7.1 attribute rules objective: to reinforce sorting attribute blocks according to the attribute...

7.1 Attribute RulesObjective: To reinforce sorting attribute blocks according to the attribute rules.Key Vocabulary: triangle, square, rectangle, hexagon circle, attribute

We will follow these instructions with the attribute blocks:

1. Children who have a circle, stand where the teacher says.

2. Children who have a triangle, stand where directed.

3. Children who have a rectangle, stand where directed.

4. Children who have a square, stand where directed.

5. Children who remain, what shape do you have?

In each group: What do the blocks have in common?Are they all the same color in each

group?Are they all the same size?

Listen to your teacher's directions for more sorts. TG 623

Attributes of these blocks:

shapecolorsize

Music has attributes such as loud, soft, high, and low.Stand up if your attribute block is:

a red square

not yellow

a small rectangle

a large circle

a small, blue hexagon

not red and not large

We will collect the attribute blocks according to attributes.

large, red blocks

small, blue blocks

rectangular, yellow blocks

all yellow circles

Students, what are your ideas about collecting the blocks?

Beat the CalculatorMaterials: a calculator; a random-number generator

Number of Players: 3

Brain CalculatorCaller

Graphics licensed through:www.graphicsfactory.com

7.2 Exploring Attributes, Designs, and Fact PlattersObjectives:

To reinforce sorting by attribute rules; to facilitate the learning of addition facts.

Math Master, Home Link page 200

Math Journal 2, page 139

Game Masters: Pages 357 and 358

Teaching Masters, Math Masters pages 197 and 198, 199, 201

My Reference Book, pages 152-153

Attribute Blocks

Fact Triangle, slate

Set of classroom objects that can be sorted by attributes, such as crayons, books, and paper

Lesson 7.2

Math MessagePick up one block to use today.

What shape is it? What color is it? Is it large or small?

HOME LINK from yesterday 7.1 Which facts do you think you should know?

Be ready to write the fact family for the numbers on your slate for the fact triangle.

8

3 11

4

8

9

2

1

3

1

5

1

Fact Platter

Which shape is largest of each set?

Exploration A

Playing the Attribute Train Game

Directions:1. The blocks are placed in the center of the playing surface.

2. The first player takes a block and puts it down to start a train.

3. The second player chooses a block that is different in only one way from the first block.

4. Players continue taking turns until no more blocks can be played.

Exploration B

Making Attribute-Block Designs

Teaching Masters:Page 197Page 198

Use these words to describe your design:

abovebelownext toin front of behind

If time, rearrange your blocks to form a new design. Use only the blocks you used in the first design.

Exploration C

Using a Fact Platter Fact Generator

Work in partnerships

One partner writes the fact generator in the center of the platter.

The other partner writes the sums around the edge of the Fact Platter.

Take turns as you make more Fact Platters.

Challenge: Write a two-digit number in the center of the Fact Platter.

Play Time Match

Math Masters, pages 357 and 358

My Reference Book Pages 152 and 153

Math Boxes 7.2Part of this lesson is to collect 2-dimensional shapes at home. We will use the shapes to organize and label objects.

Sorting Classroom Objects by Attributes

Partners will sort classroom objects provided by the teacher.

How did you sort the objects?

Solving an Attribute-Train Puzzle, Math Masters 201

Math Master, page 199Practicing Addition and Subtraction

7.3 Pattern-Block and Template ShapesObjectives: To guide the identification of plane shapes; and to facilitate investigating some of their characteristics.

Math Master, Home Link page 203

Math Journal 2, pages 140 and 141 and 142

Math Masters 202 and 204

Teaching Aid Masters page 305

Pattern-Block Template

pattern blocks

slate

pattern-block shape posters (optional)

Round is a Mooncake by Roseanne Thong

Lesson 7.3Math MessageTake a pattern block. Find another person who has the same pattern-block shape.

