Instruction GuideFirst Grade Mathematics

Title Geometric and Spatial Relationships

Suggested Quarter Third

Power Standard Geometric and spatial knowledge of shapes, solids, and coordinate grids will deepen the understanding of the 2 and 3 dimensional world in which we live.

Content Standards and Objectives

M.O.1.3.1 draw, label, and sort circle, rectangles including squares, and triangles, according to sides and vertices.M.O.1.3.2 use physical materials to construct, identify, and classify three-dimensional figures: cube, cone, sphere, rectangular solid, pyramid, and cylinder.

M.O.1.3.3 recognize three-dimensional shapes in the environment.M.O.1.3.5 create and describe simple symmetrical designs. M.O.1.3.7 find and name locations on a first-quadrant grid.M.O.1.3.8 predict the result of combining or decomposing two or more two-dimensional/three-dimensional shapes.M.O.1.2.1 sort and classify objects by more than one attribute, using various strategies, Including Venn Diagrams.

21st Century Skills

Learning Skills & Technology Tools

Teaching Strategies Culminating Activity Evidence of Success

Information and Communication Skills:

21C.O.PK-2.1.LS2 Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information. 21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real and imaginary experiences, clearly and effectively through oral, written or multimedia communication.21C.O.PK-2.1.TT2 Student demonstrates correct keyboarding posture and correct hand and finger placement for the home row,

The teacher uses ‘Direct Instruction Strategies’.

Demonstration-how to create a coordinate grid; how to use a visual to solve a problem and communicate information; how to use Microsoft Word, KidPix, or Kidspiration to create an Animal Zoo with 4 cages of animals for the culminating assessment; and how to use a concept map and Frayer model.

Vocabulary Word Wall-

Students successfully:

Take real-world 2-D and 3-D digital pictures and describe the shapes found in the school environment.

Use visuals to solve problems and communicate information.

Use technology (Microsoft Word, Kid Pix, or Kidspiration to create a product asked in the

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Instruction GuideFirst Grade Mathematics

knows how to use keyboard to create lower and upper case letters, knows how to locate and use the letters, numbers and special keys (e.g., enter, space bar, arrow keys, delete, shift, punctuation keys, number keys, left and right hand position), knows how to use a mouse to point and click, place cursor at a specified location, click and drag, and right click.21C.O.PK-2.1.TT3 Student logs on to computer, starts and exits programs, finds files, and handles and uses output devices (e.g., CDs, DVDs, USB drives, diskettes) with care. Student uses file menu commands (e.g., New, Open, Close, Save, Save as, Print) and saves computer files to diskette, hard drive and server. 21C.O.PK-2.1.TT5 Student creates text, types words and sentences, and inserts images using word processing software. Student creates, saves, prints and opens existing files. Student uses editing functions in word processing software (e.g., font, boldface, underline, font color). Student inserts graphics that enhance the understanding of the text.

used by students to help communicate information and solve problems.

Guided Practice-while students are engaged in symmetry activities with paper folding, hands-on manipulatives (pattern blocks, attribute blocks, geoboards, tangrams, geoblocks, solid shapes, interlocking cubes), and Geometry activities and games online.

Seven Prompts will serve as a starting point for the students to explore, create, explain, construct, and demonstrate that geometric and spatial knowledge of shapes will deepen the understanding of the 2 and 3 dimensional world in which we live.

The teacher uses ‘Independent Learning Strategies’.

Math Journal-Students write about math to further develop and enhance their mathematical thinking and communication skills in mathematics. Journal entries will provide opportunities for the students to self- assess what they have

Academic Prompts.

Use Vocabulary from the Math Word Wall and clearly and effectively communicate through oral, written or multimedia communication.

Use file menu commands (e.g., New, Open, Close, Save, Save as, Print).

Students successfully:

Create a photo album explaining the difference between a 2-D and 3-D photo.

Write labels describing and comparing the shapes built for the Shape Museum.

Assemble a robot using the information provided.

Write and explain the sorting rules for the 10 Creature Cards.

Write a letter explaining the problems stocking shelves at Wal Mart.

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Instruction GuideFirst Grade Mathematics

learned. The math journals are records of the experience received from the math exercise or problem solving activity. The student has to think about what he/she did in order to communicate it in writing.

*The teacher uses "scaffolding" to provide the support and structure necessary for students to learn new information or complete assigned tasks successfully. For more information on "scaffolding" go to...http://oops.bizland.com/diff.html

Create a triangle puzzle and fill in information on the puzzle sheet.

Write a report describing where dinosaurs were found using ordered pairs.

Design an Animal Zoo, creating animals using the information in the culminating assessment and creating a map showing the location of each Animal Cage at the zoo.

Thinking and Reasoning Skills:

21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts interact with one another.21C.O.PK-2.1.LS3 Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how they solved the problem.21C.O.PK-2.2.LS4 Student engages in discovery, exploration and experimentation to reach unexpected answers. Student makes unusual associations and provides a variety of solutions to problems.21C.O.PK-2.2.TT1 Student identifies procedures for caring for and using developmentally

The teacher uses ‘Thinking Skills Strategies’.

