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. |

| | |

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| | |

| | |

| | |

| |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 |

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| | |

| |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 |

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| | |

| |Inclusive Technology for the Special Needs People |

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