new shape |
| |· find and name locations on a coordinate grid. |
|Big Idea |Geometric and Spatial Relationships |
|Enduring Understandings |Geometry is the relationship of shapes and their attributes. |
| |Two and three-dimensional shapes can be compared and classified by common characteristics. |
| |Geometric relationships help us to solve problems and makes sense of our world. |
|Essential Questions |How can you tell if a figure is 2-D or 3-D? |
| |What are the properties of 2 and 3 dimensional shapes? |
| |Why is symmetry important? |
| |Why do people combine or decompose two or three dimensional shapes? |
| |How are shapes used to describe the world around us? |
|Learning Plan & Notes to|Notes to Instructor |
|Instructor | |
| |The intent of this unit is to teach students that geometric and spatial knowledge of shapes, solids, and coordinate grids will deepen |
| |the understanding of the 2 and 3 dimensional world in which we live. The culminating assessment is an age-appropriate real-world task |
| |rather than the traditional chapter test on geometric shapes. The knowledge, skills, and understandings resulting from this unit will |
| |help the children develop the geometric and spatial sense needed in preparation for second grade curriculum on geometric shapes. In |
| |order for all students to successfully complete the learning activities, academic prompts, and culminating assessment, Differentiated |
| |Instruction is integrated throughout the unit. Appropriate differentiation of content, process, and/or product can accommodate diverse |
| |learners. Differentiated ideas will be in red text so you can see the possible modifications, accommodations or adaptations that may |
| |need to be made. |
| | |
| |Support Children’s Mathematical Vocabulary Development |
| |You play an important role in teaching your students the vocabulary in this Geometry unit. Vocabulary words: plane shapes, solid shapes,|
| |two/three dimension, attribute, symmetry, vertices/corners, sides, faces, edges, open and closed figures, congruent, spatial |
| |relationships, coordinate grid, and pattern block names) will be taught on a need-to-know basis. The fewer words introduced at the |
| |beginning of the learning experience, the more quickly your class will engage in DOING the geometry activities. The classroom teacher's |
| |aim is to motivate learning new words when students see they are necessary. Present classroom activities, in which children read, write,|
| |draw, and explain mathematical ideas. Children can visit this site for more vocabulary development. |
| | |
| |Use Language Arts Strategies to Teach Vocabulary |
| |Some strategies might include the following: |
| |Use a Math Word Wall-with words, related pictures, definitions, and other images to help make each new word meaningful |
| |Have children write journal entries, stories, cartoons, bumper stickers, skits, raps, songs or poetry about the terminology in this |
| |unit. |
| |Have children invent their own terminology. They will realize that terms come from people thinking about new ideas. We want them to be |
| |thinkers and creators in the world of the future. |
| |Writing about mathematics is another opportunity to understand mathematical terminology and gives the teacher an opportunity to assess |
| |students’ understanding of the terms they use. |
| |Use open-ended writing prompts that allow the students to use mathematical vocabulary to share details about their understanding. |
| |Open-ended writing prompts also give teachers information about students’ misconceptions. |
| |Make a point of using mathematical terms in your own dialogue. |
| |Have the students compile a list of key mathematical words by entering them into a vocabulary book along with a description and an |
| |example of their meaning. |
| |Have the students explain the meaning of mathematical terms to the class. |
| |Some ideas to reinforce vocabulary with Differentiated Instruction: |
| |Visual Aids. (Diagrams and Graphs) Encourage the use of diagrams and other visual aids to help develop concepts and understanding. For |
| |written and verbal communication, increase your focus on reasoning and decrease the focus on language. |
| | |
| |Frayer Model Map for the Visual Learner- The Frayer Model is an adaptation of the concept map. The framework of the Frayer Model |