Brainstorming-Students may work in pairs for the seven academic prompts and the culminating assessment to help generate a larger number of ideas for the solutions of the problems. Brainstorming enhances the enjoyment of group work and improves morale. It may also serve as a useful exercise for team building.

· Concept Mapping-Students

Students successfully:

Use concept maps and graphic organizers for comparing shapes in order to help them display their geometric and spatial knowledge of shapes and then solve problems using their knowledge in the academic prompts.

Justify how he/she solved the problem in the

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Instruction GuideFirst Grade Mathematics

appropriate technologies (e.g., computers, CD/DVD players, videotapes, diskettes, CD-ROMs, remote controls).21C.O.PK-2.2.TT3 Student identifies different purposes among software applications (e.g., puzzles, writing tools, graphing tools, concept mapping tools). Student selects technology tools and software to solve problems (e.g., presentation software to explain and communicate information, drawing or paint software to make a picture, email software to send messages, Internet browser to access websites, and word processing software to write a story).21C.O.PK-2.2.TT4 Student identifies how technology could be used to solve problems in our everyday world.

work in pairs on concept maps (a technique for visualizing) designed for comparing shapes. They will use the Frayer Model (adaptation of the concept map) as a Visual/Graphic Organizer to help them compare and sort 2-D and 3-D shapes. An example can be found in the Microsoft Word files in the Resource Section.Kidspiration has Concept Maps in the Teaching Resources.

Think Aloud to demonstrate critical thinking, analysis, and synthesis.

academic prompts.

Use all the information processed during this Geometry unit, and synthesize this information in the final product-The Animal Zoo.

Use (Microsoft Word, Kid Pix , or Kidspiration to create a final product in the culminating assessment.

Personal and Workplace Skills

21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the goals of others, and works cooperatively and productively with others in small groups.21C.O.PK-2.3.LS2 Student demonstrates ability to assume different roles and responsibilities as assigned by the teacher and abandons ineffective strategies when introduced to more effective strategies for solving a problem or completing a task.21C.O.PK-2.3.LS5 Student uses clearly defined teacher

The teacher uses ‘Direct Instruction Strategies’ when teaching Personal and Workplace Skills and incorporates life skills into his/her pedagogy.

The teacher will observe the students using personal and workplace skills throughout the unit as they are working and communicating as a team to complete a task. These are life skills the teacher will observe as Evidence of Success.

Leadership- Students use interpersonal(able to work with other students) and problem-solving skills to

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directions and interpersonal skills to move others toward the goal. 21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance, frames appropriate questions related to the goal, considers possible courses of action, selects a plan of action and completes the project.21C.O.PK-2.3.TT3 Student identifies how technology is commonly used in homes, community, and other environments.21C.O.PK-2.3.TT5 Student demonstrates positive social and ethical behaviors when using technology. Student identifies appropriate and inappropriate use of computers and describes how to work collaboratively with others when using technology at home or in school.

influence their partner toward an assessment product (photo album, shape labels, shape robot, a letter, a puzzle, a report, and a map of the Animal Zoo) for the culminating assessment.

Personal Qualities- Students will display responsibility, self-esteem, sociability, self-management, integrity, and honesty.

Self Direction- Students monitor one's own understanding and learning needs as they progress through the unit on numeration. They are able to prioritize and complete each of the tasks. They display Accountability and Adaptability as they adapt to the various roles in the academic prompts and take on the responsibility to get the job done.

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Personal Productivity- Students utilize time efficiently and manage the task’s workload.

People Skills- Students work appropriately and productively with their partner.

Communication Skills- Students have the ability to articulate thoughts and ideas clearly and effectively.

Technology-Students work with a variety of technologies; use computers to process information, select technology as a tool for completing a task, and are able to apply technology to the task (understand intent and proper procedures for setup and operation of equipment).

Basic Skills- Students read and understand the written information in each task; communicate

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Instruction GuideFirst Grade Mathematics

their thoughts in written work; perform mathematical tasks, listen, interpret, and respond to verbal messages from the teacher and other students; and speak with organized ideas as he/she communicates orally a justification for a problem.

Thinking Skills- Students think creatively, make decisions, solve problems, visualize, know how to learn, and reason.

Performance Objectives (Know/Do)

Students will know…· Vocabulary words: plane shapes, solid shapes, two/three dimensional, attribute, symmetry, congruent, vertices/corners, sides, faces, edges, coordinate grid, and pattern block names.· the names, the number of faces, and the properties of solids (rolling, stacking, and sliding).· if one part of a figure matches the other part exactly when it is folded, the figure has line symmetry.· a solid figure is not like a plane figure.· solid figures are all around you.· the faces of a solid figure are in the shape of plane figures.Students will be able to…· recognize, identify, build, draw, label, and sort shapes and classify two- and three- dimensional shapes by more than one attribute.· describe attributes and parts of two- and three- dimensional shapes.

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· compose and decompose geometric shapes.· recognize plane and solid shapes in the environment.· construct symmetrical shapes.· combine two or more shapes to make a congruent or a new shape· find and name locations on a coordinate grid.

