grade k module 2 teacher edition - school district u-46€¦ · overview of module topics and...
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Published by the non-profit GREAT MINDS®.
Copyright © 2015 Great Minds. No part of this work may be reproduced, sold, or commercialized, in whole or in part, without written permission from Great Minds. Non-commercial use is licensed pursuant to a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 license; for more information, go to http://greatminds.net/maps/math/copyright. “Great Minds” and “Eureka Math” are registered trademarks of Great Minds.
Printed in the U.S.A. This book may be purchased from the publisher at eureka-math.org 10 9 8 7 6 5 4 3 2
GK-M2-TE-1.3.1-06.2016
Eureka Math™
Grade K Module 2
Teacher Edition
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Eureka Math: A Story of Units Contributors Katrina Abdussalaam, Curriculum Writer Tiah Alphonso, Program Manager—Curriculum Production Kelly Alsup, Lead Writer / Editor, Grade 4 Catriona Anderson, Program Manager—Implementation Support Debbie Andorka-Aceves, Curriculum Writer Eric Angel, Curriculum Writer Leslie Arceneaux, Lead Writer / Editor, Grade 5 Kate McGill Austin, Lead Writer / Editor, Grades PreK–K Adam Baker, Lead Writer / Editor, Grade 5 Scott Baldridge, Lead Mathematician and Lead Curriculum Writer Beth Barnes, Curriculum Writer Bonnie Bergstresser, Math Auditor Bill Davidson, Fluency Specialist Jill Diniz, Program Director Nancy Diorio, Curriculum Writer Nancy Doorey, Assessment Advisor Lacy Endo-Peery, Lead Writer / Editor, Grades PreK–K Ana Estela, Curriculum Writer Lessa Faltermann, Math Auditor Janice Fan, Curriculum Writer Ellen Fort, Math Auditor Peggy Golden, Curriculum Writer Maria Gomes, Pre-Kindergarten Practitioner Pam Goodner, Curriculum Writer Greg Gorman, Curriculum Writer Melanie Gutierrez, Curriculum Writer Bob Hollister, Math Auditor Kelley Isinger, Curriculum Writer Nuhad Jamal, Curriculum Writer Mary Jones, Lead Writer / Editor, Grade 4 Halle Kananak, Curriculum Writer Susan Lee, Lead Writer / Editor, Grade 3 Jennifer Loftin, Program Manager—Professional Development Soo Jin Lu, Curriculum Writer Nell McAnelly, Project Director
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Ben McCarty, Lead Mathematician / Editor, PreK–5 Stacie McClintock, Document Production Manager Cristina Metcalf, Lead Writer / Editor, Grade 3 Susan Midlarsky, Curriculum Writer Pat Mohr, Curriculum Writer Sarah Oyler, Document Coordinator Victoria Peacock, Curriculum Writer Jenny Petrosino, Curriculum Writer Terrie Poehl, Math Auditor Robin Ramos, Lead Curriculum Writer / Editor, PreK–5 Kristen Riedel, Math Audit Team Lead Cecilia Rudzitis, Curriculum Writer Tricia Salerno, Curriculum Writer Chris Sarlo, Curriculum Writer Ann Rose Sentoro, Curriculum Writer Colleen Sheeron, Lead Writer / Editor, Grade 2 Gail Smith, Curriculum Writer Shelley Snow, Curriculum Writer Robyn Sorenson, Math Auditor Kelly Spinks, Curriculum Writer Marianne Strayton, Lead Writer / Editor, Grade 1 Theresa Streeter, Math Auditor Lily Talcott, Curriculum Writer Kevin Tougher, Curriculum Writer Saffron VanGalder, Lead Writer / Editor, Grade 3 Lisa Watts-Lawton, Lead Writer / Editor, Grade 2 Erin Wheeler, Curriculum Writer MaryJo Wieland, Curriculum Writer Allison Witcraft, Math Auditor Jessa Woods, Curriculum Writer Hae Jung Yang, Lead Writer / Editor, Grade 1
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Board of Trustees Lynne Munson, President and Executive Director of Great Minds Nell McAnelly, Chairman, Co-Director Emeritus of the Gordon A. Cain Center for STEM Literacy at Louisiana State University William Kelly, Treasurer, Co-Founder and CEO at ReelDx Jason Griffiths, Secretary, Director of Programs at the National Academy of Advanced Teacher Education Pascal Forgione, Former Executive Director of the Center on K-12 Assessment and Performance Management at ETS Lorraine Griffith, Title I Reading Specialist at West Buncombe Elementary School in Asheville, North Carolina Bill Honig, President of the Consortium on Reading Excellence (CORE) Richard Kessler, Executive Dean of Mannes College the New School for Music Chi Kim, Former Superintendent, Ross School District Karen LeFever, Executive Vice President and Chief Development Officer at ChanceLight Behavioral Health and Education Maria Neira, Former Vice President, New York State United Teachers
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Module2: Two-DimensionalandThree-DimensionalShapes
G R A D E MathematicsCurriculumGRADEK•MODULE2
K
TableofContents
GRADEK•MODULE2Two-DimensionalandThree-DimensionalShapes
ModuleOverview..........................................................................................................2
TopicA:Two-DimensionalFlatShapes.........................................................................9
TopicB:Three-DimensionalSolidShapes...................................................................66
TopicC:Two-DimensionalandThree-DimensionalShapes.......................................90
End-of-ModuleAssessmentandRubric....................................................................102
AnswerKey................................................................................................................109
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Lesson
NewYorkStateCommonCore
ModuleOverview K•2
Module2: Two-DimensionalandThree-DimensionalShapes
GradeK•Module2
Two-DimensionalandThree-DimensionalShapesOV ERVIEWInModule1,studentsbegantheyearobservingtheirworld.Whatisexactlythesame?Whatisthesamebut…?Theymatchedandsortedaccordingtocriteriasequencedfromsimpletocomplex.Theirperceptionsevolvedintoobservationsaboutnumbersto10.“4ismissing1tomake5.”“4plus1moreis5.”“Therearethesamenumberofdogsandflowers,6.”
Inthismodule,studentsseekoutflatandsolidshapesintheirworld(K.G.1).Empoweredbythislens,theybegintomakeconnectionsbetweenthewheelofabicycle,themoon,andthetopofanicecreamcone.Justasthenumber4allowedthemtoquantify4mountainsand4miceasequalnumbers,learningtoidentifyflatsandsolidsallowsthemtoseetherelationshipofthesimpletothecomplex,amountain’stoptoaplastictriangleandconesittingontheirdesk.
ToopenTopicA,studentsfindanddescribeflatshapesintheirenvironmentusinginformallanguage,withoutnamingthematfirst(K.G.4).InLesson2,theyclassifytheshapes,juxtaposingthemwithvariousexamplesandnon-examples.Thisprocessfurtherrefinestheirabilitytotalkabouttheshapes,forexample,asclosedorhavingstraightsides.Thenamingoftheflatshapeasatriangleispartofthatprocess,notthefocusofit(K.G.2,K.G.1).
ThesameprocessisthenrepeatedwithrectanglesinLesson3andhexagonsandcirclesinLesson4.InLesson5,studentsmanipulatealltheflatshapesusingpositionwordsastheteachergivesdirectivessuchas,“Movetheclosedshapewiththreestraightsidesbehindtheshapewithsixstraightsides.”Thesepositioningwordsaresubsequentlywovenintotheinstructionalprogram,attimesinmathfluencyactivities,butalsothroughouttheentireschoolday.
ThelessonsofTopicBreplicatethoseofTopicAbutwithsolidshapes.Inaddition,studentsrecognizethepresenceoftheflatswithinthesolids.ThemoduleclosesinTopicCwithdiscriminationbetweenflatsandsolids.Aculminatingtaskinvolvesstudentsincreatingdisplaysofagivenflatshapewithcounter-examplesandshowingrelatedsolidshapes(K.G.3).
ThefluencycomponentsinthelessonsofModule1includedactivitieswhereinstudentsusedavarietyoftrianglesandrectanglestopracticethedecompositionsof3and4.Flatsandsolidswillcontinuetobeincludedinfluencyactivitiesinthismoduleandthroughouttheyearsothatstudentshaverepeatedexperienceswithshapes,theirattributes,andtheirnames.Dailynumberfluencypracticeinthisnewmoduleiscritical.Therearetwomaingoalsofconsistentfluencypractice:(1)tosolidifythenumbersofModule1and(2)toanticipatethenumbersofModules3,4,and5.Therefore,studentscontinuetoworkextensivelywithnumbersto10andfluencywithadditionandsubtractionto5.
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Lesson
NewYorkStateCommonCore
ModuleOverview K•2
Module2: Two-DimensionalandThree-DimensionalShapes
TheKindergartenyearclosesinModule6withanothergeometryunit.Bythattime,havingbecomemuchmorefamiliarwithflatsandsolids,thestudentscomposenewflatshapes(“Canyoumakearectanglefromthesetwotriangles?”)andbuildsolidshapesfromcomponents(“Let’susethesestrawstobetheedgesandtheseballsofclaytobethecornersofacube!”).Thismodulewillallowthemtobringtogetherallthattheyhavelearnedthroughouttheyearastheymanipulateshapesandtheircomponents(K.G.4,K.G.5).
NotesonPacingforDifferentiationIfpacingisachallenge,consideromittingLessons5and8.Instead,embedexperienceswithpositionwordsinothercontentareasandthroughoutthestudents’day.Itisnotessentialthatstudentsbeintroducedtopositionwordsthroughthecontextofshapes.
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Lesson
NewYorkStateCommonCore
ModuleOverview K•2
Module2: Two-DimensionalandThree-DimensionalShapes
FocusGradeLevelStandardsClassifyobjectsandcountthenumberofobjectsineachcategory.
K.MD.3 Classifyobjectsintogivencategories;countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.(Limitcategorycountstobelessthanorequalto10.)
Identifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres).
K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.
K.G.2 Correctlynameshapesregardlessoftheirorientationsoroverallsize.
K.G.3 Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).
Analyze,compare,create,andcomposeshapes.1
K.G.4 Analyzeandcomparetwo-andthree-dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/“corners”)andotherattributes(e.g.,havingsidesofequallength).
FoundationalStandardsIdentifyanddescribeshapes(squares,circles,triangles,rectangles).
PK.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchastop,bottom,up,down,infrontof,behind,over,under,andnextto.
PK.G.2 Correctlynameshapesregardlessofsize.
Analyze,compare,andsortobjects.
PK.G.3 Analyze,compare,andsorttwo-andthree-dimensionalshapesandobjects,indifferentsizes,usinginformallanguagetodescribetheirsimilarities,differences,andotherattributes(e.g.,color,size,andshape).
PK.G.4 Createandbuildshapesfromcomponents(e.g.,sticksandclayballs).
1ThebalanceofthisclusterisaddressedinModule6.
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Lesson
NewYorkStateCommonCore
ModuleOverview K•2
Module2: Two-DimensionalandThree-DimensionalShapes
FocusStandardsforMathematicalPracticeMP.1 Makesenseofproblemsandpersevereinsolvingthem.
Studentsdistinguishshapesfromamongvariants,palpabledistractors,anddifficultdistractors.2(Seeexamplestotheright.)
MP.3 Constructviableargumentsandcritiquethereasoningofothers.Studentsareincreasinglyabletouseshapeattributestodefendidentificationofaplaneorsolidshape.
MP.6 Attendtoprecision.Studentsusepositionwordstoclearlyindicatethelocationofshapes.Also,whenKindergartenstudentsareanalyzinganddefiningattributessuchas“3straightsides,”theyareattendingtoprecision.
MP.7 Lookforandmakeuseofstructure.Studentsuseexamples,non-examples,andsharedattributesofgeometricfiguresinordertodeveloparicherconceptimage(GeometryProgressions,p.6)ofeachgeometricshape.Thisconceptimageallowsformoreacutediscernmentoftheshapewithintheenvironment.
2ThisimageplusfurtherclarificationisfoundinGeometryProgressions,p.6.
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Lesson
NewYorkStateCommonCore
ModuleOverview K•2
Module2: Two-DimensionalandThree-DimensionalShapes
OverviewofModuleTopicsandLessonObjectivesStandards TopicsandObjectives Days
K.G.1K.G.2K.G.4K.MD.3
A Two-DimensionalFlatShapesLesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,
andcirclesusinginformallanguagewithoutnaming.
Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.
Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.
Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.
Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
5
K.G.1K.G.2K.G.4K.MD.3
B Three-DimensionalSolidShapesLesson6: Findanddescribesolidshapesusinginformallanguagewithout
naming.
Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
3
K.MD.3K.G.3K.G.4K.G.1K.G.2
C Two-DimensionalandThree-DimensionalShapesLesson9: Identifyandsortshapesastwo-dimensionalorthree-
dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.
Lesson10: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.
2
End-of-ModuleAssessment:TopicsA–C(Interviewstyleassessment:2days) 2
TotalNumberofInstructionalDays 12
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Lesson
NewYorkStateCommonCore
ModuleOverview K•2
Module2: Two-DimensionalandThree-DimensionalShapes
TerminologyNeworRecentlyIntroducedTerms
§ Above,below,beside,infrontof,nextto,behind(positionwords)§ Circle§ Cone(solidshape)§ Cube(solidshape)§ Cylinder(solidshape)§ Face(flatsideofasolid)3§ Flat(two-dimensionalshape)§ Hexagon(flatfigureenclosedbysixstraightsides)§ Rectangle(flatfigureenclosedbyfourstraightsides)§ Solid(three-dimensionalshape)§ Sphere(solidshape)§ Square(flatfigureenclosedbyfourstraight,equalsides)§ Triangle(flatfigureenclosedbythreestraightsides)
FamiliarTermsandSymbols4
§ Match(groupitemsthatarethesameorhavethesamegivenattribute)§ Sort
SuggestedToolsandRepresentations§ Three-dimensionalshapes:cone,sphere,cylinder,andcube§ Two-dimensionalshapes:circle,hexagon,rectangle,square,andtriangle
3Inthecontextofpolyhedra,facesmustbepolygonal.However,inmoregeneralcontexts,afacemaybecircular(suchasthebaseofarightcircularcylinder),orevenirregular.ItisthismoreinclusiveinterpretationoffacethatisusedinthisKindergartenmodule.4Thesearetermsandsymbolsstudentshaveseenpreviously.