| |includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non examples of the |
| |concept word. You might want to use the Frayer Model Map for 2-D shapes and 3-D shapes. For more information on this map go to this |
| |website: |
| |Some ideas to reinforce vocabulary with Differentiated Instruction: |
| |Note Cards. Encourage your ELL students to keep note cards to record math terms and vocabulary in their own words, sometimes with the |
| |use of their native language. |
| |Teach the concept in relation to known information. |
| |Teach the vocabulary, which includes some or all of the following:spelling, fingerspelling, sign, and pronunciation |
| |Reinforce the meaning (multiple meanings) of the vocabulary in other nonmathematical activities. |
| |Kidspiration-(Inspiration Software, Inc.) Concept mapping for the visual learner. Graphical ways of working with vocabulary, which teach|
| |the children how to think and how to learn. |
| |Please be aware that the Academic Prompts in the Lesson Plan are not in sequence 1 through 7. |
| |Content |
| |1. K-W-L. At the beginning of the unit assess prior knowledge and skills. Readiness for the Knowledge and Skills in the identified CSO's|
| |is determined by observation and pre-assessment (K-W-L chart and a diagnostic skills test on 2-D shapes.) This pre-assessment will help |
| |identify those children who may need some differentiated instruction in the unit. |
| |Ask the students what they already Know (or think they know) about 2-D and 3-D shapes. Secondly, ask them what they Want to know (or |
| |questions they have) about these shapes. (Their questions may reveal interests or "hooks" to the topic. Their questions may reveal |
| |misconceptions that will need to be addressed.) As the unit proceeds, Learnings are summarized and recorded in the "L" column as they |
| |occur. (This provides an opportunity to go back and correct any misconceptions that may have been initially recorded in the "K" column.)|
| |2. Children begin the unit by locating shapes in their everyday lives. Read the book Shapes, Shapes, Shapes by Tana Hoban or Color Zoo |
| |by Lois Ehlert. Ask the students to look around the classroom for examples of geometric shapes. Discuss the shapes they identify. Ask |
| |each student to sketch a classroom object that resembles a particular shape. By having each child describe how his or her shape is the |
| |same as or different from a shape drawn by another student, you can encourage them to focus on the properties of shapes such as the |
| |number of sides, the number of vertices, whether the sides are the same length, etc. As students describe their shapes, you can help |
| |refine notions they already have and can introduce useful vocabulary as appropriate. |
| |Exploration Stage |
| |3. Provide materials (pattern blocks, geoboards, attribute blocks, interlocking cubes, tangrams, pentominoes, and geoblocks to encourage|
| |the students to explore shapes and their attributes. These sites will be useful in this Exploration Stage. |
| | |
| | Introduction|
| |to Geometry for Primary Students |
| | Review of 2-D shapes |
| |4. Pattern Block Activities |
| |Exploration-Children should have the opportunity to explore the shapes and create geometric patterns. They investigate the results of |
| |combining shapes and breaking them into smaller parts. |
| |Comparing Blocks-Hide a pattern block in your hand. Describe the shape using vocabulary words (sides, vertices) Remind the students that|
| |they cannot describe the block using its color or name. They should concentrate on the properties of the shapes. Ask a student to make a|
| |guess and explain their thinking. Next, ask the children to explain how a square and a rhombus pattern block are alike and different. |
| |Repeat using other pairs of shapes. |
| |Students will be able to join pattern block pieces together to cover a region and to identify and describe numerical relationships found|
| |among pattern block shapes. Children’s work with pattern blocks will help develop the ability to recognize relationships and visualize |
| |shapes. For instance, children learn that the trapezoid can be formed with one blue rhombus and one triangle or with three triangles. |
| |This observation can be used in making substitutions when filling in a pattern block outline. Pattern Block Outlines can be found here. |