Big Idea Geometric and Spatial Relationships

Enduring Understandings

1. Geometry is the relationship of shapes and their attributes. 2. Two and three-dimensional shapes can be compared and classified by

common characteristics. 3. Geometric relationships help us to solve problems and makes sense of

our world.

Essential Questions

1. How can you tell if a figure is 2-D or 3-D?

2. What are the properties of 2 and 3 dimensional shapes?

3. Why is symmetry important?

4. Why do people combine or decompose two or three dimensional shapes?

5. How are shapes used to describe the world around us?

Learning Plan & Notes to

Instructor

Notes to Instructor

The intent of this unit is to teach students that geometric and spatial knowledge of shapes, solids, and coordinate grids will deepen the understanding of the 2 and 3 dimensional world in which we live. The culminating assessment is an age-appropriate real-world task rather than the traditional chapter test on geometric shapes. The knowledge, skills, and understandings resulting from this unit will help the children develop the geometric and spatial sense needed in preparation for second grade curriculum on geometric shapes. In order for all students to successfully complete the learning activities, academic prompts, and culminating assessment, Differentiated Instruction is integrated throughout the unit. Appropriate differentiation of content, process, and/or product can accommodate diverse learners. Differentiated ideas will be in red text so you can see the possible modifications, accommodations or adaptations that may need to be made.

Support Children’s Mathematical Vocabulary DevelopmentYou play an important role in teaching your students the vocabulary in this Geometry unit. Vocabulary words: plane shapes, solid shapes, two/three dimension, attribute, symmetry, vertices/corners, sides, faces, edges, open and closed figures, congruent, spatial relationships, coordinate grid, and pattern block names) will be taught on a need-to-know basis. The fewer words introduced at the beginning of the learning experience, the more quickly your class will engage in DOING the geometry activities. The classroom teacher's aim is to motivate learning

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new words when students see they are necessary. Present classroom activities, in which children read, write, draw, and explain mathematical ideas. Children can visit this site for more vocabulary development. http://www.harcourtschool.com/glossary/math_advantage/glossary1.htmlUse Language Arts Strategies to Teach VocabularySome strategies might include the following:

Use a Math Word Wall-with words, related pictures, definitions, and other images to help make each new word meaningful

Have children write journal entries, stories, cartoons, bumper stickers, skits, raps, songs or poetry about the terminology in this unit.

Have children invent their own terminology. They will realize that terms come from people thinking about new ideas. We want them to be thinkers and creators in the world of the future.

Writing about mathematics is another opportunity to understand mathematical terminology and gives the teacher an opportunity to assess students’ understanding of the terms they use.

Use open-ended writing prompts that allow the students to use mathematical vocabulary to share details about their understanding. Open-ended writing prompts also give teachers information about students’ misconceptions.

Make a point of using mathematical terms in your own dialogue. Have the students compile a list of key mathematical words by entering them into a

vocabulary book along with a description and an example of their meaning. Have the students explain the meaning of mathematical terms to the class.

Some ideas to reinforce vocabulary with Differentiated Instruction:Visual Aids. (Diagrams and Graphs) Encourage the use of diagrams and other

visual aids to help develop concepts and understanding. For written and verbal communication, increase your focus on reasoning and decrease the focus on language.

http://www.mcps.k12.md.us/curriculum/littlekids/archive/kidpix_thoughweb.htmFrayer Model Map for the Visual Learner- The Frayer Model is an adaptation of

the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non examples of the concept word. You might want to use the Frayer Model Map for 2-D shapes and 3-D shapes. For more information on this map go to this website:http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/fraym.htm

Some ideas to reinforce vocabulary with Differentiated Instruction:Note Cards. Encourage your ELL students to keep note cards to record math

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language. Teach the concept in relation to known information. Teach the vocabulary, which includes some or all of the following:spelling,

fingerspelling, sign, and pronunciation Reinforce the meaning (multiple meanings) of the vocabulary in other

nonmathematical activities. Kidspiration-(Inspiration Software, Inc.) Concept mapping for the visual learner.

Graphical ways of working with vocabulary, which teach the children how to think and how to learn.

Please be aware that the Academic Prompts in the Lesson Plan are not in sequence 1 through 7. Content1. K-W-L. At the beginning of the unit assess prior knowledge and skills. Readiness for the Knowledge and Skills in the identified CSO's is determined by observation and pre-assessment (K-W-L chart and a diagnostic skills test on 2-D shapes.) This pre-assessment will help identify those children who may need some differentiated instruction in the unit.Ask the students what they already Know (or think they know) about 2-D and 3-D shapes. Secondly, ask them what they Want to know (or questions they have) about these shapes. (Their questions may reveal interests or "hooks" to the topic. Their questions may reveal misconceptions that will need to be addressed.) As the unit proceeds, Learnings are summarized and recorded in the "L" column as they occur. (This provides an opportunity to go back and correct any misconceptions that may have been initially recorded in the "K" column.)2. Children begin the unit by locating shapes in their everyday lives. Read the book Shapes, Shapes, Shapes by Tana Hoban or Color Zoo by Lois Ehlert. Ask the students to look around the classroom for examples of geometric shapes. Discuss the shapes they identify. Ask each student to sketch a classroom object that resembles a particular shape. By having each child describe how his or her shape is the same as or different from a shape drawn by another student, you can encourage them to focus on the properties of shapes such as the number of sides, the number of vertices, whether the sides are the same length, etc. As students describe their shapes, you can help refine notions they already have and can introduce useful vocabulary as appropriate. Exploration Stage3. Provide materials (pattern blocks, geoboards, attribute blocks, interlocking cubes, tangrams, pentominoes, and geoblocks to encourage the students to explore shapes and their attributes. These sites will be useful in this Exploration Stage.http://www.mathcats.com/explore/polygonplayground.htmlhttp://www.mathcats.com/explore/polygons.htmlhttp://mathforum.org/varnelle/