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Lesson
NewYorkStateCommonCore
ModuleOverview K•2
Module2: Two-DimensionalandThree-DimensionalShapes
HomeworkHomeworkattheK–1levelisnotaconventioninallschools.Inthiscurriculum,homeworkisanopportunityforadditionalpracticeofthecontentfromtheday'slesson.Theteacherisencouraged,withthesupportofparents,administrators,andcolleagues,todiscerntheappropriateuseofhomeworkforhisorherstudents.Fluencyexercisescanalsobeconsideredasanalternativehomeworkassignment.
Scaffolds5ThescaffoldsintegratedintoAStoryofUnitsgivealternativesforhowstudentsaccessinformationaswellasexpressanddemonstratetheirlearning.Strategicallyplacedmarginnotesareprovidedwithineachlesson,elaboratingontheuseofspecificscaffoldsatapplicabletimes.TheyaddressmanyneedspresentedbyEnglishlanguagelearners,studentswithdisabilities,studentsperformingabovegradelevel,andstudentsperformingbelowgradelevel.ManyofthesuggestionsareorganizedbyUniversalDesignforLearning(UDL)principlesandareapplicabletomorethanonepopulation.ToreadmoreabouttheapproachtodifferentiatedinstructioninAStoryofUnits,pleasereferto“HowtoImplementAStoryofUnits.”
AssessmentSummaryType Administered Format StandardsAddressed
End-of-ModuleAssessmentTask
AfterTopicC InterviewwithRubric K.MD.3K.G.1K.G.2K.G.3K.G.4
CulminatingTask Lesson10 CollaborativeProject K.MD.3K.G.1K.G.2K.G.3K.G.4
5StudentswithdisabilitiesmayrequireBraille,largeprint,audio,orspecialdigitalfiles.Pleasevisitthewebsitewww.p12.nysed.gov/specialed/aimforspecificinformationonhowtoobtainstudentmaterialsthatsatisfytheNationalInstructionalMaterialsAccessibilityStandard(NIMAS)format.
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KGRADE MathematicsCurriculum
GRADEK•MODULE2
TopicA: Two-DimensionalFlatShapes
TopicA
Two-DimensionalFlatShapesK.G.1,K.G.2,K.G.4,K.MD.3
FocusStandards: K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.
K.G.2 Correctlynameshapesregardlessoftheirorientationsoroverallsize.
K.G.4 Analyzeandcomparetwo-andthree-dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/“corners”)andotherattributes(e.g.,havingsidesofequallength).
InstructionalDays: 5
Coherence-Linksfrom: GPK–M2 Shapes
-Linksto: G1–M5 Identifying,Composing,andPartitioningShapes
Studentsbegantheyear,inModule1,developingnumberconceptsbyobservingtheirworld.Now,theybegintodevelopspatialreasoningandgeometricconceptsbyexperiencingflatandsolidshapesintheirworld.Thismoduleexamineshowshapesandobjectsaresimilartoordifferentfromoneanotherwithrespecttoorientationandrelativepositionstoobjects.InLesson1,studentsusetheinformallanguageoftheireverydayworldtonameanddescribeflatshapeswithoutyetexpressingmathematicalconceptsorusingthevocabularyofgeometry.Atthispoint,studentsarenotyetabletoconsistentlydistinguishbetweenexamplesandnon-examplesofdifferentgroupsofshapessuchastriangles,circles,squares,rectangles,orhexagons.Atthisstage,afigureisasquarebecauseitlookslikeabook;anotherfigureisacirclebecauseitisroundlikethewheelofacar.Studentsmaketheseobservationswithoutexplicitlythinkingabouttheattributesorpropertiesofsquaresorcircles.InLesson2,studentsbuildontheirexperientiallearningbyrelatingittothemathematicalconceptsandvocabularyofgeometry,allowingthemtoenhancetheirexperiencesofshapes.Studentsbegintoclassifythree-sidedshapesbyidentifyingthemasexamplesofatriangle.Usingvariousexamplesandnon-examplesoftriangles,theysortandclassifydifferentshapesasexamplesofatriangleornotatriangle.Havinglearnedtoidentifyshapesastriangles,theyexplaintheirdecisionsaboutclassifyingsomeshapesastrianglesandothershapesasnottrianglesbyfocusingoncommonattributesorpropertiesoftheshapestheyhaveidentifiedastriangles.Lessons3and4continuetheworkofLesson2inthesameveinbyidentifyingshapesasrectangles,hexagons,orcircles.InLesson5,studentscommunicateabouttherelativepositionofshapesbyusingtermssuchasabove,below,nextto,beside,infrontof,andbehind.
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TopicA K•2
TopicA: Two-DimensionalFlatShapes
ATeachingSequenceTowardMasteryofTwo-DimensionalFlatShapes
Objective1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.(Lesson1)
Objective2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.(Lesson2)
Objective3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.(Lesson3)
Objective4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.(Lesson4)
Objective5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.(Lesson5)
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1 K 2
Lesson 1 Objective:Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
SuggestedLessonStructure
n FluencyPractice (17minutes)
n ConceptDevelopment (25minutes)
n StudentDebrief (8minutes)
TotalTime (50minutes)
FluencyPractice(17minutes)
§ Making5with5-GroupMatsK.OA.1 (6minutes)§ DrawMoretoMake5K.OA.3 (8minutes)§ 5-GroupHandsK.CC.2 (3minutes)
Making5with5-GroupMats(6minutes)
Materials: (S)5-groupmats(FluencyTemplate1),5linkingcubes
Note:Whilestudentsareworkingwithgeometry,thefluencygoalthroughoutModule2willbetomaintainandfurtherdevelopnumberconceptsto10(seeFluencyPracticenoteinKindergartenModule1Lesson1).
T: Touchandcountyourcubes.S: 1,2,3,4,5.T: Touchandcountthedotsonyourmat.S: 1,2,3,4,5.T: Ourjobistomake5.Put4cubesonthedotsofyourmat.(Checktoseethatstudentsplacethe
cubesfromlefttorightwithoutskippinganydots.)Raiseyourhandwhenyouknowhowmanymorecubestomake5.(Waituntilallhandsareraised,andthensignal.)Ready?
S: 1.T: Wecantellhowtomake5likethis:4and1make5.Echome,please.S: 4and1make5.
Continueworkingthroughthedecompositionsof5inasystematicway.Asstudentsbegintodemonstratemastery,scalebacktheamountofguidance:“ShowmeXcubes;saythenumbersentence.”
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1 K 2
DrawMoretoMake5(8minutes)
Materials: (S)Drawmore(FluencyTemplate2)
Note:Goovertheanswers,anddirectstudentstoenergeticallyshout“Yes!”foreachcorrectanswer.
Aftergivingclearinstructionsandcompletingthefirstfewproblemstogether,allowstudentstimetoworkindependently.Encouragethemtodoasmanyproblemsastheycanwithinagiventimeframe.
5-GroupHands(3minutes)
Materials: (T)Large5-groupcards(5–7)(FluencyTemplate3)
T: (Showthe6-dotcard.)Raiseyourhandwhenyouknowhowmanydotsareontop.(Waituntilallhandsareraised,andthensignal.)Ready?
S: 5.T: Bottom?S: 1.T: Wecanshowthis5-grouponourhands.Fiveontop,1onthebottom,
likethis.(Demonstrateonhands,oneabovetheother,asshowntotheright.)
S: (Show5and1onhands,oneabovetheother.)T: Pushyourhandsoutasyoucountonfrom5,likethis.5(extendthe
tophandforward),6(extendthebottomhandforward).Tryitwithme.
S: 5(extendthetophandforward),6(extendthebottomhandforward).
Continuewith5,6,and7,steadilydecreasingguidancefromtheteacher,untilstudentscanshowthe5-groupsontheirhandswithease.
ConceptDevelopment(25minutes)
Materials: (T)Largecutoutsofeachshape(tobeaffixedtotheboardwithtape)(Template)(S)Clearbagcontainingsmallercutoutsofvariousshapes(allofonehuetolimitdistractionsfromvariationincolor),blanksideofProblemSetaffixedtoclipboard,pencil,realortoymagnifyingglass(ifavailable)
Suggestionsforshapecutoutsarepicturedasfollowsbutneednotbelimitedtothese.Besuretoinclude,atminimum,atriangle,circle,square,rectangle,andhexagonfordiscussionpurposes.
Note:Today’slessonfocusesontheattributesoftheshapesbutnottheirspecificnames.Assurestudentsthattomorrow’sworkwillincludenamingtheshapessincemanymaybeveryeagertosharetheirknowledge.
Astudentdemonstrates7as5ontopand2onthebottom.
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1 K 2
NOTESONMULTIPLEMEANSOFREPRESENTATION:
Englishlanguagelearnersbenefitfromhavingthewordscurved,straight,pointy,round,sides,andotherattributesintroducedbeforethelessonsothattheycanparticipateinthediscussionwiththeclass.Afterintroducingthem,postthevocabularyonthewordwallwithvisualssothatstudentscanrefertothem.
T: Youhaveamysterybag!Openyourbag,andcarefullyshakeoutthesurprisesinside.Whatdoyou
see?(Givestudentsamomenttoexplorethecontentsofthebaganddiscusswiththeirfriends.)S: Differentshapes!T: (Selectashapefromthebag.)Lookatmyshape.Can
youfindtheonethatlookslikemine?(Affixtheshapetotheboard.)Tellmeabouttheshape.(Inordertoencourageadiscussionpurelyaboutgeometricattributes,selectoneofthemoreunusualcutoutstobegin.)
S: Itisround.àBut,itispointy!àIthasapiecemissing.àIthasthreesides.
T: Ilikeyourobservations!(Writestudentresponsesonchartpaper,andcontinuetheexercisewiththerestoftheshapes,encouragingstudentstoverbalizeattributessuchascorners,curves,straightlines,numberandlengthofsides,“missingpieces,”etc.)
T: Arrangeyourshapesonyourdesktop.Dotheyhaveanythingincommon?(Responseswillvary.)Now,benddownsothatyouarelookingacrosstheedgeofyourdesktop.Canyouseeyourshapesnow?Areanyofthemstickingup?
S: Wecan’tseethem.àTheyareallflat!T: Yes,theydohavethatincommon!Theseareallflatshapes.Putyourshapesbackinthebag.
MP.6
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1 K 2
NOTESONMULTIPLEMEANSOFENGAGEMENT:
Pushstudentsworkingabovegradelevelbyaskingthemquestionsandassigningactivitiesthatengagethinkingathigherlevels.“Whatwouldthatshapelooklikeifitwasnotflat?”“Canyoumakeapictureofthatshapebutmakeitsothatitisstickingup?”
T: It’stimetoplayshapedetectives!Detectivesneedtohavespecialequipment,soIamgoingtogiveyouandapartneramagnifyingglasstouseifyouneedit.Youaregoingtogoonashapehuntaroundtheroom.Wheneveryouseeaninterestingshape,tellyourpartneraboutit,anddrawitonyourpaper.Takeyourbagofshapeswithyoutouseasclues.Maybeyouwillseesomeshapesintheroomthatmatchshapesinyourbag!
S: (Withpartners,searchforshapes,andre-createthemontheirclipboards.)
T: (Afterfiveminutes,callstudentsbacktotheirseats.)Doesanyonewanttoshareoneoftheshapestheyfound?Tellusaboutit!(Allowtimeforsharinganddiscussion.)
T: Maybeyouwillfindmoreshapestoaddtonight.TurnyourProblemSetsoversothatwecandosomeshapecoloringandmatching.
ProblemSet(10minutes)
StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.
Forsomeclasses,itmaybeappropriatetomodifytheassignmentbyspecifyingwhichproblemsstudentsshouldworkonfirst.Withthisoption,letthepurposefulsequencingoftheProblemSetguideyourselectionssothatproblemscontinuetobescaffolded.Balancewordproblemswithotherproblemtypestoensurearangeofpractice.Assignincompleteproblemsforhomeworkoratanothertimeduringtheday.
InthisProblemSet,allstudentsshouldbeginwithsortingtheshapesthatclearlyhaveordonothavecurvesandpossiblyleaveanyquestionableshapestotheendiftimepermits.
Suggestionsforotherwaysyoumayaskstudentstosortarelistedbelow:
§ Shapesthathavecurvesandsharppoints.§ Shapesthathaveonlycurves.§ Shapesthathavefourorfewercorners.§ Shapesthathavefourormoresides.
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1 K 2
StudentDebrief(8minutes)
LessonObjective:Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.
InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.§ Whichobjectsdidyousortthatwerecurved?Whichobjectsdidyousortthatwerenotcurved?§ Whichflatshapeswerethehardesttosort?Why?§ Explaintoyourpartnerwhichshapesyoudrewonthebackofyourpaper.Canyouthinkofother
objectsaroundyouthathavethesesameshapes?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Howcanyoutellabouteachshapewithoutusingtheshape’sname?
Homework
HomeworkattheK–1levelisnotaconventioninallschools.Inthiscurriculum,homeworkisanopportunityforadditionalpracticeofthecontentfromtheday'slesson.Theteacherisencouraged,withthesupportofparents,administrators,andcolleagues,todiscerntheappropriateuseofhomeworkforhisorherstudents.Fluencyexercisescanalsobeconsideredasanalternativehomeworkassignment.
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1ProblemSet K 2
Name Date
Sort the shapes.
Shapes with a Curve Shapes without a Curve
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1ProblemSet K A STORY OF UNITS
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1Homework K 2
Name Date
Draw a line from the shape to its matching object.
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1FluencyTemplate1 K 2
5-groupmat
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1FluencyTemplate2K 2
Draw more to make 5.
drawmore
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1FluencyTemplate3 K 2
large5-groupcards(Copyoncardstock,andcut.Savefullset.)
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1FluencyTemplate3 K 2
large5-groupcards(Copyoncardstock,andcut.Savefullset.)
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1FluencyTemplate3 K 2
large5-groupcards(Copyoncardstock,andcut.Savefullset.)
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1FluencyTemplate3 K 2
large5-groupcards(Copyoncardstock,andcut.Savefullset.)
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1FluencyTemplate3 K 2
large5-groupcards(Copyoncardstock,andcut.Savefullset.)
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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.
Lesson1Template K 2
shapes
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Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.
Lesson2 K 2
Lesson 2 Objective:Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.