| |(It’s a Perfect Fit-Part 2) |
| | |
| |· Seven Ways to Make a Hexagon-Challenge the children to work with a partner and try to find as many of the seven combinations as they |
| |can. Children use their spatial sense to find multiple ways to fill in the same space. As they combine, construct, and visualize shapes,|
| |they will acquire a deeper understanding of geometric shapes and their properties. This helps them develop their sense of relationship |
| |in space. There are many resource materials in Investigations, Everyday Math, and Pattern Block Resource Books, which ask the students |
| |to find different ways to fill in an outline and record the number of each shape in a table. |
| |· Communication-Encourage the children to share their solutions. Discuss the largest and smallest number of blocks used and the patterns|
| |they found. Ask them to explain why they use a smaller number of pieces when they use the larger pattern blocks (hexagons and |
| |trapezoids). |
| |Pattern Block Exploration on the Computer Introduce QS_Shapes (Investigations technology) on the computer. The children should use Free |
| |Explore to make their own pictures or designs. They will explore symmetry with the Flip tools and equivalence with the Hammer tool. If |
| |you hammer a shape (such as a blue rhombus) that is not part of a group, it will break that single shape into smaller shapes (in this |
| |case, two green triangles). |
| | |
| |The children can build the shapes with yarn, rope, or elastic. You will need 3 children to build a triangle, 4 children to build 4 sided|
| |shapes, etc. The children can use one hand to represent the vertex. |
| |Do Assessment-Triangle Puzzles |
| |Academic Prompt 6 |
| |5. Geoboards-The children can build 2-D shapes on the geoboard. The teacher can make models on an overhead geoboard, and the children |
| |can copy the shape. Interactive on-line geoboard |
| |6. Tangrams with a Literature Connection |
| |Three Pigs, One Wolf and Seven Magic Shapes by Grace Maccarone is a mathematical take on the classic fairy tale. Students are introduced|
| |to tangrams in this leveled reader. The pigs use the seven magic shapes to form solutions to the problems they encounter. Students will |
| |enjoy using tangrams to recreate the figures in the book as well as creating their own tangram figures for classmates to solve. |
| |Seven Magic Shapes Shadow Templates |
| |Grandfather Tang's Story by Anne Tompert also uses tangrams to illustrate the story a grandfather tells his granddaughter. Students will|
| |enjoy recreating the tangram creatures found throughout the book. |
| | |
| | |
| |The Shape of Things by Dayle Ann Dodds introduces the geometric shapes as they are found in the world around us. Students will be |
| |challenged to locate all of the triangles in the illustration or the squares, etc. Shape patterns form the border of each page, |
| |prompting more discussion about shapes, color and size. |
| |Students can create their own shape pages for a class book on "The Shape of Things." Download the Shape of Things template so that |
| |students can choose a shape, draw a picture, stamp the border and add their own words to the page prompt. |
| |Do Assessment-Homework Robots |
| |Academic Prompt 3 |
| |7. Symmetry |
| |Guided Practice and Independent Practice. Use Manipulatives (Geoboards, Mirrors, Pattern Blocks, and paper) where appropriate to |
| |demonstrate concepts and/or processes. (symmetry practice online) Fold some paper up into |
| |many folds, grab the scissors and make a string of paper dolls, or animals, or snowflakes etc. Visit this site for Symmetry activities |
| |with letters. Place the edge of the mirror across the vertical center of some of the letters in the alphabet|
| |and you see that the reflected image in the mirror balances and exactly completes the letter. |
| |8. Use Small Groups |
| |Make a Shape Mural Students design and make a group shape mural where they focus on relating 2-D shapes to real world objects; explore |
| |the relationship between shapes; develop vocabulary to describe and name shapes. |
| |Make a Book of Shapes Students work in groups and make a book representing different real world shapes. |