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kgeo.html http://mathforum.org/varnelle/kgeo.html Introduction to Geometry for Primary Studentshttp://bright-productions.com/kinderweb/cir.html Review of 2-D shapes4. Pattern Block Activities

Exploration-Children should have the opportunity to explore the shapes and create geometric patterns. They investigate the results of combining shapes and breaking them into smaller parts.

Comparing Blocks-Hide a pattern block in your hand. Describe the shape using vocabulary words (sides, vertices) Remind the students that they cannot describe the block using its color or name. They should concentrate on the properties of the shapes. Ask a student to make a guess and explain their thinking. Next, ask the children to explain how a square and a rhombus pattern block are alike and different. Repeat using other pairs of shapes.

Students will be able to join pattern block pieces together to cover a region and to identify and describe numerical relationships found among pattern block shapes. Children’s work with pattern blocks will help develop the ability to recognize relationships and visualize shapes. For instance, children learn that the trapezoid can be formed with one blue rhombus and one triangle or with three triangles. This observation can be used in making substitutions when filling in a pattern block outline. Pattern Block Outlines can be found here. (It’s a Perfect Fit-Part 2)

http://www.pbs.org/teachers/mathline/lessonplans/pdf/esmp/perfectfit.pdf· Seven Ways to Make a Hexagon-Challenge the children to work with a partner and try to find as many of the seven combinations as they can. Children use their spatial sense to find multiple ways to fill in the same space. As they combine, construct, and visualize shapes, they will acquire a deeper understanding of geometric shapes and their properties. This helps them develop their sense of relationship in space. There are many resource materials in Investigations, Everyday Math, and Pattern Block Resource Books, which ask the students to find different ways to fill in an outline and record the number of each shape in a table. · Communication-Encourage the children to share their solutions. Discuss the largest and smallest number of blocks used and the patterns they found. Ask them to explain why they use a smaller number of pieces when they use the larger pattern blocks (hexagons and trapezoids).Pattern Block Exploration on the Computer Introduce QS_Shapes (Investigations technology) on the computer. The children should use Free Explore to make their own pictures or designs. They will explore symmetry with the Flip tools and equivalence with the Hammer tool. If you hammer a shape (such as a blue rhombus) that is not part of a group, it will break that single shape into smaller shapes (in this case, two green triangles).http://ejad.best.vwh.net/java/patterns/patterns_i.shtmlThe children can build the shapes with yarn, rope, or elastic. You will need 3 children

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to build a triangle, 4 children to build 4 sided shapes, etc. The children can use one hand to represent the vertex.Do Assessment-Triangle PuzzlesAcademic Prompt 65. Geoboards-The children can build 2-D shapes on the geoboard. The teacher can make models on an overhead geoboard, and the children can copy the shape. http://standards.nctm.org/document/eexamples/chap4/4.2/part2.htm Interactive on-line geoboard 6. Tangrams with a Literature ConnectionThree Pigs, One Wolf and Seven Magic Shapes by Grace Maccarone is a mathematical take on the classic fairy tale. Students are introduced to tangrams in this leveled reader. The pigs use the seven magic shapes to form solutions to the problems they encounter. Students will enjoy using tangrams to recreate the figures in the book as well as creating their own tangram figures for classmates to solve.Seven Magic Shapes Shadow TemplatesGrandfather Tang's Story by Anne Tompert also uses tangrams to illustrate the story a grandfather tells his granddaughter. Students will enjoy recreating the tangram creatures found throughout the book. http://www.alfy.com/teachers/teach/thematic_units/Patterns_Shapes/PS_1.asphttp://www.mathwire.com/literature/litgeometry.htmlThe Shape of Things by Dayle Ann Dodds introduces the geometric shapes as they are found in the world around us. Students will be challenged to locate all of the triangles in the illustration or the squares, etc. Shape patterns form the border of each page, prompting more discussion about shapes, color and size.Students can create their own shape pages for a class book on "The Shape of Things." Download the Shape of Things template so that students can choose a shape, draw a picture, stamp the border and add their own words to the page prompt.Do Assessment-Homework RobotsAcademic Prompt 37. SymmetryGuided Practice and Independent Practice. Use Manipulatives (Geoboards, Mirrors, Pattern Blocks, and paper) where appropriate to demonstrate concepts and/or processes. http://www.haelmedia.com/html/sg_m3_001.html (symmetry practice online) Fold some paper up into many folds, grab the scissors and make a string of paper dolls, or animals, or snowflakes etc. Visit this site for Symmetry activities with letters. http://www.fi.edu/qa97/me3/ Place the edge of the mirror across the vertical center of some of the letters in the alphabet and you see that the reflected image in the mirror balances and exactly completes the letter.8. Use Small Groups

Make a Shape Mural Students design and make a group shape mural where they

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focus on relating 2-D shapes to real world objects; explore the relationship between shapes; develop vocabulary to describe and name shapes.