SuggestedLessonStructure
n FluencyPractice (12minutes)
n ApplicationProblem (5minutes)
n ConceptDevelopment (25minutes)
n StudentDebrief (8minutes)
TotalTime (50minutes)
FluencyPractice(12minutes)
§ Making3withTrianglesK.OA.3 (3minutes)§ MakeaShapeK.G.4 (5minutes)§ Groupsof6K.CC.4b (4minutes)
Making3withTriangles(3minutes)Materials: (S)3beans,1paperorfoamtriangle,personalwhiteboard
Note:Thisactivitywaschosentosetthestagefortheanalysisoftrianglescomingintoday’slesson.
T: Touchandcountthecornersoftheshape.S: 1,2,3.T: Touchandcountyourbeans.S: 1,2,3.T: Ourjobistomake3.Put2beansonthecornersofyourshape.Keeptheotherbeaninyourhand.
Howmanybeansareonyourshape?S: 2.T: Howmanybeansareinyourhand?S: 1.T: Wecantellhowtomake3likethis:2and1make3.Echome,please.S: 2and1make3.T: Showme1beanonyourshape.Keeptherestinyourhand.Howmanybeansonyourshape?S: 1.T: Howmanybeansinyourhand?S: 2.
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Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.
Lesson2 K 2
T: Raiseyourhandwhenyoucansaythesentence,andstartwith1.(Waituntilallhandsareraised,andthengivethesignal.)
S: 1and2make3.
Guidestudentsastheywritetheequationsontheirpersonalwhiteboards.Challengestudentstolistandverifythattheyhavefoundallpossiblecombinations.
MakeaShape(5minutes)
Materials: (S)Craftsticksorstrawsoftwodifferentlengths,foamorconstructionpaperworkmat
Note:Refrainfromnamingtheshapesatthispoint.Askstudents,iftheyknowthem,tokeepthenamesoftheshapessecretfornow.Ifstudentsnametheshapes,havethemexplaintheirthinkingbydescribingtheshape’sattributesusinginformallanguage:“IknewImadeatrianglebecauseithasthreecorners.”
T: Let’splayMakeaShape.Putthreecraftsticksthissize(holdupthelongerofthetwolengths)onyourmat.
T: Movethestickssotheymakeashapewiththreepoints.S: (Movethestickstoformatriangleshape.)T: Touchandcountthepoints.S: 1,2,3.T: Touchandcountthesides.S: 1,2,3.T: Arethereanycurvedsides?S: No.T: Tradeinyourthreelongsticksforthreeshortones,likethis(showstudentsanexampleofthe
shorterlength),andputthemonyourmat.T: Movethestickssotheymakeanewshapewiththreepoints.S: (Movethestickstoformadifferenttriangleshape.)T: Doesyourshapestillhavethreepoints?Threesides?Nocurvedsides?(Pauseaftereachquestion
toallowstudentstimetoverify.)S: (Respondtoquestions.)T: Now,putoneofyoursticksback.Getastickthissize(holdupthelongerofthetwolengths),and
putitonyourmat.S: (Placethelongerstickonthematsotherearenowtwoshortandonelong.)T: Movethestickssotheymakeanewshapewiththreepoints.S: (Movethestickstoformadifferenttriangleshape.)
Havestudentscountthepointsandsidesagainandverifythattherearenocurvedsidessothattheyrealizethattheattributesoftheshapearethesame,evenastheshapetakesonadifferentappearance.Havethemcarefullyrotatetheirworkmatstoviewtheshapefromdifferentangles.
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Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.
Lesson2 K 2
NOTESONMULTIPLEMEANSOFACTIONANDEXPRESSION:
ScaffoldtheApplicationProblemforstudentswhostrugglebygivingdirectionsoneatatimeandwaitinguntilstudentscompletethetasktheyweregivenbeforegivingthemthenextdirection.Forexample,say,“Drawalargepizzapie.”Afterstudentscomply,continuewith,“Useyourcrayontocutthepizzaintoslicesfortwofriends.”
Hereisasuggestedsequencewithnamesofshapeslistedfortheteacher’sreference:
1. Atrianglecomposedoftwolongsticksandoneshort2. Asquarecomposedoffourlongsticks3. Asmallersquarecomposedoffourshortsticks4. Arectanglecomposedoftwoshortsticksandtwolongsticks
Groupsof6(4minutes)
Note:Thismaintenancefluencyactivityhelpsstudentsgainefficiencyincountingobjectsinvariedconfigurations.
T: Whenthemusicstarts,calmlywalkaroundtheroom,visitingcornersoftheroomuntilyouandyourclassmatescanmakeagroupof6.Don’tforgettocountyourself!Howmanycanbeinagroup?
S: 6.T: So,ifyougotoacornerthatalreadyhas5peoplethere,canyoustay?S: Yes!T: Whatiftherearealready6?S: No.T: Remembertocheckallthecornersoftheroom.Seeifwecanallgetintogroupsof6beforethe
musicstops!
Iftherearenotenoughstudentstomakeequalgroupsofthedesignatednumber,supplementwithpuppetsorstuffedanimals.Allowstudentstosharestrategiesformakinggroupsquickly.
ApplicationProblem(5minutes)
It’spizzatime!Onapieceofpaper,drawalarge,roundpizzapie.Don’tforgetyourfavoritetoppings!Withyourcrayons,showhowyouwouldcutthepizzaintoenoughslicesforyourfamily.Compareyourslicestothoseofapartner.Aretheyalike?Carefullydescribetheshapeofaslicetoyourpartner.
Note:Thepurposeofthisproblemistwo-fold;first,tohavethestudentscreatethree-sidedfigures,andsecond,tosetupapotentialnon-exampleforuselaterinthelesson.Thecurvededgeofthecrustintheirdrawingmeansthattheslicesarenotactuallytriangles.
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Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.
Lesson2 K 2
NOTESONMULTIPLEMEANSOFENGAGEMENT:
SupportEnglishlanguagelearners’capacitytodiscusshowtheshapestheymadeontheirgeoboardsareexamplesoftrianglesbyprovidingthemwithsentenceframessuchas,“Myshapeisatrianglebecauseithas…”touseasdiscussionstarterswiththeirpartners.
ConceptDevelopment(25minutes)
Preparation:Createoutlinesofgeometricfiguresonpapertobeaffixedtotheboardduringthelesson(Template).Shapesshouldinclude,butnotbelimitedto,thoseillustratedbelow:
Materials: (S)Geoboard,rubberband
Note:Ifthisisthefirsttimethestudentshaveusedageoboard,allowafewextraminutesduringthelessontoinstructtheminproperuseofthematerials.Usingarubberband,thestudentsstretchtherubberbandaroundpegstocreatevariousshapes.Emphasizethattherubberbandmustremainonthegeoboardatalltimes.
T: Yesterday,whenyouweretellingmeaboutyourshapes,youusedalotofmathwordstodescribethem.Whatweresomeofthethingsyounoticed?
S: Corners.àCurvedlines.àStraight.àNumberofsides.àPiecesmissing.T: Wearegoingtolookatsomemoreshapestodaytoseewhatelseyounotice.(Putatriangleonthe
classroomboard.)T: Tellmeaboutthisshape.S: Ithasthreesides.àIthasthreecorners.àItdoesn’thaveanycurves.T: Wecallashapelikethisatriangle.(WritethewordTriangleontheboard,andaffixtheshape
beneathit.Chooseanothertriangleoutline.)T: Tellmeaboutthisshape.S: Ithasthreecornersandthreesides.àIthasstraight
sides.àItisatriangle!T: (Affixtheshapetotheboardunderthefirsttriangle.)
Iambeginningtoseeapattern!Howmanycornersdoeseachshapehave?(Three.)Howmanysides?(Three.)Whatdothesideslooklike?
S: Theyareallstraight!T: So,atrianglehasthreestraightsidesandthree
corners?S: Yes.T: (Choose.)Hereisanothershape.Ithasthree
corners,andallofthesidesarestraight.Itmustbeatriangle.
S: No!It’sopen!
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Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.
Lesson2 K 2
T: Ifyouwereapetinsidethisfence,youcouldescape!So,triangleshavetobeclosed?S: Yes!T: (WriteNotaTriangleontheboard,andplacetheshapebeneathit.Continuethediscussionand
sortingwiththerestoftheshapes,guidingstudentstopointoutspecificattributesofthevariants,non-examples,anddistractors.)
T: Wehaveseveraltrianglesontheboard.I’mgoingtoaskyoutocopythesetrianglesontoyourgeoboard.Remember,youcanonlyuseonerubberband.Stretchitaroundthreecorners!(Demonstrate,andthenpassoutgeoboardsandrubberbands.Assiststudentsastheytrytocopytheshapes.Makesurethattheyhaveshapeswithexactlythreesides.)
T: Now,createyourowntriangleonyourgeoboard,andthenshowyourpartner.Besuretotellhowyouknowitisatriangle!(Allowtimeforsharinganddiscussion.)
T: Putyourgeoboardsaway,andgetreadyforsometrianglehuntingonyourProblemSet.
ProblemSet(10minutes)StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.
StudentDebrief(8minutes)
LessonObjective:Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.
TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.
InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.
§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Counthowmanytrianglesyoucolored.Didyourpartnercolorthatsamenumber?§ Didyoucolorthesametrianglesasyourpartner?§ Explaintoyourpartnerhowyouknewtheobjectsyoucoloredweretriangles.§ Whatdoyoulookforinatriangle?§ WeretheslicesofthepizzaintheApplicationProblemtriangles?Whyorwhynot?
MP.3
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Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.
Lesson2ProblemSet
K 2
Name Date
Find the triangles, and color them blue. Put an X on shapes that are not triangles.
Draw some triangles.
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Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.
Lesson2Homework
K 2
Name Date
Color the triangles red and the other shapes blue.
Draw 2 different triangles of your own.
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Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.
Lesson2Template
K 2
shapes
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3 K 2
Lesson 3 Objective:Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.
SuggestedLessonStructure
n FluencyPractice (12minutes)
n ApplicationProblem (5minutes)
n ConceptDevelopment (25minutes)
n StudentDebrief (8minutes)
TotalTime (50minutes)
FluencyPractice(12minutes)
§ 5-GroupHandsK.CC.2 (5minutes)§ Making4withSquaresandBeansK.CC.4a (4minutes)§ TriangleorNotK.G.2 (3minutes)
5-GroupHands(5minutes)
Materials: (T)Large5-groupcards(Lesson1FluencyTemplate3)
Note:Werepeatworkwiththehandsoftenbecausestudentsneedfrequentpracticetoachievefluency.Thesameexercisesmustberepeatedagainandagain.Astheygaindepthofunderstanding,theyvisualize.Astheyvisualize,theynolongerneedtheirfingers.
ConducttheactivityasoutlinedinLesson1,butnowcontinueto10.
Making4withSquaresandBeans(4minutes)
Materials: (S)4beans,paperorfoamsquares,personalwhiteboard
Note:Studentsworkearlyintheyeartowardfluencywithsumsanddifferenceswithin5.Thistakestimeandagreatdealofpractice.
T: Touchandcountthecornersofthesquare.S: 1,2,3,4.T: Touchandcountyourbeans.S: 1,2,3,4.
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3 K 2
T: Ourjobistomake4.Put3beansonthecornersofyoursquare.Keeptheotherbeaninyourhand.Howmanybeansonyoursquare?
S: 3.T: Howmanybeansinyourhand?S: 1.T: Wecantellhowtomake4likethis:3and1make4.Echome,please.S: 3and1make4.T: Showme2beansonyoursquare.Keeptherestinyourhand.Howmanybeansonyoursquare?S: 2.T: Howmanybeansinyourhand?S: 2.T: Raiseyourhandwhenyoucansaythesentence.(Waituntilallhandsareraised,andthengivethe
signal.)S: 2and2make4.
Continuewithplacing1beanonthesquare,then4,andfinally0toworkthroughallofthenumbercombinations.Havestudentswritetheequationsontheirpersonalwhiteboards.Challengestudentstolistandverifythattheyhavefoundallpossiblecombinations.
TriangleorNot(3minutes)Materials: (T)Papershapesofthesamecolorinvaryingsizes,awiderangeofexemplars,non-examples,and
variants(FluencyTemplate)
Note:Thisisapreparatoryfluencyactivityintendedtoreviewthepreviouslesson’sworkwithtrianglesandpreparestudentstonameandidentifyrectanglesinasimilarmanner.
T: I’llshowyouashape.We’lltrytodecideifit’satriangleornot.Ifyouthinkit’satriangle,givemeathumbs-up.Ifit’snotatriangle,thumbs-down.Eitherway,bereadytoexplainyourchoice!Herewego.(Showanexemplartriangle.)
S: (Showthumbsupsign.)T: You’reright!Itisatriangle.Whocantelluswhy?S: (Givevariedresponses.Justifywithinformallanguageandattributesoftheshape.)
Continueidentifyingshapesastrianglesornottriangles.Proceedfromsimpletocomplexbystartingwiththeexemplarofeachshape,thenthenon-examples,andthenthevariants.
ApplicationProblem(5minutes)
Designyourowndollarbill!Drawyourdollarbillonapieceofpaper.Whosepicturewillyouputinthecenter?Compareyourdollarwithyourpartner’s.Tellhimabouttheshapeofyourbill.Howareyourdollarsalike?
Note:Inthisproblem,thestudentsshould,fromtheirowngeneralknowledge,drawsomesortofarectangle.Describingtheirdollarstotheirfriendsleadsthemtoarticulatewhattheyalreadyknowabouttheshapeinanticipationoftoday’slesson.
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3 K 2
NOTESONMULTIPLEMEANSOFREPRESENTATION:
ForEnglishlanguagelearners,connectthekeyvocabularyofthelesson(straight,sides,corners)withpicturesthatrepresentthemeaningoftheseterms.
ConceptDevelopment(25minutes)
Preparation:Createoutlinesofgeometricfiguresonpapertobeaffixedtotheboardduringthelesson(Template1).Shapesshouldinclude,butnotbelimitedto,thoseillustratedbelow:
Materials: (S)Copyofdotpaper(Template2)oncardstock,WikkiStix(crayonsormarkersmayalsobeused)
T: Wearegoingtotalkaboutanothertypeofshapetoday.Lookattheshapeontheboard.Useyourmathwordstotellaboutit.(Placeanexemplarrectangleontheboard.)