| |The use of pairs or small groups is an instructional strategy that can be very effective for some students. By grouping students, you |
| |can: |
| |encourage communication and interaction in a non-threatening and more relaxed setting. |
| |help students feel more comfortable to ask questions or seek explanations. |
| |promote a positive support system for your students. |
| |manage large classes with diverse student needs more effectively. |
| |9. Introduce Quilt Patterns |
| |· Read the book The Quilt by Ann Jonas. The book Eight Hand Round: A Patchwork Alphabet. New York: Harper Collins, 1991 shows how a |
| |quilt is made from squares, and how patterns repeat on quilts. |
| |· The children can design a Quilt Square in QS_Shapes. If you make six copies of the Quilt Square and tape them together with colored |
| |masking tape, each child can create his/her own quilt. Quilting Through the Year by Paula Symonds has a collection of paper quilts for |
| |each month of the year. The children learn the term congruent easily when it is given in a clear context of matching a paper shape to |
| |shape in the quilt block. |
| |10.Sorting 2-D Shapes |
| |Guided Practice and Independent Practice. Use Manipulatives (pattern blocks, attribute blocks, buttons, beads, lids, etc.) |
| | (Collapsible sorting circles are 20" in diameter) Great manipulative(Venn Sorting |
| |Circles) to use to introduce sorting by more than one attribute. |
| |· You will need to offer a variety of sorting techniques that will familiarize them with the way data are collected, sorted, analyzed, |
| |and used. |
| |· As students become adept with sorting, play “Guess My Rule” with the blocks to give students practice in using sorting rules. Make a |
| |circle on the board or with a loop of yarn on the floor. Write a “rule” for the attribute blocks on an index card; for example, “All |
| |blue blocks.” Turn the card over to hide the rule. Ask the students to guess the name or sorting rule represented by the circle. They |
| |can do so by picking a block from the base pile and testing for the rule by asking whether the block belongs inside the loop. The |
| |student who guesses the rule correctly is allowed to make a new rule for the next round. |
| |What’s the Rule? |
| |Shape cards and directions What's My Rule |
| |Visual Learner Idea |
| |Do Assessment-Sorting Cards |
| |Academic Prompt 4 |
| |11. Solid Shapes-Children will explore 3-D shapes and build on their understanding of two-dimensional shapes. As children explore, |
| |describe, compare, contrast, and classify geometric solids, their sense of spatial relationships is developed. Hands-on experiences with|
| |Geoblocks, Solid Shapes, Interlocking Cubes, and three-dimensional shapes in their environment will provide a base of understanding that|
| |is a necessary foundation for the more abstract geometric relationships that the children will encounter in the later grades. |
| |Do Assessment-Shape Pictures Displayed in School Library |
| |Academic Prompt 1 |
| |Do Assessment-Shape Museum Displays |
| |Academic Prompt 2 |
| |12. It's a Perfect Fit—Part 3 Ship Shape (Lesson Plan) |
| |Students will be able to combine three-dimensional shapes to make a three-dimensional whole using Geoblocks.ETA/Cuisenaire: Geoblocks |
| |Students are introduced to three-dimensional shapes as they use Geoblocks to explore geometric concepts. Students use smaller Geoblocks |
| |to build congruent three-dimensional figures. They continue geometric investigations using interlocking cubes as they build cube |
| |buildings and make connections between numerical and geometric relationships. |
| |13. Comparing and Constructing 3-D Shapes |
| |· Students can create block constructions, paper 3-D shapes using nets, interlocking cubes, straws, pipe cleaners, marshmallows, clay, |
| |or Play Dough. |
| |· Students describe the characteristics of the 3-D shapes. |
| |· Students draw to make a 2-D representation of a 3-D-object. |
| |· Students build houses with 3-dimensions on the internet. |
| | |
| | |
| |· The Outline of Things- This math activity is from the Math for All video series. |
| |Tape 8 - "Shapes in Space", Activity #1 In this activity... your children will match common household items to outlines which you have |
| |traced on the back of a shopping bag. Go here for the lesson plan. Annenberg Media |