Make a Book of Shapes Students work in groups and make a book representing different real world shapes.

The use of pairs or small groups is an instructional strategy that can be very effective for some students. By grouping students, you can:

encourage communication and interaction in a non-threatening and more relaxed setting.

help students feel more comfortable to ask questions or seek explanations. promote a positive support system for your students. manage large classes with diverse student needs more effectively.

9. Introduce Quilt Patterns· Read the book The Quilt by Ann Jonas. The book Eight Hand Round: A Patchwork Alphabet. New York: Harper Collins, 1991 shows how a quilt is made from squares, and how patterns repeat on quilts.· The children can design a Quilt Square in QS_Shapes. If you make six copies of the Quilt Square and tape them together with colored masking tape, each child can create his/her own quilt. Quilting Through the Year by Paula Symonds has a collection of paper quilts for each month of the year. The children learn the term congruent easily when it is given in a clear context of matching a paper shape to shape in the quilt block. 10.Sorting 2-D Shapes Guided Practice and Independent Practice. Use Manipulatives (pattern blocks, attribute blocks, buttons, beads, lids, etc.) http://www.ssww.com/store/product/sku=LR1078/cmc=CRS/ (Collapsible sorting circles are 20" in diameter) Great manipulative(Venn Sorting Circles) to use to introduce sorting by more than one attribute. · You will need to offer a variety of sorting techniques that will familiarize them with the way data are collected, sorted, analyzed, and used.· As students become adept with sorting, play “Guess My Rule” with the blocks to give students practice in using sorting rules. Make a circle on the board or with a loop of yarn on the floor. Write a “rule” for the attribute blocks on an index card; for example, “All blue blocks.” Turn the card over to hide the rule. Ask the students to guess the name or sorting rule represented by the circle. They can do so by picking a block from the base pile and testing for the rule by asking whether the block belongs inside the loop. The student who guesses the rule correctly is allowed to make a new rule for the next round.What’s the Rule? http://mothergooseprograms.org/activities/2113.pdf

Shape cards and directions What's My Rule Page 13 of 22 Handout 3.4

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http://www.csus.edu/indiv/p/pfeiferj/EdTe226/concept%20attainment/WhatsMyRule.docVisual Learner Idea http://www.gcisd.net/~david.kinney/02087EC3-004C4BB8.-1/Sorting_Circles.pdfDo Assessment-Sorting CardsAcademic Prompt 411. Solid Shapes-Children will explore 3-D shapes and build on their understanding of two-dimensional shapes. As children explore, describe, compare, contrast, and classify geometric solids, their sense of spatial relationships is developed. Hands-on experiences with Geoblocks, Solid Shapes, Interlocking Cubes, and three-dimensional shapes in their environment will provide a base of understanding that is a necessary foundation for the more abstract geometric relationships that the children will encounter in the later grades.Do Assessment-Shape Pictures Displayed in School LibraryAcademic Prompt 1Do Assessment-Shape Museum DisplaysAcademic Prompt 212. It's a Perfect Fit—Part 3 Ship Shape (Lesson Plan) http://www.pbs.org/teachers/mathline/lessonplans/pdf/esmp/perfectfit.pdfStudents will be able to combine three-dimensional shapes to make a three-dimensional whole using Geoblocks.ETA/Cuisenaire: GeoblocksStudents are introduced to three-dimensional shapes as they use Geoblocks to explore geometric concepts. Students use smaller Geoblocks to build congruent three-dimensional figures. They continue geometric investigations using interlocking cubes as they build cube buildings and make connections between numerical and geometric relationships.13. Comparing and Constructing 3-D Shapes· Students can create block constructions, paper 3-D shapes using nets, interlocking cubes, straws, pipe cleaners, marshmallows, clay, or Play Dough.· Students describe the characteristics of the 3-D shapes.· Students draw to make a 2-D representation of a 3-D-object.· Students build houses with 3-dimensions on the internet.http://www.mathsnet.net/geometry/solid/houses1.htmlhttp://www.mathsnet.net/geometry/solid/houses.html· The Outline of Things- This math activity is from the Math for All video series.Tape 8 - "Shapes in Space", Activity #1 In this activity... your children will match common household items to outlines which you have traced on the back of a shopping bag. Go here for the lesson plan. Annenberg Media Learner.org