S: Ithasfourcorners.àIthasfoursides.àThesidesareallstraight.T: Thisshapeiscalledarectangle.(WriteRectangleon
board,andaffixtheshapebeneathit.)T: (Placeanotherrectangleontheboard.)Tellaboutthis
shape.S: Ithasfourstraightsidesandfourcorners.Itisa
rectangle,too.T: Hmmm.Iwonderifwewillhaveanotherpattern
today.Let’sputthisoverbytheotherrectangle.Howaboutthisshape?(Placeasquareontheboard.)
S: Ithasfourcornersandfoursides.Allthesideslookthesame.
T: So,thisisarectangle,too?(Yes.)Thisspecialrectangle,inwhichallthesidesarethesamelength,iscalleda…
S: Square!T: Howaboutthisone?(Affixtoboard.)Isthisarectangle?Ithasstraightsidesandfour
corners.S: No!It’snotarectangle!àThecornersdon’tlookright.T: Whatdothecornerslooklikeinarectangle?
MP.7
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3 K 2
NOTESONMULTIPLEMEANSOFENGAGEMENT:
ChallengeyourstudentsworkingabovegradelevelbyaskingthemtosqueezetheirWikkiStixrectangles(makingaparallelogram),andhavethemdecidewhetherthenewshapeisarectangleornot.
S: TheyneedtobeL-shaped.T: Let’sputthisoverhere,then.Itisnotarectangle.(WriteNotaRectangleontheboard,andaffix
theshapebeneathit.)
Asyoudidwiththetrianglesyesterday,continuetosorttherestoftheshapeswiththestudents.Besuretoplacetheshapesinavarietyoforientations.Guidethemtopointoutpertinentattributesofvariants,distractors,andnon-examples.Encouragethemtoinsistthatanyrectangleshavefourstraightsidesandfourrightanglesandareclosedshapes.
T: Youhavelearnedmanyrulesaboutrectanglestoday!Now,makesomerectanglesofyourown.UsetheseWikkiStixforthesides,andusethespecialdotsonthispapertokeepyoursidesstraight.Usetherectanglesyousortedontheboardforyourmodels.
Passoutmaterials,andallowtimeforconstructionanddiscussion.Circulatetoensureaccuracy.IfWikkiStixarenotavailable,studentscanusecrayonsormarkerstoconnectthedotsintheirshapeconstruction.
T: Greatwork!Whenyoutakethesehomeafterschool,seeifyounoticeanyrectanglesliketheseontheway!
ProblemSet(8minutes)
StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.
InthisProblemSet,wesuggestallstudentsbeginbyputtinganXonalltheshapesthatarenotrectanglesandpossiblyleavethecoloringtotheendiftheystillhavetime.
StudentDebrief(8minutes)
LessonObjective:Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.
TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.
InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3 K 2
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.§ HowdidtheApplicationProblemconnecttotoday’slesson?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Counthowmanyrectanglesyoucolored.Didyourpartnercolorthatsamenumber?§ Didyoucolorthesamerectanglesasyourpartner?§ Explaintoyourpartnerhowyouknewtheobjectsyoucoloredwererectangles.§ Whatdoyoulookforinarectangle?§ Whatshapedidyoudrawwithfoursides?Canyoudrawmorethanoneshapewithfoursides?§ Howarerectanglesandtrianglesthesameanddifferent?§ Whyisasquareaspecialkindofrectangle?
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3ProblemSet K 2
Name Date
Find the rectangles, and color them red. Put an X on shapes that are not
rectangles.
Draw some rectangles.
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3Homework K 2
Name Date
Color all the rectangles red. Color all the triangles green.
On the back of your paper, draw 2 rectangles and 3 triangles.
How many shapes did you draw? Put your answer in the circle.
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3FluencyTemplate K 2
shapes
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3Template1 K 2
shapes
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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.
Lesson3Template2 K 2
dotpaper
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Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.
Lesson4 K 2
Lesson 4 Objective:Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.
SuggestedLessonStructure
n FluencyPractice (12minutes)
n ApplicationProblem (5minutes)
n ConceptDevelopment (25minutes)
n StudentDebrief (8minutes)
TotalTime (50minutes)
FluencyPractice(12minutes)
§ RectangleorNotK.G.2 (3minutes)§ MakeaShapeK.G.4 (4minutes)§ Groupsof7K.CC.4b (5minutes)
RectangleorNot(3minutes)
Materials: (T)Papershapesofthesamecolorinvaryingsizes,awiderangeofexemplars,non-examples,andvariants(FluencyTemplate)
Note:Thisisapreparatoryfluencyactivityintendedtoreviewthepreviouslesson’sworkwithrectanglesandpreparestudentstonameandidentifyhexagonsandcirclesinasimilarmanner.
ThisissimilartoLesson3,butwithrectangles.
Identifyshapesasrectanglesornotrectangles,fromsimpletocomplex,bystartingwiththeexemplarofeachshape,thenthenon-examples,andthenthevariants.
MakeaShape(4minutes)
Note:Thisactivityisrepeatedwithanewshape,allowingstudentstofocusonthenewcomponent,thehexagon,ratherthanthelogisticsoftheactivityitself.
ConducttheactivityasoutlinedinLesson2,butthistimeincludehexagonswithoutnaming.
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Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.
Lesson4 K 2
Groupsof7(5minutes)
Note:Thismaintenanceactivitysupportsefficiencyincountingobjectsinvariedconfigurations.
ConducttheactivityasoutlinedinLesson2,butwith7.Allowstudentstosharetheirstrategiesformakinggroupsquickly.
ApplicationProblem(5minutes)
Usingonlytrianglesandrectangles,designarocketshiponyourpaper.Traderocketshipswithyourpartner.Counthowmanytrianglesandrectanglesyouseeinhispicture.Didyouusethesamenumberofeachshape?
Note:Thisproblemisdesignedasareviewexercisepriortotheintroductionanddefinitionoftwonewshapesintoday’slesson.
ConceptDevelopment(25minutes)
Preparation:Whilemanyobjectsinclassroomshaveacircularshape,hexagonsintheclassroomenvironmentusuallymustbeengineered.Strategicallyplaceseveralcutoutoroutlinedshapesofregularandirregularhexagonsaroundtheroompriortothelesson.Youmaywishtoincludeafewdifferenthexagonsconstructedongeoboardsorondotpaper.
Createoutlinesofgeometricfiguresonpapertobeaffixedtotheboardduringthelesson.Shapesshouldinclude,butnotbelimitedto,thoseillustratedbelow:
Materials: (T)Papershapes(Template)(S)Clipboardwithpaperandpencil,realortoymagnifyingglass(ifavailable)
T: Wehavetalkedabouttriangles,rectangles,andsquares,andyouhavemademanyoftheseyourselves.Herearesomenewshapesforyoutolookattoday.
SortshapeoutlinestomakeagroupofhexagonsandthencirclesinthesamemannerasinLessons2and3.Asinpreviouslessons,beginthediscussionwithexemplarshapestoguidethestudentsastheydiscovereachshape’sdefiningcharacteristics.Assortingcontinues,guidethemtorealizethatahexagonisaclosedflatshapewithsixstraightsidesandthatacircleisaflat,closed,curvedshapewithnostraightsides.
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Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.
Lesson4 K 2
ANOTEONMULTIPLEMEANSOFREPRESENTATION:
Oncethevocabularywordshexagonandcirclehavebeenintroduced,posttheseonthewordwallwithavisualofacircleandmanydifferentexamplesofhexagons.
Note:Studentscanbecomefrustratedastheyattempttoarticulatethedifferencebetweenacircleandanoval.Thoughtheymaynotbeabletodescribetheconceptofequidistancefromacenter,theycantellyouthatiftheyhadaracecar,theywouldratherhavewheelsintheshapeofacirclethanintheshapeofanoval.“Circlescanrollbetter!”“Theyarenotsquished!”
T: Wearegoingtohaveanotherdetectivehunttoday.Youandyourpartnerwillsearchfortheseshapesintheclassroom.Useyourclipboardsanddetectiveequipment,anddrawanycirclesandhexagonsthatarehiding!(Allowstudentstoinvestigateforfiveminutesbeforetheyreturntotheirseats.)
T: Wouldanyoneliketoshowandshareoneofthecirclesorhexagonstheyfoundintheclassroomtoday?Howisyourcircleorhexagondifferentfromtheothershapeswe’velearned?(Allowtimeforsharinganddiscussion.)
ProblemSet(10minutes)
StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.
Sincehexagonsandcirclesarethefocusofthislesson,havestudentsfirstidentifyoneofthetwoshapesandthentheother.
StudentDebrief(8minutes)
LessonObjective:Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.
TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.
InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion§ HowdidtheApplicationProblemconnecttotoday’slesson?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Didyoucolorthesamehexagonsandcirclesasyourpartner?§ Explaintoyourpartnerhowyouknewtheobjectsyoucoloredwerehexagonsorcircles.
MP.1
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Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.
Lesson4 K 2
§ Counthowmanycirclesandhexagonsyoucolored.Didyourpartnercolorthatsamenumber?§ Whichshapeismorelikeacircle,asquareorahexagonwithequalsides?Ifthereweremoreand
moreequalsidestoourshape,coulditlookmoreandmorelikeacircle?
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Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.
Lesson4ProblemSet
K 2
Name Date
Find the circles, and color them green. Find the hexagons, and color them yellow. Put an X on shapes that are not hexagons or circles.
Draw hexagons and circles.
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Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.
Lesson4Homework
K 2
Name________________________ Date____________________
Color the triangles blue.
Color the rectangles red.
Color the circles green.
Color the hexagons yellow.
On the back of your paper, draw 2 triangles and 1 hexagon.
How many shapes did you draw? ______
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Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.
Lesson4FluencyTemplate K 2
papershapes
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Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.
Lesson4Template K 2
papershapes
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5 K 2
Lesson 5 Objective:Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
SuggestedLessonStructure
n FluencyPractice (12minutes)
n ApplicationProblem (5minutes)
n ConceptDevelopment (25minutes)
n StudentDebrief (8minutes)
TotalTime (50minutes)
FluencyPractice(12minutes)
§ GroupsofShapesK.G.2 (5minutes)§ Peek-a-BooShapesK.G.2 (3minutes)§ Groupsof8K.CC.4b (4minutes)
GroupsofShapes(5minutes)Materials: (T)Signswithpicturesofshapestoindicatewheretoformeachgroup(FluencyTemplate1)
(S)Papercutoutsoftriangles,rectangles,squares,hexagons,andcircles(varietyofsizes,includeexemplars,non-examples,andvariants)(FluencyTemplate2)
Note:Inthisfluencyactivity,studentsbringtogethertheirinsightsfromLessons1–4toformgroups,eachdefinedbyashape.Thisallowsteacherstoalsouseshapesaspartoftheirclassroommanagementtechniques,whichwillfurtherembedgeometryintotheclassroomculture.
T: Chooseashapefromtherug.T: Lookatyourshape.Raiseyourhandifyouknowthenameofyourshape.WhenIgivethesignal,
whisperthenameofyourshapetoyourself.Ready?T: Lookaroundtheroom.Doyouseesignswithpicturesofshapes?S: Yes.T: Doyouseeyourshape?S: Yes.T: WhenIstartthemusic,Iwantyoutocalmlywalktothesignthathasthesameshapeasyours.T: WhenIpointtoyourgroup,saythenameofyourshape.(Pointtothegroupoftriangles.)S: Triangles.
Continueidentifyingtheremaininggroups,andthencallstudentsbacktotherugtotradeforanewshape.Circulatetoseewhichstudentsstrugglewiththistask.Supportthembyhavingthemidentifytheattributesoftheirshapeandcompareittotheshapespicturedonthesigns.
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5 K 2
Peek-a-BooShapes(3minutes)
Materials: (T)Papercutoutsoftriangles,rectangles,squares,hexagons,andcircles(varietyofsizes,includeexemplars,non-examples,andvariants),picturesofreal-worldobjectsthatareflatshapes(FluencyTemplate3)
Note:Withtheteacherhidingtheshapes,studentsgetaccustomedtovisualizing,askilltheywillbeapplyingtonumbers,forexample,withdotcards.Thisisanimperativestepindevelopingnumbersense.Itisasignificantmomentwhenstudentsrealizetheycanmakeamentalpictureofsomething.
Oneshapeatatime,showstudentseachshapebriefly.Then,taketheshapeoutofview.Remindstudentsbeforehandthattheyaretousethelisten,think,raiseyourhand,waitforthesnapproceduretonametheshapeinchoralresponse.Startwitheasyshapestobuildconfidence,andthensteadilyincreasethelevelofdifficulty.
Groupsof8(4minutes)
Note:Thisfluencyactivityhelpsstudentsgainefficiencyincountingobjectsinvariedconfigurations.
ConducttheactivityasoutlinedinLesson2,butwith8.Allowstudentstosharetheirstrategiesformakinggroupsquickly.
ApplicationProblem(5minutes)
Workwithyourpartner.Standsomewhereintheclassroomsothatyouarefacingawall,butyourpartnerisfacingtheotherway.Tellyourpartnerseveralthingsthatyouthinkarebehindyouintheroom.Havehimlooktoseeifyouareright.Whenyouaredone,switchplaceswithyourpartner.
Note:Behindisaprepositionwithwhichmostchildrenareveryfamiliar.Introducingnewerdirectionalconceptswiththisfamiliarwordsetsthestageforlearninginthelessontoday.
ConceptDevelopment(25minutes)
Materials: (S)Scissors,glue,paperbagcontainingcutoutsofvariousshapes(twonon-identicalshapesofeachtype,includingtriangles,rectangles,circles,hexagons,andsquares)(Template)
Thefollowingaresuggestions:
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5 K 2
NOTESONMULTIPLEMEANSOFACTIONANDEXPRESSION:
EnglishlanguagelearnersaremoresuccessfulinfollowingSimonSaysdirectionsifshownconcretevisualexampleswiththedirections.Forexample,say,“Holdupashapethathasfourcorners,”whilepointingtoapictureofacorner.
NOTESONMULTIPLEMEANSOFREPRESENTATION:
Supportstudentswhostrugglebypartneringkeywordssuchasnextto,below,above,andbelowwithmodelingtheactionsforthem.