| | |
| |· Welsh Castle Tasks-The aim of this resource pack is to give pupils the opportunity to identify and investigate two-dimensional and |
| |three-dimensional shapes in the context of a Welsh castle (Castell Coch). |
| | |
| |Do Assessment-Problems at Wal Mart |
| |Academic Prompt 5 |
| |14. Coordinate Geometry |
| |An initial and very powerful purpose of coordinate graphing is that it permits one to "find one's way around" in two-dimensional space. |
| |You can use a shower curtain or clear plastic tablecloth to build a coordinate grid with colored masking tape. This hands-on |
| |manipulative can be used with direct instruction as a way to motivate students and help them to use ordered pairs to locate a point to |
| |the right and up from an origin. |
| |Do Assessment-Dinosaur Dig |
| |Academic Prompt 7 |
| |Questioning Ask questions to check for understanding throughout the unit. Reduce questions that emphasize memory or recall. Ask |
| |questions that promote higher level thinking. |
| |Clarity Checks Be sure to check for understanding of the tasks and processes involved before students get started working on the |
| |assignment. Some students often do not seek clarification for fear of calling attention to them. |
| |Time Frame The students will be involved in the Academic Prompt tasks for 1-2 class periods. Additional time will be provided for |
| |students to meet their needs. |
| |Degree of Scaffolding If needed, students will be provided with instructional support (scaffolding) as they work on the task. |
| |Computers: Math games on the internet are a good way to incorporate learning, and students will enjoy these games more than drills or |
| |paper and pencil worksheets. You should preview games with the students to help them understand the "game" and to explain the logistics.|
| |If needed, a script can be kept near the computer to help the student with directions to particular sections of the game. (Check for |
| |more Links at the end of the Instructional Guide). |
| |Assessments Use a balance of assessment formats throughout the Geometry unit, in order to provide a more balanced picture of students’ |
| |knowledge, skills, and understanding. |
| |1. Selected Response (Chapter Tests on Shapes) 2. Constructed Response (Illustrations of Shape Comparisons, Creations of graphic |
| |organizers, short answer quizzes or tests) 3. Performance Assessment (Academic Prompts and Culminating Assessment) 4. Informal |
| |Assessment (Reflective journals, learning logs, teacher-student conferences, listen-think-pair-share activities, observation, oral |
| |questioning, self-evaluation activities) |
|Academic Prompts |Shape Pictures Displayed in School Library |
| |Academic Prompt 1 |
| |You are a photographer. You have been hired by your school’s principal to take real world digital pictures inside and outside of your |
| |school. Your pictures will be displayed in a photo album for the school library or on a slide show using Kid Pix. The first section of |
| |the album or slide show will include 2-D pictures with a description of the shape and the real world object. The second part will |
| |include the 3-D pictures with a description of the shape and the real world object. |
| |Shape Museum Displays |
| |Academic Prompt 2 |
| |You are a Curator in a Shape Museum. You have been given a very important job to do with your partner. You will set up displays in 2 |
| |rooms of the museum. In the 2-D room, you will build as many shapes as you can, with toothpicks, straws, pipe cleaners, clay, and |
| |marshmallows on large index cards. Write the name and the description of each shape you build. You will use the same materials to build |
| |displays in the 3-D room. You will label each solid with its name and description. All the visitors in the museum will be able to view |
| |your shapes and read all the descriptions. |
| |Homework Robots |
| |Academic Prompt 3 |
| |You are an Assemblyman working on Robotics. You have been asked to assemble a robot to help children do their homework. You may use |
| |construction paper, crayons, Microsoft Word, or Kid Pix to assemble your robot. |
| |Homework Robots have: |
| |· a square head |
| |· triangle eyes |
| |· a circle for a nose |
| |· circles for the hands, |
| |· rectangles for the body, legs, and arms |
