©marian small, 2010 big ideas k-3 session 3 marian small

©Marian Small, 2010

Big Ideas K-3Session 3

Marian Small


Recall

• Our focus tonight is on shape and space

• We will, however, consider the between-session work you did on number, pattern or data.


A fresh approach

• I thought I might try to approach our work a bit differently tonight.

• We will start with the outcomes and look for the big ideas by focusing on the outcomes.


3-D Objects and 2-D Shapes

• Kindergarten:

- Sort 3-D objects using a single attribute

• Grade 1:

- Sort 3-D objects using one attribute and explain the sorting rule


Think of a way

• to sort the shapes based on a numerical attribute

• Take the pen and put the chosen shapes together somehow on the next page.


Think of a way

• To sort the shapes based on a non-numerical attribute

• Circle them to put them together somehow on the next page.


How are the shapes you see alike?How are they different?


For grade 2

• How would you alter the activity to suit the Grade 2 outcome:

Sort 3-D objects using two attributes, and explain the sorting rule.

• Raise your hand to share your idea.


For grade 3

• How would you alter the activity to suit the Grade 3 outcome:

Describe 3-D objects according to the shape of the faces, and the number of edges and vertices.



Now let’s consider 2-D shapes

• Grade 1:

- Sort 2-D shapes using one attribute and explain the sorting rule

• Grade 2:

- Sort 2-D shapes using two attributes and explain the sorting rule


For example…

• Which shape doesn’t belong?

• Vote for A, B, C or D.

• Then explain why.

A

D

CB


For example

• Sort these shapes so that you are thinking about numbers.

• Use a “pen” string to put the shapes together that you think belong.


For example

• Sort these shapes so that you are NOT thinking about numbers.

• Put a “pen string” around them.


Grade 3

• Sort regular and irregular polygons, including:

• Triangles

• Quadrilaterals

• Pentagons….

• According to the number of sides


Building and describing

• Kindergarten

- Build and describe 3-D objects

• Grade 1

- Replicate composite 3-D objects


Task

• You make a building using 2 cylinders and a prism.

• What could it look like?

• Draw a sketch on next blank slide.


Task

• Copy my building.


Task

• Could you make a building that’s like it using more shapes? Draw on the slide.


Grade 2

• Describe, compare and construct 2-D shapes, including:

• Triangles

• Squares

• Rectangles

• Circles


Task

• How could you use the triangles to make a square?

• Show us on next blank slide.


Task

• How could you use the triangles to make a square? Show on next slide.


Square tiles

• Use 4 square tiles to make a rectangle.

• Do our rectangles all have to look the same?

• Draw on next slide.


What about…

• What if you used 5 tiles?


Cutting up shapes

• Build a shape on a geoboard.

• Can you always cut up your shape into triangles?

• into squares?

• Let’s look at some examples.


Puzzles

• Use pattern blocks to make the design.


Describing

• Grade 1

- Compare 2-D shapes to parts of 3-D objects in the environment

• Grade 2

- Describe and compare 3-D objects

- Describe and compare 2-D shapes


Describing

- Identify 2-D shapes as parts of 3-D objects in the environment

• Grade 3

- Describe 3-D objects according to the shape of the faces and the number of edges and vertices


For example…

• How are these alike and different?



For example..

• Here is a cube.

• Describe it.

• What big idea might we be addressing?

• A: qualitative vs quantitative attributes

• B: cutting up a shape or building brings out attributes

• C: 2-D properties like 3-D properties


Last big idea

• How are these shapes different?

• Raise your hand to share.


Yarn shapes

• Provide 4 children with a piece of string.

• Ask them to form a square.

• Ask: What do you have to do to be sure it’s a square?

• Do you see how this relates to Big Idea 4?

• Raise your hand to share.


Measurement

• Gr 1 and K focus on comparison based on length or height, mass or volume or covering.


Task

• Which shape is bigger?


Grade 2

• Measure length to the … by using multiple copies of a unit or a single copy of a unit


Task

• Do you think this path is more or less than 20 red Cuisenaire rods long?


Task

• How would you check?

• How could you check if you had only 2 red rods?

• Only 1 red rod?


Task

• Susan’s shoe is 8 paper clips long.

• Marcie’s shoe is 2 pencils long.

• Do you know whose shoe is longer?

• What would help you figure it out?


Grade 3

• Relate the passage of time to common activities using non-standard and standard units

• Demonstrate an understanding of measuring length (cm, m) by:

- Selecting and justifying referents for the units cm and m

- Estimating length using referents


Grade 3

• Demonstrate an understanding of measuring mass by:

- Selecting and justifying referents for g and kg

- Estimating mass using referents


Task

• Close your eyes.

• I will play some music.

• I will tell you when 1 minute is up.

• Then I will play music again.

• Raise your hand when you think 2 minutes is up.


Task

• This is a metre stick.

• What else in the room is about that long?

• How would knowing that help you figure out how far away my desk is from yours?


Task

• Hold this 250 g balance to get a feel for how heavy it is.

• Now I want your to put 500 g worth of fruit on the balance.

• Which of these fruits would you use? Why those?


Grade 2

• Relate the size of a unit of measure to the number of units used to measure length and mass


Grades 2 and 3

• Relate the number of days to a week and…

• Relate the number of seconds to a minute….


Task

• This can be covered with about 4 identical shapes.

• What does one of the four shapes look like?


Task


Task

• Jeff said that his birthday is 2 weeks away.

• Andrea said that hers is 12 days away.

• Do you agree or disagree? Andrea’s birthday is farther away since 12 is more than 2.


Cuisenaire rods

• A table is 8 orange rods long.

• How many pink rods long will it be? OR

• How many yellow rods?


Grade 3

• Relate the passage of time to common activities using non-standard and standard units

• Demonstrate an understanding of measuring length (cm, m) by:

- Selecting and justifying referents for the units cm and m

- Estimating length using referents


Task

• Read the story The King’s Foot.


Task

• You have to cut a piece of wood to fit a space on the floor.

• Your dad tells you that the wood should be 4 steps long.

• What’s the problem?


Grade 3

• Demonstrate an understanding of perimeter by….


Task

• Two shapes both have a perimeter of 50 cm, but they look a lot different.

• How could that be?

• Draw on the next slide what you might expect to see.


So…

• Do you have stories to share about what you tried?

©marian small, 2010 big ideas k-3 session 3 marian small

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