T: Youhavenewmysterybags!Carefullyshakeyourshapesontoyourdesk.Workwithyourpartner,andsaythenameofeachshape.
S: (Sortoutandarrangeshapes.)T: (Allowtimeforsharinganddiscussion.)Let’splay
SimonSays!Iwilldescribeashapetoyou.IfIsay“Simonsays!”findtheshape,holditup,andfreeze.Then,listencarefullywhileIdescribeanewshape.FindthenewshapeonlyifIsay“Simonsays!”IfIdon’t,stayfrozen.
T: Simonsaysholdupashapethathasfourcorners.Simonsaysholdupashapethathasnostraightsides.Simonsaysholdupashapethathasonemorethanfivesides.Holdupashapethathasfoursidesthatareexactlythesame.
S: Youdidn’tsay“Simonsays!”T: (Continueseveraltimesuntilstudentsshowfluencyin
identifyingthecorrectshapes.)T: Now,putallofyourshapesinarowonthetopofyour
desk.Wearegoingtoplayourgameadifferentway.Iamgoingtoaskyoutoarrangeyourshapesincertainways.Listencarefully,anddon’tforgettolistenfor“Simonsays!”
T: Simonsaysputashapewithonelessthanfoursidesinthemiddleofyourdesk.Simonsaysputashapemadewithacurvedlinebesidethatshape.SimonsaysputashapewithonlyoneL-cornernexttotheshapewithacurvedline.Putashapewithsixcornersnexttothatshape.Ididn’tsay“Simonsays!”(Playseveralmoretimes.)
T: Simonsaysputacurvedshapebelowyourchair.Simonsaysholdyoursquareaboveyourhead.Simonsaysholditbehindyourfriend.Putasquareinfrontofyou!
S: Youdidn’tsay“Simonsays!”T: Putyourshapesinthebag.Wearegoingto
practicemorewordslikebelow,above,andbesideinourProblemSet.
MP.6
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5 K 2
ProblemSet(10minutes)
StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.
InthisProblemSet,studentsshouldbeginbycuttingouttheshapesandliningthemnexttotheducksheet.
Note:StudentswillnotuseallcutoutshapesintheProblemSet.
ReadthedirectionsfortheProblemSet,andthencirculateasstudentsworktoseeiftheyhavemasteredthenamesoftheshapes.
§ Findtheshapewithfourstraightsidesthatareexactlythesame.Coloritblue.Gluetheshapeabovetheduck.
§ Findtheshapewithnocorners.Colorityellow.Gluetheshapebehindtheduck.§ Findtheshapewiththreestraightsides.Coloritgreen.Gluetheshapebelowtheduck.§ Findtheshapewithfoursides.Twosidesarelongandthesamelength,andtwosidesareshortand
thesamelength.Coloritred.Gluetheshapebesidethecircle.
§ Findtheshapewithsixcorners.Coloritorange.Gluetheshapeinfrontoftheduck.§ Findtheshapewithcurvesandcorners.Coloritpurple.Gluetheshapenexttothesquare.
StudentDebrief(8minutes)
LessonObjective:Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.
InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.
§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Howdidyouplaceeachobjectonyourpaper?Gothrougheachdirection(above,below,infrontof,
nextto,andbehind),andcomparewherestudentsputtheirobjectsontheirpaper.§ Comparewithyourpartner.Didyouputyourshapesinthesameplaceasyourpartner?§ Whatshapesdoyouseeonyourpaper?Howdidyouknowtheywerethoseshapes?§ HowdidtheApplicationProblemconnecttotoday’slesson?
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5ProblemSet
K 2
Name Date
Cut out all of the shapes, and put them next to your paper with the duck. Listen to the directions, and glue the objects onto your paper.
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5ProblemSet
K 2
Name Date
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5Homework
K 2
Name Date
§ Behind the elephant, draw a shape with 4 straight sides that are exactly the same length. Color it blue.
§ Above the elephant, draw a shape with no corners. Color it yellow.
§ In front of the elephant, draw a shape with 3 straight sides. Color it green.
§ Below the elephant,draw a shape with 4 sides, 2 long and 2 short. Color it red.
§ Below the elephant, draw a shape with 6 corners. Color it orange.
On the back of your paper, draw 1 hexagon and 4 triangles. How many shapes did you draw? Put your answer in the circle.
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5FluencyTemplate1
K 2
triangle
rectangle
signs
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5FluencyTemplate1
K 2
square
hexagon
signs
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5FluencyTemplate1
K 2
circle
signs
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5FluencyTemplate2
K 2
shapes
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5FluencyTemplate3
K 2
shapes
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Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
Lesson5Template
K 2
shapes
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TopicB: Three-DimensionalSolidShapes
KG R A D E MathematicsCurriculum
GRADEK•MODULE2TopicB
Three-DimensionalSolidShapesK.G.1,K.G.2,K.G.4,K.MD.3
FocusStandards: K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.
K.G.2 Correctlynameshapesregardlessoftheirorientationsoroverallsize.
K.G.4 Analyzeandcomparetwo-andthree-dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/“corners”)andotherattributes(e.g.,havingsidesofequallength).
InstructionalDays: 3
Coherence-Linksfrom: GPK–M2 Shapes
-Linksto: G1–M5 Identifying,Composing,andPartitioningShapes
ThelessonsofTopicBreplicateconceptstaughtinTopicAbutwithsolidshapes.Lesson6beginswithstudentsfindingsolidshapesintheirenvironment.Theymightfindbottlesofpaint,tissueboxes,balls,orcrayonsanddescribetheseobjectstotheirneighborusinginformallanguage.“Myballisround,anditbounces!”“Thistissueboxhasalotofpointycorners.”SomestudentsmightevenusetheflatshapevocabularytheylearnedinTopicAtodescribetheirsolidshape.“Therearealotofrectanglesonmytissuebox,too.”
InLesson7,studentslearnthenamesofthesolidshapesandfocusontheirattributes.Theyareaskedtoexplaintheirthinkingastheyclassifythesolidshapesintocategories.“I’mputtingthecubeandrectangularprismtogetherbecausetheyhavesixsides.”“Thesphereandcylinderroll.Theyshouldgotogether.”Lesson8guidesthestudentstousetheirnewsolidshapelexicontocommunicatethepositionofsolidshapestoeachother.Studentsidentify,name,andpositionshapesrelativetoeachother.
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TopicB K•2
TopicB: Three-DimensionalSolidShapes
ATeachingSequenceTowardMasteryofThree-DimensionalSolidShapes
Objective1: Findanddescribesolidshapesusinginformallanguagewithoutnaming.(Lesson6)
Objective2: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.(Lesson7)
Objective3: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.(Lesson8)
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Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.
Lesson6 K 2
Lesson 6 Objective:Findanddescribesolidshapesusinginformallanguagewithoutnaming.
SuggestedLessonStructure
n FluencyPractice (12minutes)
nApplicationProblem (5minutes)
nConceptDevelopment (25minutes)
n StudentDebrief (8minutes)
TotalTime (50minutes)
FluencyPractice(12minutes)
§ BeepNumberK.CC.4a (4minutes)§ HideandSee5K.OA.2 (4minutes)§ TakeApartGroupsofCirclesK.OA.1 (4minutes)
BeepNumber(4minutes)Note:Thisfluencyactivityensuresthatstudentsgainflexibilitywithnumberorderinbothdirectionsonthenumberline.
Materials: (T)Personalwhiteboard(optional)(S)Numberpath(FluencyTemplate)(optional)
T: Let’splayBeepNumber!ListencarefullywhileIcount.Insteadofsayinganumber,I’llsaybeep.YoucantoucheachnumberonyournumberpathasIsayit.Whenyouknowwhatthebeepnumberis,raiseyourhand.5,beep,7.(Waituntilallhandsareraised,andthengivethesignal.)
S: 6.T: (Turnoverthepersonalboardtorevealthenumber6sothatstudentscanverifythattheiranswer
wascorrect.)T: 7,beep,5.(Waituntilallhandsareraised,andthengivethesignal.)S: 6.T: (Turnoverthepersonalboardtorevealthenumber6.)
Continueinathoughtfulsequence,interminglingcountingupandcountingdown.Returntoasimplersequenceifstudentshavedifficulty.
Theteacher’suseofthepersonalwhiteboardisoptional,butitcanincreaseengagementasstudentsperceivethenumberassecret.Initially,studentsmayrelyheavilyonthenumberpathinordertodeterminethemissingnumber.Challengestudentstosolvementallywhentheyareready.
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Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.
Lesson6 K 2
HideandSee5(4minutes)Materials: (S)5linkingcubes,personalwhiteboard
Note:Inthisactivity,students’understandingoftheconservationofanumberdevelopsintoparttowholethinkingattheconcretelevel,anticipatingtheworkofModule4(numberbonds,addition,andsubtraction).
T: Touchandcountyourcubes.S: 1,2,3,4,5.T: Hide2behindyourback.Howmanycanyousee?S: 3.T: Putthembacktogether.Howmanycubesdoyouhave?S: 5.T: Hide1behindyourback.Howmanycanyousee?S: 4.T: Putthembacktogether.Howmanycubesdoyouhave?S: 5.
Variation:Asstudentsputthecubestogether,theycanwritetheexpressionsontheirpersonalwhiteboards.Challengestudentstolistallpossiblecombinations.
TakeApartGroupsofCircles(4minutes)Materials: (S)Personalwhiteboard
Note:Inordertomeetthegoalofaddingandsubtractingfluentlywithin5,studentsneedtobeginpracticingearlyandregularly.
T: Drawthreecirclesonyourboard.(Waitforstudentstodothis.)PutanXontwoofthem.HowmanycircleshaveanX?
S: 2.T: HowmanycirclesdonothaveanX?S: 1.T: Howmanycirclesareonyourboard?S: 3.T: Raiseyourhandwhenyoucansaythenumbersentencestartingwith2.(Waitforallstudentsto
raisetheirhands,andthensignal.)Ready?S: 2and1make3.T: Verygood.Let’sgoalittlefasternow.Erase.Drawfourcirclesonyourboard.(Waitforstudentsto
dothis.)PutanXonthreeofthem.(Wait.)HowmanydonothaveanX?S: 1.T: Raiseyourhandwhenyoucansaythenumbersentencestartingwith3.(Waitforallstudentsto
raisetheirhands,andthensignal.)Ready?S: 3and1make4.
Continueworkingthroughproblemswithin5.Alternatively,studentscanwritetheequationwhen3isthetotalandtheexpressionswhen4or5isthetotal.
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Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.
Lesson6 K 2
NOTESONMULTIPLEMEANSOFREPRESENTATION:
TohelpEnglishlanguagelearners,introducekeyvocabularylikeflat,solid,edges,corners,sides,points,curves,andsolidsdaysbeforeyouteachthelesson.Postthesetermsonthewordwallwithvisualsoraconcreteexampleofeach.
ApplicationProblem(5minutes)
Havestudentsworkwithapartner.Giveeachsetofstudentsasmallballandacube.
Wearegoingtodoatest.Taketurnswithyourpartner.Rolltheballbackandforthbetweenyouafewtimes.Watchtheballcarefullyasitrolls.Now,trytorolltheblockbetweenyou.Talktoyourpartneraboutwhathappens.Whydoyouthinktheobjectsbehavesodifferently?Whatwouldbethebestwaytogettheblocktoyourpartner?Whydon’tcupsthathaveacircleonthebottomrolloffthetable?
Note:ThisApplicationProblemrequiresstudentstostartthinkingaboutthedifferencesbetweenballsandcubesinpreparationfortoday’slesson.
ConceptDevelopment(25minutes)
Preparation:Aswiththehexagons,priortothelesson,strategicallyplacesomeextraexamplesofthegeometricsolidsaroundtheclassroomiftheyarenotalreadypresent.Suggestionsincludepartyhats,cans,snowconecups,drums,andboxes.
Materials: (S)1bagcontainingasetofgeometricsolidsperstudentpair(solidsshouldincludeacone,acylinder,acube,andasphere),clipboard,paper,pencil,realortoymagnifyingglass(ifavailable)
T: Ihavesomethingnewforyoutoexploretoday!Youwillbeworkingwithyourpartner.Pleasetakeeverythingoutofyourbag.Iwillgiveyouafewminutestolookandtalkwithyourpartneraboutwhatyounotice.
S: (Allowthreeminutesforfreeexplorationanddiscussiontime.)
T: Placeyourthingsonyourdesk.Standupandlookdownatthemasthoughyouwereabird.Whatdoyounotice?
S: Fromuphere,thisonelookslikeasquare!àThisonelookslikeacircle.àFromhere,thesetwolookalike.
T: Now,pretendthatyouareanant.Benddownandlookfromeyelevelacrossthetopofyourdesk.Whenwedidthiswithyourflatshapes,yousaidyoucouldn’tseethemanymore.Whathappensthistime?
S: Theystickup!àNow,Iseeatriangle.àTheyarenotflat.T: You’reright.Theyarenotflat.Wecallthesesolids.Findthesolidthatlookslikethis.(Holdupthe
sphere.)Tellmeaboutthissolid.S: Itlookslikeaball.àItisround.
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Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.
Lesson6 K 2
NOTESONMULTIPLEMEANSOFREPRESENTATION:
Studentsworkingbelowgradelevelmayexperiencedifficultywiththesortingactivity.Toassistthem,useinteractivetechnologysuchastheonefoundathttp://www.brainpopjr.com/math/geometry/solidshapes/search/,wheretheyarechallengedtosortsolidsandtwo-dimensionalshapes.
T: (Holdupthecube.)Lookatthissolid.Findtheonethatlookslikeitonyourdesk.Howisitdifferent?(Continueexaminingthesolidsuntilstudentshavehadachancetodescribethemall.Encouragethestudentstouselanguagesuchasedges,corners,sides,points,andcurvesintheirdiscussion.)
T: Putyourshapesbackinthebag.Takeoutyourdetectivematerials.Youandyourpartneraregoingtohuntfortheseshapesaroundourclassroom.Whenyoufindone,drawitonyourpaper.(Allowstudentsfiveminutestoidentifysomeofthesolidsintheenvironment.)
T: Pleasereturntoyourseats.Wouldanyoneliketoshowandshareaboutwhattheyfound?(Allowtimefordiscussionandsharing.)WewillfindsomemoresolidsinourProblemSet.
ProblemSet(10minutes)
StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.