| |· 3 fingers, each shaped like a rhombus on each hand |
| |· trapezoids for the feet |
| |All robots that have been assembled according to the directions will be sent to stores as soon as possible. |
| |Sorting Cards |
| |Academic Prompt 4 |
| |Yugioh Card Company is looking for new trading cards. You have been asked to help sort these new Creature Cards. Go here to get copies |
| |of the creature cards and record sheets. |
| |First, sort all 10 cards into two groups using one attribute. Write the attribute used on the record sheet. |
| |Next, sort all 10 cards into four groups by one attribute. Write the attribute used on the record sheet. |
| |Last, sort all 10 creature cards into three groups. Is it possible? Why or why not? |
| |Do you think Yugioh Card Company should use these Creature Cards in their new Monster Deck? Why or why not? |
| | |
| |Problems at Wal Mart |
| |Academic Prompt 5 |
| |You stock shelves at Wal Mart. They have just received a large shipment of goods shaped like solids. You have been asked to sort the |
| |goods by special properties before putting them on the shelves. |
| |The items that stack will be on the first shelf. |
| |The items that roll will be on the second shelf. |
| |The items that slide will be on the third shelf. |
| |If you have any problems deciding on which shelf to put the object place it on the fourth shelf. |
| |Write a letter (on paper, Microsoft Word, Kid Pix or Kidspiration) to your boss at Wal Mart explaining why you had problems stocking the|
| |shelves. Draw a Venn diagram in your letter which represents how you could solve the problem. Go here to draw a Venn diagram in your |
| |letter using Kid Pix. |
| |Go here to use this page to write a letter using the Venn diagram. |
| | |
| |Triangle Puzzles |
| |Academic Prompt 6 |
| |You are a Puzzle maker. You will be designing a puzzle for the Puzzle Center in the classroom. Please follow these directions while |
| |constructing a puzzle. |
| |Construct a triangle puzzle with a least 10 pattern blocks. |
| |Trace the outline of your triangle puzzle when it is completed with a black crayon. |
| |Write the number of each block you used on the recording sheet which can be found in the Microsoft Word files in the Resource Section of|
| |the guide. |
| |Trade puzzles with a partner Puzzle maker. |
| |Fill your partner’s Triangle puzzle with Pattern Blocks. |
| |Write the number of each block you used on the same recording sheet. |
| |Compare your record sheet with your partner’s. Do you have the same information? Why or Why not? |
| |Dinosaur Dig |
| |Academic Prompt 7 |
| |You want to be a future paleontologist. You have just practiced a Dinosaur Dig on the internet. Go here to find the Dig. |
| | |
| |It is a fun exercise in mapping coordinates that also ties into earth science, rocks and minerals as well as exploration. You already |
| |know that you have to first be able to locate points on a grid in order to use a map. |
| |Pretend that you dug up five dinosaurs. Get a sheet of graph paper from your teacher. Graph paper can be found in the Microsoft Word |
| |files in the Resource Section of the guide. Write 5 letters (A, B, C, D, E) going from left to right at the bottom of the graph. Write |
| |the numbers (1, 2, 3, 4, 5) starting from the bottom to the top on the left side of the grid. Use dinosaur stickers, stamps on Kid Pix, |
| |or small dinosaurs and place them anywhere on the grid. Write a report for other future paleontologists, describing where the dinosaurs |
| |are located. Be sure to use ordered pairs in your description. |
| |5 | | | | | | |
| |4 | | | | | | |
| |3 | | | | | | |
| |2 | | | | | | |
| |1 | | | | | | |
| | A B C D E | |
|Culminating Assessment |The Animal Zoo |
|or Product |Culminating Assessment |
| |You are an architect. You are designing the Animal Zoo, which will open this summer. There are many children excited to visit the new |
| |Animal Zoo in town. You will be designing and building shape animals for 4 cages in the zoo. |
| |In Cage 1, build an animal with pattern blocks, the pattern block stickers or stampers, or design your animal using online pattern |
| |blocks at . |
| |Investigations has QS_Shapes software where the children can design pattern block animals and print them. Name the animal and the number|
| |of each block you used. |