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http://www.learner.org/catalog/resources/activities/mact9806/mact9806-1.html· Welsh Castle Tasks-The aim of this resource pack is to give pupils the opportunity to identify and investigate two-dimensional and three-dimensional shapes in the context of a Welsh castle (Castell Coch). http://www.ngfl-cymru.org.uk/vtc/castle_shapes/eng/Introduction/default.htmDo Assessment-Problems at Wal MartAcademic Prompt 514. Coordinate Geometry An initial and very powerful purpose of coordinate graphing is that it permits one to "find one's way around" in two-dimensional space. You can use a shower curtain or clear plastic tablecloth to build a coordinate grid with colored masking tape. This hands-on manipulative can be used with direct instruction as a way to motivate students and help them to use ordered pairs to locate a point to the right and up from an origin. http://illuminations.nctm.org/LessonDetail.aspx?id=L280Do Assessment-Dinosaur DigAcademic Prompt 7Questioning Ask questions to check for understanding throughout the unit. Reduce questions that emphasize memory or recall. Ask questions that promote higher level thinking.Clarity Checks Be sure to check for understanding of the tasks and processes involved before students get started working on the assignment. Some students often do not seek clarification for fear of calling attention to them. Time Frame The students will be involved in the Academic Prompt tasks for 1-2 class periods. Additional time will be provided for students to meet their needs. Degree of Scaffolding If needed, students will be provided with instructional support (scaffolding) as they work on the task.Computers: Math games on the internet are a good way to incorporate learning, and students will enjoy these games more than drills or paper and pencil worksheets. You should preview games with the students to help them understand the "game" and to explain the logistics. If needed, a script can be kept near the computer to help the student with directions to particular sections of the game. (Check for more Links at the end of the Instructional Guide).Assessments Use a balance of assessment formats throughout the Geometry unit, in order to provide a more balanced picture of students’ knowledge, skills, and understanding. 1. Selected Response (Chapter Tests on Shapes) 2. Constructed Response (Illustrations of Shape Comparisons, Creations of graphic organizers, short answer quizzes or tests) 3. Performance Assessment (Academic Prompts and Culminating Assessment) 4. Informal Assessment (Reflective journals, learning logs, teacher-student conferences, listen-think-pair-share activities,

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observation, oral questioning, self-evaluation activities)

Academic Prompts

Shape Pictures Displayed in School LibraryAcademic Prompt 1You are a photographer. You have been hired by your school’s principal to take real world digital pictures inside and outside of your school. Your pictures will be displayed in a photo album for the school library or on a slide show using Kid Pix. The first section of the album or slide show will include 2-D pictures with a description of the shape and the real world object. The second part will include the 3-D pictures with a description of the shape and the real world object.Shape Museum DisplaysAcademic Prompt 2You are a Curator in a Shape Museum. You have been given a very important job to do with your partner. You will set up displays in 2 rooms of the museum. In the 2-D room, you will build as many shapes as you can, with toothpicks, straws, pipe cleaners, clay, and marshmallows on large index cards. Write the name and the description of each shape you build. You will use the same materials to build displays in the 3-D room. You will label each solid with its name and description. All the visitors in the museum will be able to view your shapes and read all the descriptions.Homework RobotsAcademic Prompt 3You are an Assemblyman working on Robotics. You have been asked to assemble a robot to help children do their homework. You may use construction paper, crayons, Microsoft Word, or Kid Pix to assemble your robot.Homework Robots have:· a square head· triangle eyes· a circle for a nose· circles for the hands,· rectangles for the body, legs, and arms· 3 fingers, each shaped like a rhombus on each hand· trapezoids for the feetAll robots that have been assembled according to the directions will be sent to stores as soon as possible.Sorting CardsAcademic Prompt 4Yugioh Card Company is looking for new trading cards. You have been asked to help sort these new Creature Cards. Go here to get copies of the creature cards and

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record sheets. http://www.mecas.org/LAD/Tasks/MathK-2/CreatureCards.pdfFirst, sort all 10 cards into two groups using one attribute. Write the attribute used

on the record sheet. Next, sort all 10 cards into four groups by one attribute. Write the attribute used on

the record sheet. Last, sort all 10 creature cards into three groups. Is it possible? Why or why not?

Do you think Yugioh Card Company should use these Creature Cards in their new Monster Deck? Why or why not? http://www.upperdeckentertainment.com/yugioh/en/Problems at Wal MartAcademic Prompt 5You stock shelves at Wal Mart. They have just received a large shipment of goods shaped like solids. You have been asked to sort the goods by special properties before putting them on the shelves.

The items that stack will be on the first shelf. The items that roll will be on the second shelf. The items that slide will be on the third shelf. If you have any problems deciding on which shelf to put the object place it on the

fourth shelf.Write a letter (on paper, Microsoft Word, Kid Pix or Kidspiration) to your boss at Wal Mart explaining why you had problems stocking the shelves. Draw a Venn diagram in your letter which represents how you could solve the problem. Go here to draw a Venn diagram in your letter using Kid Pix. http://www.mcps.k12.md.us/curriculum/littlekids/archive/kidpix_venn.htmGo here to use this page to write a letter using the Venn diagram.http://www.louisianavoices.org/Unit8/edu_venn_diagram_blank.htmlTriangle PuzzlesAcademic Prompt 6You are a Puzzle maker. You will be designing a puzzle for the Puzzle Center in the classroom. Please follow these directions while constructing a puzzle.