Note:Ifstudentsfinishearly,havethemdrawsolidshapesthattheyseearoundthem.
StudentDebrief(8minutes)
LessonObjective:Findanddescribesolidshapesusinginformallanguagewithoutnaming.
TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.
InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.
§ Whatsolidsdidyoumatchthatwerecurved?Whatsolidsdidyoumatchthatwerenotcurved?§ Whichshapeswerethehardesttomatch?Why?§ Explaintoyourpartnerwhatyoudrewonthebackofyourpaper.Canyouthinkofotherobjects
aroundyouthatarethesesolidshapes?Haveavolunteerortwosharetheirdrawings.
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Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.
Lesson6 K 2
§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?Howcanyoutellabouteachsolidwithoutusingthesolid’sname?
§ HowdidtheApplicationProblemconnecttotoday’slesson?
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Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.
Lesson6ProblemSet
K 2
Name Date
Match these objects and solids by drawing a line with your ruler from the object to the solid.
On the back of the paper, draw solid shapes that you see in the classroom.
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Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.
Lesson6Homework K 2
Name Date
Find things in your house or in a magazine that look like these solids. Draw the solids or cut out and paste pictures from a magazine.
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Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.
Lesson6FluencyTemplate K 2
numberpath
1
2 3 4 5 6 7 8 9 10
1
2 3 4 5 6 7 8 9 10
1
2 3 4 5 6 7 8 9 10
1
2 3 4 5 6 7 8 9 10
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Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
Lesson7 K 2
Lesson 7 Objective:Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
SuggestedLessonStructure
n FluencyPractice (12minutes)
n ApplicationProblem (5minutes)
nConceptDevelopment (25minutes)
n StudentDebrief (8minutes)
TotalTime (50minutes)
FluencyPractice(12minutes)
§ ShowMeShapesK.G.2 (4minutes)§ Making5with5-GroupMatsK.OA.1 (5minutes)§ 5-GroupHandsK.CC.2 (3minutes)
ShowMeShapes(4minutes)
Materials: (S)Assortmentofsolidshapes,possiblyamixtureofeverydayobjectsandwoodenorplasticsolidshapes
Note:Inthisactivity,studentscontinuetoanalyzesolidshapestogainfluencywithrecognizingattributesandusinggeometricvocabulary.
Scatterthesolidshapesandobjectsontothestudents’tablesorinthecenteroftherug.
T: Lookattheshapesthatareontherug.Iwillaskyoutofindacertainkindofshape.Whenyoufindit,holditup.Ready?Showmeshapesthathavepoints.
S: (Holdupcubesandcones.)T: Yes.Putthembackontherug,andlistentowhatIwantyoutofindnext.Showmeshapesthat
havenopoints.S: (Holdupspheres.)T: Yes.Now,showmeshapesthathaveacurve.S: (Holdupspheres,cones,andcylinders.)
Continuehavingstudentstesteachothersotheypracticethevocabulary.
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Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
Lesson7 K 2
NOTESONMULTIPLEMEANSOFACTIONANDEXPRESSION:
Asthevocabularytermscone,face,cube,corners,andedgescomeupinthelesson,theteachercanusegesturesliketouchingherfaceandthenthefaceofthesolidwhilesayingthewordfaceinordertoenrichEnglishlanguagelearners’experienceandmakeiteasierforthemtoaccessthecontentofthelesson.
Making5with5-GroupMats(5minutes)
Materials: (S)5-groupmats(Lesson1FluencyTemplate1),5linkingcubes
Note:Inthisactivity,studentsworktowardfluencywithnumberswithin5.
ConducttheactivityasoutlinedinLesson1,butnowhavestudentsrotatetheirmatssothattheyworkwith5-groupsintheverticalorientation.
5-GroupHands(3minutes)
Materials: (T)Large5-groupcards(Lesson1FluencyTemplate3)
Note:Students’facilitywiththeirhandslaysthefoundationfortheuseofthenumberline.
ConducttheactivityasoutlinedinLesson1,butnowcontinueto10.Considershowingthecardsintheverticalorientationsothatstudentscangainflexibilityinlocatingthe5-group.
ApplicationProblem(5minutes)
Materials: (S)Smallpieceofmodelingclay
Thinkaboutthesolidsyouinvestigatedyesterday.Now,listentotheriddle,andmakethismysterysolidwithyourclay:Iamasolidthatcanroll.Idon’thaveanycorners.Ihavezeroedges.Makeme!
Whenyouaredone,showthesolidtoyourfriend.Doyoursolidslookalike?
Note:Thepurposeofthisproblemistoremindstudentsofthevocabularyusedinyesterday’slesson.Theyneedtofocusondescriptionsofthistypeintoday’slesson.Italsogiveskinestheticlearnersachancetomanipulatetheclay.
ConceptDevelopment(25minutes)
Materials: (S)Setofgeometricsolidsincludingacube,sphere,cone,andcylinderperstudentpair;paperandcoloredpencils;smallsmileyfacestickers
Note:Inthecontextofpolyhedra,facesmustbepolygonal.However,inmoregeneralcontexts,afacemaybecircular(suchasthebaseofarightcircularcylinder)orevenirregular.ItisthismoreinclusiveinterpretationoffacethatisusedinthisKindergartenmodule.
T: Takeyoursolidsoutofyourbag.Wearegoingtolookatthemcarefullytoseeifanyofthemhavethingsincommon.Iftheydo,wecansortthem.Doesanyonehaveanyideas?
S: Thisonerolls,butthesetwodon’t.àThesebothhaveflatsides.àThesehavepointyparts.
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Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
Lesson7 K 2
NOTESONMULTIPLEMEANSOFACTIONANDEXPRESSION:
Facilitatestrugglingstudents’talkbyprovidingthemwithvarioussentenceframessuchas,“Thesetwosolidsarethesamebecausetheyhave…”and,“Thisonerolls,butthisonejust….”Encouragethemtousethenamesofthesolids.
T: Ihearsomegoodideas!Wewilltrysomeofthem.(Holdupacone.)Thissolidiscalledacone.Whatdoyounoticeaboutthissolid?
S: Itisflatonthebottom.àThereisacircleonthebottom.T: Thecircle,theflatpartofthecone,iscalledaface.Takeasmileystickerandputitonthefaceofthe
cone.Doyouhaveothersolidsthathavefaces?S: Thisone!(Holdupacube.)T: Yes,thatsolidhasmanyfaces!Itiscalledacube.Putasmileystickeroneachfaceofthecube.How
manyfacesdoesithave?(Continuetoholdupthesolidsandmarkthefaces,countingthefacesofeach.Introducethestudentstothenamesofeachofthesolids.)
T: Canwesortoursolidsintogroupsofthosewithafaceandthosewithout?S: Yes!(Sortthesolids.Namethesphereandcylinder.)
Guidechildrentosortsolidsseveraltimesbyothercriteria,forexample,thosethatrollandthosethatonlyslide,thosethatcanstackandthosethatcannot,thosethathavecorners,thosethathaveedges,thosethatlooklikecirclesfromabove,andsoon.Whilemonitoringstudentsastheysort,useandencouragecorrectvocabularytoreinforcelearning.
T: Whichofyoursolidshasthemostfaces?S: Thecube.T: Putyourcubeononeofitsfacesontoyourpieceof
paper.Useyourfavoritecoloredpenciltotracearoundthesolid.Now,liftyoursolid.Whatdoyouseeunderneath?
S: Asquare.T: Thefaceofthecubeisaflatsquare.Iwonderwhat
wouldhappenifyoutracedthefaceofyourcone?(Allowstudentstotry.)
S: Itmakesacircle.T: Shouldwetraceafaceofthecylinder?S: Yes!Itmakesacircle,too.T: Tracethefacesofanyofyourobjectstomakeshapedesignsonyourpaper.(Allowtimefortracing
anddiscussion.)T: Putyoursolidsaway.WouldanyoneliketosharetheirTracetheFacepicture,andtellushowthe
shapesarethesameandhowtheyaredifferent?
ProblemSet(10minutes)
StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.
MP.7
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Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
Lesson7 K 2
StudentDebrief(8minutes)
LessonObjective:Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.
§ Whichobjectsdidyoucirclethatwerecylinders?(Cubes,cones,andspheres.)
§ Whatdidyouneedtorememberwhenyouwerefindingthecylinderstocircle?(Cubes,cones,andspheres.)Didanyonethinkofsomethingelse?
§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?(Emphasizefaces,corners,andedges.)
§ Howcanyoutellabouteachshapewithoutusingtheshape’sname?§ HowdidtheApplicationProblemconnecttotoday’slesson?§ Whatweresomedifferentwayswesortedourshapes?
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Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
Lesson7ProblemSet K 2
Name Date
Circle the cylinders with red.
Circle the cubes with yellow.
Circle the cones with green.
Circle the spheres with blue.
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Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
Lesson7Homework K 2
Name Date
Cut one set of solid shapes. Sort the 4 solid shapes. Paste onto the chart.
These have corners. These do not have corners.
Cut the other set of solid shapes, and make a rule for how you sorted them. Paste onto the chart.
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Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.
Lesson7Homework K 2
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Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind
Lesson8 K 2
Lesson 8 Objective:Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
SuggestedLessonStructure
n FluencyPractice (12minutes)
n ApplicationProblem (5minutes)
n ConceptDevelopment (26minutes)
n StudentDebrief (7minutes)
TotalTime (50minutes)
FluencyPractice(12minutes)
§ PositionWordsGameK.G.1 (4minutes)§ ShowMeShapesK.G.2 (4minutes)§ RekenrekRollerCoasterK.CC.4a (4minutes)
PositionWordsGame(4minutes)
Note:Asstudentsworkwithpositionwords,theyareanalyzingtheirworldandtheirrelationshiptothatworldinspace.Thisleadstoinsightsaboutmeasurementanddistance.
Callstudentstotherugwiththeirpartners.Usepositionwordssuchasabove,below,beside,infrontof,nextto,andbehindtogivedirectionsforactivitiestodowithapartner.Forexample,“PartnerA,putyourhandabovePartnerB’shead.Standbesideyourpartner.PartnerB,standinfrontofPartnerA.”
Thebenefitofpartnerworkisthattheycheckandcorrecteachotherand,intheprocess,explaintheirthinking.
ShowMeShapes(4minutes)
Note:Nowthatstudentshavehadthechancetoreallystudytheattributesofshapes,theyshouldvisualizeeachshapeastheysaythenameofit.
ConducttheactivityasoutlinedinLesson7,butnowusethenamesofsolidshapes.
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Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind
Lesson8 K 2
RekenrekRollerCoaster(4minutes)
Materials: (T)20Rekenrek
Note:Asstudentsgaindeeperunderstandingofthenumbersinrelationshipto5,theRekenrekallowsthemtostartbuildingarelationshipto10ones,asoutlinedinKindergartenModule1Lesson23.
T: Let’spracticecountingwiththeRekenrek.(Showstudentsthe20Rekenrekwiththesidepanelattached.)Sayhowmanyyousee.(Slidetheballsyouwantthestudentstocountcompletelytooneside.)
Directthestudentstograduallyraisetheirhandsasthenumbersincreaseandtolowertheirhandsasthenumbersdecrease,mimickingthemotionofarollercoaster.Asuggestedsequenceiscountingup,countingdown,andtheninshortsequences,1,2,3,2,3,4,3,4,5,4,3,etc.Graduallybuildupto10.
Becarefulnottomouththenumberwordsorcountalongwiththestudents.Listencarefullyforhesitationsorerrors,andreturntoasimplersequenceifnecessary.Ifstudentsdemonstratemastery,considerintroducingthe5-grouporientation(e.g.,6as5redbeadsontopand1redbeadonthebottom).
ApplicationProblem(5minutes)
Materials: (S)Smallballofclay
Makeaspherewithyourballofclay.Makeyourballintoacylinder.Makeyourcylinderintoacube.Makeyourcubeintoacone.Putyourconenexttoyourpartner’s.PartnerA,putyourconeabovePartnerB’s.
Note:ThisApplicationProblemreviewsvocabularyfromyesterday’slessonandbridgestotheworkofpositioningsolidsintoday’slesson.
ConceptDevelopment(26minutes)
Materials: (T)Setofgeometricsolidsinapaperbag;setofflashcardsinapaperbagshowingthewordsabove,beside,below,infrontof,nextto,andbehind(S)Setofgeometricsolidsperpair
T: WearegoingtoplayamathgametodaycalledGuessWhatIAm.I’mgoingtocallonalotofvolunteers,sobereadytobemathematicians!Ihavetwobagsinfrontofme.Whocanguesswhatisinmybags?(Shakebagsandelicitguessesfromstudents.)
T: StudentA,pleasecomeuptohelpme.Iwantyoutoputyourhandinthisbagandfindoneoftheobjects,butdon’tlookatit!Seeifyoucanguesswhatitisjustbyfeelingit.Hereisahint:Itissomethingthatwelookedatyesterday.(Allowstudenttolocateoneofthesolidsinthebag.)Tellusaboutit.
S: Itfeelssmoothandround.Itisasphere!
NOTESONMULTIPLEMEANSOFREPRESENTATION:
Englishlanguagelearnersareabletoparticipatebetteriftheflashcardshaveavisualillustratingwhatbeside,above,infrontof,nextto,andbehindmean.Thistypeofmultiplerepresentationhelpsthemlearnthesetermsmorequickly.
MP.3
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Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind
Lesson8 K 2
T: Takeitoutofthebag.Isheright?(Yes.)Findyourspheres,andputthemonyourdesks.(Allowtimeforpairsofstudentstoputtheirspheresontheirdesks.)
T: StudentB,wouldyouhelpmenext?Findsomethinginthebag,andseeifyoucantelluswhatitiswithoutlooking.Whatdoyoufeel?
S: Ifeelsomethingwithlotsofcorners.Ithaslotsofflatsides.Itisacube!
T: Isheright?(Yes!)Now,StudentB,takeacardoutoftheotherbag.(Studentselectsacard.)Thiscardsaysbeside.Findacubeinyourbag,andputitbesideyoursphere.StudentC,it’syourturn!
S: Ifeelsomethingthatisflatononesideandpointyontheother.Ithasoneface.Itisacone.(Studenttakesitoutofthebag.)I’mright!
T: Now,chooseacard.(Studentselectsacard.)Thecardsaysabove.Findyourcones,andputthemabovethecube.Look!Youmadeabuilding!