| |In Cage 2, build an animal with only circles and rectangles. Can you use the square? Be sure your animal is symmetrical. You may use |
| |attribute blocks, paper shapes, Kid Pix, or draw the animal. |
| |In Cage 3, use 3-D shapes that stack and slide to build an animal. |
| |In Cage 4, use thick attribute blocks with 4 sides and 4 vertices to build an animal. |
| |The zoo will need a map showing the location of each Animal Cage at the zoo. Draw and label a coordinate grid. Graph paper can be found |
| |in the Microsoft Word files in the Resource Section of the guide. Write 5 letters (A, B, C, D, E) going from left to right at the bottom|
| |of the graph. Write the numbers (1, 2, 3, 4, 5) starting from the bottom to the top on the left side of the grid. Write the coordinate |
| |pair where each cage is located. |
|Links and Other |Websites |
|Resources |2-D Shapes |
| | |
| | |
| | |
| | |
| | |
| |Pattern Block Exploration on the Computer |
| | |
| | |
| |These shape poems and songs will help the auditory learner. |
| | |
| | |
| | |
| | |
| | |
| | |
| |Geoboard sites |
| | |
| |Tangram sites |
| | |
| | |
| | |
| | |
| |Activities with the Tangrams |
| | |
| | |
| | |
| |Quilt Sites on the Internet |
| | |
| | |
| | |
| | |
| | Quilters and other designers sometimes start by producing square patches with a |
| |pattern on them. These square patches are then repeated and connected to produce a larger pattern. Create your own patch using the |
| |shapes in the tool below. |
| | |
| | |
| |Quilt Literature Books |
| |"The Patchwork Quilt" by Valerie Flournoy |
| |"Tanya's Reunion" by Valerie Flournoy |
| |"The Quilt Story" by Tony Johnson |
| |"The Bedspread" by Sylvia Fair |
| |"The Keeping Quilt" by Patricia Polacco |
| |"The Quilt" by Ann Jonas |
| |Sorting Shapes on the Internet |
| |Attribute Blocks Sorting (Good article to read on sorting) Attribute Blocks-Practice |
| |sorting blocks by color, shape, and size. |
| |Venn Diagram Shape Sorter |
| |Guess My Button |
| |What’s the Rule? Tangrams Sorting 's%20My%20Rule.pdf |
| |Sorting by Two Attributes |
| | |
| | |
| |Other Symmetry Sites |
| | NCTM site |
| | |
| | |
| | |
| | |
| |SymFace lets you see how your face would look if it was perfectly symmetrical. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | (symmetry in flags) |
| |Other Coordinate Geometry Sites |
| | |
| | |
| | |
| | |
| |Student Materials: |
| |Computers with internet access and printer |
| |Computer Kidspiration software |
| |Computer Kid Pix software |
| |Computers with Odyssey access |
| |Digital Camera |
| |Odyssey-Level 1 Shapes (Plane and Solid Shapes, Special Plane Shapes, Attributes of Plane Shapes, Name Solid Shapes, Attributes of Solid|
| |Shapes, Congruent Shapes) |
| |Manipulatives: Pattern Blocks, Attribute Blocks, Interlocking Cubes, Tangrams, Geoboards, Geoblocks, Solids, Symmetry mirrors, and toy |
| |dinosaurs |
| |Toothpicks, straws, pipe cleaners, clay, marshmallows, pattern block stickers, pattern block stampers, and dinosaur stickers |
| |Index cards, construction paper, paper letters of the alphabet, and record sheets |
| |Math Literature |
| |Circles, Triangles and Squares by Tana Hoban |
| |Captain Invincible and the Space Shapes by Stuart J. Murphy |
| |The Silly Story of Goldie Locks and the Three Squares by Grace Maccarone |
| |The Straight Line Wonder by Mem Fox |
| |When a Line Bends… A Shape Begins by Rhonda Gowler Greene |
| |The Shape of Things by Dayle Ann Dodds |
| |Squarehead by Harriet Ziefert |
| |Bear in a Square by Stella Blackstone |
| |The Quilt maker’s Gift by Jeff Brumbeau |
| |Shape Up! by David A. Adler |
| |The Boy and the Quilt by Shirley Kurtz |
| |The Quilt Story by Tony Johnston and Tomie dePaola |
| |Three Pigs, One Wplf, and Seven Magic Shapes by Grace Maccarone |
| |Grandfather Tang’s Story by Ann Tompert |
| |Let’s Fly a Kite by Stuart J. Murphy |
| |Twizzlers Shapes and Patterns by Jerry Pallotta |
| |The Greedy Triangle by Marilyn Burns |
| |A Cloak for the Dreamer by Aileen Friedman |
| |Grandma’s Button Box by Linda Williams Aber |
| |The Button Box by Margarette Reid |
| |A String of Beads by Margarette Reid |
| |Kid Pix Information |
| | |
| | |
| | |
| | |
| | |
| |Inclusive Technology for the Special Needs People |
| | |
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