1. Construct a triangle puzzle with a least 10 pattern blocks. 2. Trace the outline of your triangle puzzle when it is completed with a black

crayon. 3. Write the number of each block you used on the recording sheet which can be

found in the Microsoft Word files in the Resource Section of the guide. 4. Trade puzzles with a partner Puzzle maker. 5. Fill your partner’s Triangle puzzle with Pattern Blocks. 6. Write the number of each block you used on the same recording sheet.

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7. Compare your record sheet with your partner’s. Do you have the same information? Why or Why not?

Dinosaur DigAcademic Prompt 7You want to be a future paleontologist. You have just practiced a Dinosaur Dig on the internet. Go here to find the Dig. http://funschool.kaboose.com/time-warp/dinosaurs/games/game_dinosaur_dig.htmlIt is a fun exercise in mapping coordinates that also ties into earth science, rocks and minerals as well as exploration. You already know that you have to first be able to locate points on a grid in order to use a map.Pretend that you dug up five dinosaurs. Get a sheet of graph paper from your teacher. Graph paper can be found in the Microsoft Word files in the Resource Section of the guide. Write 5 letters (A, B, C, D, E) going from left to right at the bottom of the graph. Write the numbers (1, 2, 3, 4, 5) starting from the bottom to the top on the left side of the grid. Use dinosaur stickers, stamps on Kid Pix, or small dinosaurs and place them anywhere on the grid. Write a report for other future paleontologists, describing where the dinosaurs are located. Be sure to use ordered pairs in your description.

5

4

3

2

1

A B C D E

Culminating Assessment or

Product

The Animal ZooCulminating AssessmentYou are an architect. You are designing the Animal Zoo, which will open this summer. There are many children excited to visit the new Animal Zoo in town. You will be designing and building shape animals for 4 cages in the zoo.

In Cage 1, build an animal with pattern blocks, the pattern block stickers or stampers, or design your animal using online pattern blocks at http://ejad.best.vwh.net/java/patterns/patterns_i.shtml.

Investigations has QS_Shapes software where the children can design pattern block animals and print them. Name the animal and the number of each block you used.

In Cage 2, build an animal with only circles and rectangles. Can you use the square? Be sure your animal is symmetrical. You may use attribute blocks, paper shapes, Kid Pix, or draw the animal.

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In Cage 3, use 3-D shapes that stack and slide to build an animal.In Cage 4, use thick attribute blocks with 4 sides and 4 vertices to build an animal.

The zoo will need a map showing the location of each Animal Cage at the zoo. Draw and label a coordinate grid. Graph paper can be found in the Microsoft Word files in the Resource Section of the guide. Write 5 letters (A, B, C, D, E) going from left to right at the bottom of the graph. Write the numbers (1, 2, 3, 4, 5) starting from the bottom to the top on the left side of the grid. Write the coordinate pair where each cage is located.

Links and Other Resources

Websites2-D Shapes http://www.storyplace.org/preschool/activities/shapesonstory.asphttp://nlvm.usu.edu/en/nav/frames_asid_270_g_2_t_3.html?open=instructionshttp://standards.nctm.org/document/eexamples/chap4/4.2/index.htmhttp://www.primarygames.com/puzzles/match_up/shape_match/shape_match.htmhttp://www.harcourtschool.com/activity/solid_figures_plane_shapes/Pattern Block Exploration on the Computerhttp://math.rice.edu/~lanius/Patterns/http://nlvm.usu.edu/en/nav/frames_asid_169_g_1_t_2.html?open=activitiesThese shape poems and songs will help the auditory learner. http://www.canteach.ca/elementary/songspoems82.htmlhttp://www.mrsjonesroom.com/songs/shapes.htmlhttp://harcourtschool.com/jingles/jingles_all/1what_am_i.htmlhttp://www.littlegiraffes.com/shapes.htmlhttp://www.amazon.com/Irresistible-Mini-Plays-Teaching-Math-Grades/dp/0439043867http://www.harcourtschool.com/jingles/jingles_all/1what_am_i.htmlGeoboard siteshttp://illuminations.nctm.org/WebResourceReview.aspx?ID=516 http://nlvm.usu.edu/en/nav/frames_asid_277_g_1_t_3.html?open=activitiesTangram siteshttp://www.kidscom.com/games/tangram/tangram.htmlhttp://britton.disted.camosun.bc.ca/tangram.swfhttp://pbskids.org/cyberchase/games/area/tangram.swfhttp://www.tygh.co.uk/tan/tan.htmActivities with the Tangrams