Playthegameatafastpaceforseveralminutesoruntilallstudentshavehadaturntoidentifyasolidbytouch.Putsolidsorcardsbackinthebagsasoftenasnecessarytocontinuetheexercise.Ifthecombinationscreateimpossiblesituations,suchasputthesphereabovethecone,askstudentswhatpositionalwordcouldbeusedinstead.
T: Now,arrangethesolidsonyourdesk.Youwillplayasimilargamewithyourpartner,butinadifferentway.Tellyourpartner,“Iamthesolidthatisnexttothecube.WhatamI?”Whenyourpartnerguessesthesolidcorrectly,itwillbehisturntogiveyouariddle.(Allowstudentstimetopracticeusingthewordsofpositionandidentifyingthesolids.)
T: Putyoursolidsawayinyourbag.Putyourbaginfrontofyou.IwillputyourProblemsSetsbesidethem.
ProblemSet(10minutes)
StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.
Note:Toextendthisactivity,theteachercouldcopyasecondsetofshapesandusetheseclues.
§ Pastetheshapewithnofacesabovethetrain.§ Pastetheshapewithmanyfacesbehindthetrain.§ Pastetheshapewithtwofacesinfrontofthetrain.§ Pastetheshapewithonepointbelowthetrain.
NOTESONMULTIPLEMEANSOFENGAGEMENT:
Challengestudentsworkingabovegradelevelbyhandingtheminterestingimagesandgettingthemtoanalyzethemfromshapeandpositionwithapartner.HavethempresenttheirinsightsintheDebrief.
MP.3
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Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind
Lesson8 K 2
StudentDebrief(7minutes)
LessonObjective:Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.
TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.
InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.
§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?
§ Wheredidyouplaceeachsolidonyourpaper?(Gothrougheachdirection,andcomparewherestudentsputtheirshapesontheirpaper.)
§ WerethereimportantwordsyouneededtoknowtocompletethisProblemSet?§ Comparewithyourpartner.Didyouputyourshapesinthesameplaceasyourpartner?§ Whatshapesdoyouseeonyourpaper?§ HowdidtheApplicationProblemconnecttotoday’slesson?
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Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind
Lesson8ProblemSet K 2
Name Date
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Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind
Lesson8ProblemSet K 2
Directions: Read to students.
Paste the sphere above the train. Paste the cube behind the train. Paste the cylinder in front of the train. Paste the cone below the train.
Provide one strip for every student.
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Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind
Lesson8Homework K 2
Name Date
Tell someone at home the names of each solid shape.
Sphere Cylinder Cone Cube
Color the car beside the stop sign green.
Circle the next car with blue.
Color the car behind the circled car red.
Draw a road below the cars.
Draw a policeman in front of the cars.
Draw a sun above the cars.
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TopicC: Two-DimensionalandThree-DimensionalShapes
KGRADE MathematicsCurriculum
GRADEK•MODULE2TopicC
Two-DimensionalandThree-DimensionalShapesK.MD.3,K.G.3,K.G.4,K.G.1,K.G.2
FocusStandards: K.MD.3 Classifyobjectsintogivencategories:countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.
K.G.3 Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).
K.G.4 Analyzeandcomparetwo-andthree-dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/“corners”)andotherattributes(e.g.,havingsidesofequallength).
InstructionalDays: 2
Coherence-Linksfrom: GPK–M2 Shapes
-Linksto: G1–M5 Identifying,Composing,andPartitioningShapes
TopicCclosesthemodulewithdiscriminationbetweenflatsandsolids.InLesson9,studentsidentifyandsortflatandsolidshapes.Thegoalofthislessonistofocuseachstudent’sattentionontheattributesofaflatorsolidshapeinsteadoftrustinghowitlooks.Thestudentslearntosortshapesandexplainthereasonfortheirgroupings.
Youngchildrenmightgroupthefirstandthirdshapesbecause“theylookliketriangles”butnotthesecondshapebecause“itdoesn’tlooklikeothertriangles.”ThismoduleclosesinLesson10withaculminatingtaskthatbeginsbyaskingstudentstodistinguishbetweenvariants,non-examples,andexamplesofflatshapes.Thetaskcontinuesasstudentsrelatetheflatshapestosolidshapesastheycreateasolidandflatshapedisplay.
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TopicC K•2
TopicC: Two-DimensionalandThree-DimensionalShapes
ATeachingSequenceTowardMasteryofTwo-DimensionalandThree-DimensionalShapes
Objective1: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.(Lesson9)
Objective2: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.(Lesson10)
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Lesson9: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.
Lesson9 K 2
NOTESONMULTIPLEMEANSOFACTIONANDEXPRESSION:
Challengestudentsworkingabovegradelevelbyaskingthemtodrawtwoormoreshapesandtoconstructsolidsthatmatchfacesoftheirshapes.Pairthemup,andaskthemtochallengeeachotherwithshapestheyhavenotdrawn.
Lesson 9 Objective:Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.
SuggestedLessonStructure
n FluencyPractice (10minutes)
n ApplicationProblem (5minutes)
n ConceptDevelopment (25minutes)
n StudentDebrief (10minutes)
TotalTime (50minutes)
FluencyPractice(10minutes)
§ GroupsofShapes(SolidShapes)K.G.2 (3minutes)§ Groupsof9K.CC.4b (3minutes)§ HideandSee5K.OA.2 (4minutes)
GroupsofShapes(SolidShapes)(3minutes)
Note:Kinestheticlearnersbenefitgreatlyfromgettingupandmovinginthisfluencyactivity.Astheymove,theyareanalyzingandareencouragedtotalkabouthowtheyknowwheretogo.
Materials: (T)Signswithpicturesofshapestoindicatewheretoformeachgroup(S)Assortmentofreal-worldobjectsandwoodenorplasticsolidshapes
ConducttheactivityasdescribedinLesson5,butwithsolidshapes.
Groupsof9(3minutes)
Note:Thisfluencyactivityhelpsstudentsgainefficiencyincountingobjectsinvariedconfigurations.
ConducttheactivityasoutlinedinLesson2,butwith9.Allowstudentstosharetheirstrategiesformakinggroupsquickly.
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Lesson9: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.
Lesson9 K 2
NOTESONMULTIPLEMEANSOFACTIONANDEXPRESSION:
Studentsworkingbelowgradelevelmayhavedifficultyinitiatingthesortingactivity.Toassistthem,useinteractivetechnologytosorttrianglessuchastheonefoundathttp://wsassets.s3.amazonaws.com/ws/nso/swf/0a0dc9965afa477c5c92d460bd83ad2a.swfandthemorecomplextaskofsortingmultipleshapessuchastheonefoundathttp://wsassets.s3.amazonaws.com/ws/nso/swf/dc555942be775a51037e17595ed54d94.swf.Thispracticehelpsstudentsrecognizesimilaritiesanddifferenceswithinsets.
HideandSee5(4minutes)
Materials: (S)5linkingcubes,personalwhiteboard
Note:Inthisfluencyactivity,students’understandingoftheconservationofanumberdevelopsintoparttowholethinkingattheconcretelevel,anticipatingtheworkofModule4(numberbonds,addition,andsubtraction).
ConducttheactivityasdescribedinLesson6.Challengestudentstolistallpossiblecombinations.
ApplicationProblem(5minutes)
Materials: (S)Smallpieceofpaper,pencil,ballofclay
Drawoneoftheshapesthatwehavetalkedaboutthisweek.Canyoumakeasolidwithyourclaythathastheshapeyoudrewasoneofitsfaces?Shareyourworkwithyourpartnerwhenyouaredone.
Note:Inadditiontoservingasareview,thisApplicationProblemrequiresstudentstothinkabouttheconnectionsamongflatshapesandsolidsinpreparationfortoday’sConceptDevelopment.
ConceptDevelopment(25minutes)
Materials: (S)Cutoutsfromearlierintheweek,includingtriangles,circles,rectangles,squares,andhexagons;bagofsolidsincludingasphere,acylinder,acone,andacube(Lesson5Template)
T: Takeoutallofyourflatshapesandallofyoursolids,andarrangetheminfrontofyou.
T: Iseealotofthingsonyourdesk!Standupandlookatyourthingsasthoughyouwereabird.Whatdoyousee?
S: Iseeflatthingsandsolidsthatlooklikecircles!àIseesquares.
T: Now,benddownandlookacrossyourdeskasthoughyouwereanant.Whatdoyounotice?
S: Wecanonlyseethesolidshapes.àWecan’tseetheflatshapesnow.
T: Doyouthinkwecouldsortallofthethingsonyourdesk?Takeafewminutestolookatallofyourobjectsandthinkaboutwhatthingstheymighthaveincommon.(Allowtimeforthoughtandexperimenting.)
T: Doesanyonehaveasortingruleforustotry?S: Wecouldputallofthethingswithcurvesoverhere
andthethingsthatareallstraightoverhere.
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Lesson9: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.
Lesson9 K 2
T: Good!Let’stry.(Allowtimeforsorting;circulatetoensureaccuracy.)Showyourgroupstoyourpartner.Doyourgroupslookalike?(Allowtimefordiscussion.)
T: Didanyonethinkofadifferentruleforsorting?S: Shapesthatrollandshapesthatdon’t.àShapesthatareflatandshapesthataresolid.
àShapeswithedgesandshapeswithoutedges.àShapeswithfacesandshapeswithnofaces.T: (Continuethesortingexercisesanddiscussionforseveralminutes.Circulatetoobservecorrectuse
ofvocabularyandaccuracyingrouping.)T: Listentomydirections.Iwillsaythenameofashapeorasolid.WhenIdo,echome,findthe
object,andputitbackinitsbag.Then,IwillpassoutyourProblemSets.
ProblemSet(10minutes)
StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.
StudentDebrief(10minutes)
LessonObjective:Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.
TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.
InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.
§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Howdidyoudeterminewhethertousearedorgreencircle?Didsomeonedoitanotherway?§ Lookingatyourpaper,whocannameaflatshape?Solidshape?§ Canyounamesomeotherflatshapesthatarenotonyourpaper?Solidshapes?§ HowdidtheApplicationProblemconnecttotoday’slesson?
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Lesson9: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.
Lesson9ProblemSet K 2
Name Date
Circle the pictures of the flat shapes with red. Circle the pictures of the solid shapes with green.
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Lesson9: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.
Lesson9Homework K 2
Name Date
In each row, circle the one that doesn’t belong. Explain your choice to a grown-up.
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Lesson10: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.
Lesson10 K 2
Lesson 10 Objective:Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.
SuggestedLessonStructure
n FluencyPractice (5minutes)
n ConceptDevelopment (40minutes)
n StudentDebrief (5minutes)
TotalTime (50minutes)
FluencyPractice(5minutes)
§ GroupsofShapesK.G.2 (3minutes)§ 5-GroupHandsK.CC.2 (2minutes)
GroupsofShapes(3minutes)
Note:Theconceptofagroupisfoundationalfortheconceptofaunit.Therearesevenobjects,butitisonegroup,oneunit;conducttheactivityasinLesson5,butwithsolidshapes.
5-GroupHands(2minutes)
Materials: (T)Large5-groupcards(Lesson1FluencyTemplate3)
ConducttheactivityasoutlinedinLesson1,butnowhavestudentssaythenumbersentence(forexample,5and2make7)astheyshowthe5-groupsontheirhands.
Note:Studentsseethemselvesimproveastheycontinueworkingwithnumbers.Invitethemtonoticetheirimprovement,andcelebratesmallsuccessesandsmallstepstowardmastery.
Note:TheFluencyPracticeactivitieshavebeenshortened,assumingmoretimeisneededfortheculminatingtask.
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Lesson10: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.
Lesson10 K 2
ConceptDevelopment(40minutes)
Preparation:Today’slessonincorporateselementsofalloftheModule2lessons.AsintheculminatinglessonforModule1,studentssetupstationsorexhibitsdisplayingtheirknowledgeoftheshapesandsolidstheyhavestudied.Theyrepresenteachofthefiveshapesinadifferentdisplayandassociategeometricsolidswiththeappropriateshapes,sothereareatleastfivestations.Tokeepthenumberofstudentsworkingateachstationtoasmallgroupsize,morestationscanbeadded.
Materials: (T)Bagofflatshapescontainingatriangle,arectangle,asquare,acircle,andahexagon(asmanyasnecessaryinordertoassigneachgrouporpairofstudentsoneshape)(Lesson5Template)(S)Workmat(ActivityTemplate);setsofcutoutsfromthemodulelessons;smallpiecesofmodelingclay;geoboardsandrubberbands;dotpaperandmarkers;patternblocks;paperandgluestick;crayons,pencils;WikkiStix(ifavailable);setofgeometricsolids;collectionofpicturesfromcatalogs,magazines,ornewspapersrepresentingtheshapesandsolidsinreal-lifesituations
T: Wehavebeenstudyingmanyflatshapesandsolids.Today,youwillgetthechancetoshowwhatyouknow.We’rehavingaShapeFair!
T: I’mgoingtocallyouandyourpartneruptochooseashapefrommybag.Youwillworkwithyourpartnertocreateanexhibitaboutthatshape.Youwillgotoastationandusethematerialstheretoshowwhatyouknow.Youhavecutouts,pictures,craftsupplies,anddrawingmaterials.Whataresomethingsyoucoulddotoshowwhatyou’velearnedaboutashape?
S: Wecoulddrawit.àWecouldmakeitonageoboard.àWecouldmakeitwithourWikkiStix!àWecouldhaveashapehuntwiththepictures.àWecouldcutitout.
T: Therewillbeabagofsolidsatyourstationaswell.Couldtheyhelpyoutoshowyourshape?S: Wecanshowthefacesthatmatchourshape.Wecouldtracethesolids.T: Yes,someofthesolidsmightshowyourshape,too!Onelastmission:Ihaveaworkmatforyouto
use.Onthemat,theleftsidesays,“Theseare().”Theothersidesays,“Thesearenot().”(Holduptheworkmat,anddemonstrateappropriateplacement.)Youwilldrawyourshapeintheblankspacesandthenusethismattodosomesorting.Showthingsthatdoanddon’tmatchyourshapeinordertohelpyourvisitorsunderstandtheshapebetter.
T: Iwillgiveyoutimetoworkonyourexhibit,andafter20minutes,IwillgiveyouachancetovisittheotherexhibitsinourShapeFair.StudentsA,B,andC,pleasecomechooseyourshape,andgetstartedatyourstation.
Note:Usethistimeasaninformalassessmenttoolforthecloseofthemodule.Circulatetoobservestudentdiscussionandwork.Whatrepresentationsareeasiestandmostfamiliartothestudents?Aretheresomethatmightneedreview?Whatvocabularyandlanguagedothestudentsuseintheirdiscussions?Dotheyexhibitthoroughunderstandingoftheshapesandsolids?
T: (Whenpreparationtimeisup,allowstudentstorotatethroughtheotherexhibits.)Now,youmaylookattherestoftheShapeFair.Talkwithyourpartneraboutwhatyouseeateachstation.Whataretheshapesandsolidsshownateachexhibit?Howdoyouknow?Whatwaysdidyourfriendschoosetoshowthem?
Suggestion:Thiswouldbeawonderfulopportunitytohavesomeotherteachers,olderstudents,oradministratorscomeintotheclassroomtoviewtheexhibitsattheendofclass.Thestudentscouldexplaintheirworktothevisitorsasanextensionofthelesson.
MP.6
MP.3&
MP.4
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Lesson10: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.
Lesson10 K 2
ProblemSet(0minutes)
ThereisnoProblemSetinthislessontomaximizeavailabletimefortheculminatingtask.
StudentDebrief(5minutes)
LessonObjective:Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.
TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.
Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.
§ Inwhatwaysdidyouandyourpartnerrepresentyourshape?§ Whichmaterialswereeasiestforyoutousetoexplainyourshape?Why?§ Howdidyoudecidewhichsolidstousetorepresentyourshape?§ Whichshape(s)doyouthinkweretrickiesttomake?Why?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?
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Lesson10: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.
Lesson10Homework K 2
Name Date
Shape Up Your Kitchen!
Search your kitchen to see what shapes and solids you can find. Make a kitchen-shaped collage by drawing the shapes that you see and by tracing the faces of the solids that you find. Color your collage.
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Lesson10: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.
Lesson10ActivityTemplate K 2
Name Date
workmat
These are not ( ). These are ( ).
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End-of-ModuleAssessmentTask K 2
Module2: Two-DimensionalandThree-DimensionalShapes
StudentName_________________________TopicA:Two-DimensionalFlatShapes
RubricScore: TimeElapsed:
Materials: (S)Papercutoutsoftypicaltriangles,squares,rectangles,hexagons,andcircles;papercutoutsofvariantshapesanddifficultdistractors(seeGeometryProgression,p.6)
1. (Holduparectangle.Usedifferentshapesforeachstudent.)Pointtosomethinginthisroomthatisthesameshape,anduseyourwordstotellmeallaboutit.Howdoyouknowtheyarethesameshape?
2. (Placeseveraltypical,variant,anddistractingshapesonthedesk.Besuretoincludethreeorfourtriangles.)Pleaseputallthetrianglesinmyhand.Howcanyoutelltheywerealltriangles?
3. (Holduparectangle.)Howisatriangledifferentfromthisrectangle?Howisitthesame?4. (Placefivetypicalshapesinfrontofthestudent.)Putthecirclenexttotherectangle.Putthesquare
belowthehexagon.Putthetrianglebesidethesquare.
Whatdidthestudentdo? Whatdidthestudentsay?
1.
2.
3.
4.
Date1 Date2 Date3
TopicA
TopicB
TopicC
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End-of-ModuleAssessmentTask K 2
Module2: Two-DimensionalandThree-DimensionalShapes
TopicB:Three-DimensionalSolidShapes
RubricScore:___________TimeElapsed:____________
Materials: (S)1cone;3cylinders(woodenorplastic);avarietyofrealsolidshapes(e.g.,soupcan,papertowelroll,partyhat,ball,dice,oranunsharpenedcylindrical—nothexagonalprism—pencil)
1. (Handacylindertothestudent.)Pointtosomethinginthisroomthatisthesamesolidshape,anduseyourwordstotellmeallaboutit.
2. (Placesevensolidshapesinfrontofthestudentincludingthreecylinders:wooden,plastic,andrealia.)Putallthecylindersinthisbox.
3. (Showacone.)Howisthecylinderyouareholdingdifferentfromthiscone?Howisitthesame?4. (Placethesetofsolidshapesinfrontofthestudent.)Putthecubeinfrontofthecylinder.Putthe
spherebehindthecone.Puttheconeabovethecube.
Whatdidthestudentdo? Whatdidthestudentsay?
1.
2.
3.
4.
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End-of-ModuleAssessmentTask K 2
Module2: Two-DimensionalandThree-DimensionalShapes
TopicC:Two-DimensionalandThree-DimensionalShapes
RubricScore:___________TimeElapsed:____________
Materials: (T/S)Setofflatandsolidshapes(donotusethepapercutoutsfromTopicA,butratherbothcommercialflatshapesandclassroomflatshapes,suchasapieceofcoloredconstructionpaper,aCDsleeve,oranametag)
1. Canyousorttheseshapesintoonegroupofflatshapesandonegroupofsolidshapes?2. Tellmeaboutyourgroups.Whatisthesameaboutbothgroups?Whatisdifferent?3. Canyousorttheseshapesadifferentway?Tellmeaboutyournewgroups.Whatisthesame?
Whatisdifferent?
Whatdidthestudentdo? Whatdidthestudentsay?
1. 2. 3.
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End-of-ModuleAssessmentTask K 2
Module2: Two-DimensionalandThree-DimensionalShapes
End-of-ModuleAssessmentTaskStandardsAddressed
TopicsA–C
Classifyobjectsandcountthenumberofobjectsineachcategory.
K.MD.3 Classifyobjectsintogivencategories;countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.(Limitcategorycountstobelessthanorequalto10.)
Identifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres).
K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.
K.G.2Correctlynameshapesregardlessoftheirorientationsoroverallsize.
K.G.3Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).
Analyze,compare,create,andcomposeshapes.
K.G.4 Analyzeandcomparetwo-andthree-dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/“corners”)andotherattributes(e.g.,havingsidesofequallength).
EvaluatingStudentLearningOutcomes
AProgressionTowardMasteryisprovidedtodescribeandquantifystepsthatilluminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency.Inthischart,thisprogressispresentedfromleft(Step1)toright(Step4).ThelearninggoalforstudentsistoachieveStep4mastery.ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.
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End-of-ModuleAssessmentTask K 2
Module2: Two-DimensionalandThree-DimensionalShapes
AProgressionTowardMastery
AssessmentTaskItem
STEP1Littleevidenceofreasoningwithoutacorrectanswer.(1point)
STEP2Evidenceofsomereasoningwithoutacorrectanswer.(2points)
STEP3Evidenceofsomereasoningwithacorrectanswerorevidenceofsolidreasoningwithanincorrectanswer.(3points)
STEP4Evidenceofsolidreasoningwithacorrectanswer.(4points)
TopicA
K.G.1K.G.2K.G.4
Student:
§ Isunabletoselect,position,ordescribeindicatedshapes.
§ Takesconsiderabletimetocompletetasks,lookstotheteacherforhelpoften.
Student:
§ Sortsindicatedshapesrandomly,resultinginsomecorrectandsomeincorrectshapesinthegroup.
§ Strugglestoselect,position,anddescribeindicatedshapes.
Student:
§ Identifiesashapefromtheenvironmentbutisunabletodiscussitsattributes.
§ Sortsmostoftheindicatedshapes.
§ Correctlyselectsbothoftheindicatedshapesbutplacestheminthewrongposition.
Studentcorrectly:
§ Identifiesanddescribesseveralattributesoftheshapefromtheenvironmentthatmatchtheshapebeingshowntohim.
§ Sortsallindicatedshapesfromseveraltypical,variant,anddistractingshapes.
§ Selectsindicatedshapeandpositionsthisshapebelow,nextto,orbesideanotherindicatedshape.
TopicB
K.G.1K.G.2K.G.4
Student:
§ Isunabletoselect,position,ordescribeindicatedshapes.
§ Takesconsiderabletimetocompletetasks,lookstotheteacherforhelpoften.
Student:
§ Sortsindicatedsolidsrandomly,resultinginsomecorrectandsomeincorrectsolidsinthegroup.
§ Strugglestoselect,position,anddescribeindicatedsolids.
Student:
§ Identifiesasolidfromtheenvironmentbutisunabletodiscussitsattributes.
§ Sortsmostoftheindicatedsolids.
§ Correctlyselectsbothoftheindicatedsolidsbutplacestheminthewrongposition.
Studentcorrectly:
§ Identifiesanddescribesseveralattributesofthesolidfromtheenvironmentthatmatchthesolidbeingshowntohim.
§ Sortsallindicatedsolids.
§ Selectsindicatedsolidandpositionsthissolidabove,infrontof,orbehindtheindicatedsolid.
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End-of-ModuleAssessmentTask K 2
Module2: Two-DimensionalandThree-DimensionalShapes
AProgressionTowardMastery
TopicC
K.G.3K.MD.3
Student:
§ Incorrectlygroupstheshapes.
§ Isnotabletoverbalizereasoning,orreasoningisnotsound.
Student:
§ Cansorttheshapesintoagroupbutisnotabletoverbalizereasoning.
§ Cannotmakeasecondgrouping.
Student:
§ Isabletosorttheshapesintotwogroupsbutmayormaynotbeabletoverbalizereasoning.
§ Isabletosorttheshapesasecondtimebutisunabletoverbalizereasoning.
Student:
§ Correctlysortstheshapesintotwogroupsandisabletoclearlystatethereasontheshapesbelongtoeachgroup.
§ Isabletosorttheshapesagainaccordingtoadifferentattributeandisabletostatesuchanattribute.
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End-of-ModuleAssessmentTask K 2
Module2: Two-DimensionalandThree-DimensionalShapes
ClassRecordSheetofRubricScores:Module2
StudentNames: TopicA:Two-DimensionalFlatShapes
TopicB:Three-DimensionalSolidShapes
TopicC:Two-DimensionalandThree-DimensionalShapes
NextSteps:
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Module2: Two-DimensionalandThree-DimensionalShapes
GRADE MathematicsCurriculumGRADEK•MODULE2
K
AnswerKey
GRADEK•MODULE2Two-DimensionalandThree-DimensionalShapes
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Module2: Two-DimensionalandThree-DimensionalShapes
Lesson1AnswerKey K 2
Lesson 1 ProblemSet
4shapeswithcurvesplacedonleftsideofchart;10shapeswithoutcurvesplacedonrightsideofchart
FluencyTemplate
1 1
2 2
3 3
4 2
1 2
2 1
3 1
Homework
Linedrawnfromsquaretocheckerboard
Linedrawnfromrectangletoflag
Linedrawnfromcircletoclock
Linedrawnfromtriangletosign
Linedrawnfromhexagontoparachute
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Module2: Two-DimensionalandThree-DimensionalShapes
Lesson2AnswerKey K 2
Lesson 2 ProblemSet
6trianglescoloredblue;Xplacedon9shapes
Trianglesdrawn
Homework
4trianglescoloredred;5shapescoloredblue
2trianglesdrawn
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Module2: Two-DimensionalandThree-DimensionalShapes
Lesson3AnswerKey K 2
Lesson 3 ProblemSet
6rectanglescoloredred;Xplacedon8shapes
Rectanglesdrawn
Homework
7rectanglescoloredred;7trianglescoloredgreen
2rectanglesand3trianglesdrawn;5
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Module2: Two-DimensionalandThree-DimensionalShapes
Lesson4AnswerKey K 2
Lesson 4 ProblemSet
3circlescoloredgreen;6hexagonscoloredyellow;Xplacedon12shapes
Hexagonsandcirclesdrawn
Homework
3trianglescoloredblue;4rectanglescoloredred;2circlescoloredgreen;4hexagonscoloredyellow
2trianglesand1hexagondrawn;3
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Module2: Two-DimensionalandThree-DimensionalShapes
Lesson5AnswerKey K 2
Lesson 5 ProblemSet
Squarecoloredbluegluedaboveduck
Circlecoloredyellowgluedbehindduck
Trianglecoloredgreengluedbelowduck
Rectanglecoloredredgluedbehindduck
Hexagoncoloredorangegluedinfrontofduck
Circlewithcutoutcoloredpurpleandgluedaboveduck
Homework
Bluesquaredrawnbehindelephant
Yellowcircledrawnabovetheelephant
Greentriangledrawninfrontofelephant
Redrectangledrawnbelowelephant
Orangehexagondrawnbelowelephant
1hexagonand4trianglesdrawn;5
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Module2: Two-DimensionalandThree-DimensionalShapes
Lesson6AnswerKey K 2
Lesson 6 ProblemSet
Linedrawnfrompartyhattocone
Linedrawnfromsoccerballtosphere
Linedrawnfromdicetocube
Linedrawnfromcantocylinder
Answersmayvary.
Homework
Shapespastedfrommagazineordrawntomatchcylinder,sphere,cone,andcube
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Lesson7AnswerKey K 2
Module2: Two-DimensionalandThree-DimensionalShapes
Lesson 7 ProblemSet
3cylinderscircledred
2cubescircledyellow(answercouldalsobe3cubescircledyellowifthestudentcircleseachdieindividually)
3conescircledgreen
3spherescircledblue
Homework
1cubepastedonleftsideofchart;3othershapespastedonrightsideofchart
Answerswillvary.
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Module2: Two-DimensionalandThree-DimensionalShapes
Lesson8AnswerKey K 2
Lesson 8 ProblemSet
Spherepastedabovetrain
Cubepastedbehindtrain
Cylinderpastedinfrontoftrain
Conepastedbelowtrain
Homework
Thirdcarcoloredgreen
Secondcarcircledblue
Firstcarcoloredred
Roaddrawnbelowcars
Policemandrawninfrontofcars
Sundrawnabovecars
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Module2: Two-DimensionalandThree-DimensionalShapes
Lesson9AnswerKey K 2
Lesson 9 ProblemSet
6flatshapescircledred
9solidshapescircledgreen
Homework
Circlecircled
Flatshape(hexagon)circled
Shapewithstraightsidecircled
Solidshapecircled
Flatshapecircled
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Module2: Two-DimensionalandThree-DimensionalShapes
Lesson10AnswerKey K 2
Lesson 10 Homework
Answersmayvary.
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