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http://www.funorama.com/sheet1.html http://www.funorama.com/sheet2.htmlhttp://www.funorama.com/sheet3.htmlQuilt Sites on the Internethttp://www.licm.com/shtml_content/s_quilt.shtmlhttp://wwwz.protozone.net/ASHOCK/AJQuil.htmlhttp://britton.disted.camosun.bc.ca/quiltref_embed.htmlhttp://www.mathwire.com/quilts/quilts.htmlhttp://illuminations.nctm.org/ActivityDetail.aspx?ID=27 Quilters and other designers sometimes start by producing square patches with a pattern on them. These square patches are then repeated and connected to produce a larger pattern. Create your own patch using the shapes in the tool below.http://www.quilt.com/QuiltBlocksPage.htmlhttp://www.learner.org/teacherslab/math/geometry/shape/quilts/index.htmlQuilt Literature Books"The Patchwork Quilt" by Valerie Flournoy "Tanya's Reunion" by Valerie Flournoy "The Quilt Story" by Tony Johnson "The Bedspread" by Sylvia Fair "The Keeping Quilt" by Patricia Polacco "The Quilt" by Ann JonasSorting Shapes on the InternetAttribute Blocks Sorting http://lsit.coe.ecu.edu/project/stevensn.htm (Good article to read on sorting) Attribute Blocks-Practice sorting blocks by color, shape, and size. http://nlvm.usu.edu/en/nav/frames_asid_270_g_2_t_3.html?open=instructionsVenn Diagram Shape Sorter http://www.shodor.org/interactivate1.0/activities/venndia/index.htmlGuess My Button http://www.learner.org/teacherslab/math/patterns/buttons/ What’s the Rule? Tangrams Sorting http://cpscia.k12.ar.us/Curriculum/Math/Math%20K-4/Second%20Grade/NO.3.2.4/What's%20My%20Rule.pdfSorting by Two Attributeshttp://www.mcps.k12.md.us/curriculum/littlekids/archive/kidpix_classification.htmhttp://illuminations.nctm.org/LessonDetail.aspx?ID=L494Other Symmetry Sites

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http://www.figurethis.org/challenges/c05/challenge.htm NCTM sitehttp://www.adrianbruce.com/Symmetry/index.htmlhttp://www.adrianbruce.com/Symmetry/16.htmhttp://www.adrianbruce.com/Symmetry/power/power.htmhttp://www.symmeter.com/symfacer.htm SymFace lets you see how your face would look if it was perfectly symmetrical.http://www.trafficsign.us/http://educ.queensu.ca/~fmc/june2002/PaperDoll.htmhttp://www.protozone.net/ASHOCK/AJSNOW.htmlhttp://www.zefrank.com/snowflake/http://britton.disted.camosun.bc.ca/snow/art.htmlhttp://www.snowflakebentley.com/http://snowflakes.barkleyus.com/make-a-flake.swfhttp://www.montessoriworld.org/Handwork/foldingp/snowflak.htmlhttp://www.ushistory.org/betsy/flagstar.htmlhttp://www.anbg.gov.au/flags/flags.html (symmetry in flags)Other Coordinate Geometry Siteshttp://www.beaconlearningcenter.com/WebLessons/GridGraph/default.htm#page10http://www.funbrain.com/cgi-bin/co.cgi?A1=s&A2=0http://interactive2.usgs.gov/learningweb/teachers/mapadv.htmhttp://www.harcourtschool.com/activity/follow_a_path/Student Materials:

Computers with internet access and printer Computer Kidspiration software Computer Kid Pix software Computers with Odyssey access Digital Camera Odyssey-Level 1 Shapes (Plane and Solid Shapes, Special Plane Shapes,

Attributes of Plane Shapes, Name Solid Shapes, Attributes of Solid Shapes, Congruent Shapes)

Manipulatives: Pattern Blocks, Attribute Blocks, Interlocking Cubes, Tangrams, Geoboards, Geoblocks, Solids, Symmetry mirrors, and toy dinosaurs

Toothpicks, straws, pipe cleaners, clay, marshmallows, pattern block stickers, pattern block stampers, and dinosaur stickers

Index cards, construction paper, paper letters of the alphabet, and record sheets

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Math Literature Circles, Triangles and Squares by Tana HobanCaptain Invincible and the Space Shapes by Stuart J. MurphyThe Silly Story of Goldie Locks and the Three Squares by Grace MaccaroneThe Straight Line Wonder by Mem FoxWhen a Line Bends… A Shape Begins by Rhonda Gowler GreeneThe Shape of Things by Dayle Ann DoddsSquarehead by Harriet ZiefertBear in a Square by Stella BlackstoneThe Quilt maker’s Gift by Jeff BrumbeauShape Up! by David A. AdlerThe Boy and the Quilt by Shirley KurtzThe Quilt Story by Tony Johnston and Tomie dePaolaThree Pigs, One Wplf, and Seven Magic Shapes by Grace MaccaroneGrandfather Tang’s Story by Ann TompertLet’s Fly a Kite by Stuart J. MurphyTwizzlers Shapes and Patterns by Jerry PallottaThe Greedy Triangle by Marilyn BurnsA Cloak for the Dreamer by Aileen FriedmanGrandma’s Button Box by Linda Williams AberThe Button Box by Margarette Reid A String of Beads by Margarette ReidKid Pix Informationhttp://www.edzone.net/~mwestern/KidPix/KPS.htmlhttp://www.marcias-lesson-links.com/kidpix.html

http://www.lttechno.com/links/kidpixmath.html#Number%20Sense

Inclusive Technology for the Special Needs Peoplehttp://www.inclusive.co.uk/catalogue/acatalog/exclusive.htmlhttp://www.lttechno.com/links/kidpixmath.html#Number%20Sense

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