HOME LINK from yesterday 7.2 Do you have an object to share for the Shapes Museum?

triangle square

hexagontrapezoid

fat rhombus

skinny rhombus

triangle

square

hexagon

trapezoid

fat rhombus

skinny rhombus

Match the words and shapes. Move the shapes.

We will follow these instructions with the pattern blocks:

1. Children who have a triangle, stand where the teacher says.

2. Children who have a square, stand where directed.

3. Children who have a trapezoid, stand where directed.

4. Children who have a hexagon, stand where directed.

5. Children who remain, what shape do you have? A skinny or a fat rhombus.

In each group: What do the blocks have in common?Are they all the same color in each

group?Are they all the same size?

Math Journal 2, page 140 Pattern-Block Template

square large triangle small hexagon

trapezoid small triangle fat rhombus

large circle skinny rhombus large hexagon

The word:

polygon

comes from the Greek language:

poly- means "many"

and -gon means "angle"

Pattern-Block Template Shapes, continuedMath Journal 2, page 141

Draw shapes that have exactly 4 sides and 4 corners.Write their names.

square trapezoid

rhombus rhombus

Math Masters, page 202Fact Triangles and Fact Dominoes

Math Journal, page 142

Math Masters, page 203Home LinkPolygons

Math Masters, page 204Shapes Bar GraphUse your pattern-block template to record a design on a piece of paper. Then graph how many of each shape is in the picture.

Writing and Reasoning

What is a rectangle?

7.4 Pattern-Block and Template ShapesObjective: To extend children's familiarity with polygons.

Math Master, Home Link 7.4, Page 207

Math Journal 2, pages 143, 144

Math Masters page 205, 206, 329, 208, 209

Teaching Aid Masters page 305

3 for each per child: 8" straws, 6" straws, and 4" straws

15 twist ties per child

pennies

Class Data Pad

poster-sized sheets of paper

catalogs to cut apart

glue or tape, scissors

Lesson 7.4Math MessageTake 3 straws from each box. Take 15 twist-ties. Don't make anything yet.

Look for as may different shapes as you can see in the room.

Be ready to talk about what you see.

triangle

squarehexagon

trapezoidfat rhombus

skinny rhombus

HOME LINK from yesterday, 7.3 Review the names of the pattern blocks.

Hold up the correct block when it is named.

triangle

square

hexagon

trapezoid

fat rhombus

skinny rhombus

Match the words and shapes. Move the shapes.

Constructing Straw PolygonsWhat do we know about polygons, so far?

The sides of the polygon are all straight.

Polygons have corners, where two sides meet.

Sides meet only at their ends.

The sides are connected---there aren't any gaps.

After making polygons, tell how each shape is alike and different.

new words:concave polygons, open figures, closed figures

Math Masters, page 205

Coin Flips

Class graph on the next page. Flip a penny 10 times while your partner records how many times it landed head-side up and tail side up. Partnerships will report how many times in all their pennies landed head-side up.

Math Masters, page 329Investigating Flipping Pennies. Class data pad needed.

Penny Flips

Part

ners

wit

h t

his

to

tal

Times Head Up

1

2

3

4

5

6

7

8

9

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Name Collection Boxes, Math Masters, page 206

12 16

10

Math Masters, page 208 Comparing Shapes 1

Math Masters, page 209 Comparing Shapes 2

Math Master, page 207 Home Link 7.4

Finding 2-Dimensional Shapes

Activity

Cut out pictures from magazines to match polygons specified on the tops of the poster paper.

Drawings of shapes, colored and cut out, are also fine.

7.5 Spheres, Cylinders, and Rectangular Prisms

Objectives:To guide the identification of spheres, cylinders, and rectangular prisms; and to facilitate the investigation of their characteristics.

Math Journal 2, pages 145

Math Masters pages 210, 212


My Reference Book, pages 128 and 129

base-10 blocks (longs and cubes)slateball, can, and box3" x 5" index cardsitems for the Shapes Museum3-D shapesrectangular prism, cylinderpapertool-kit coins2 dice per partnership

Write the number. Circle the number in the ten's place.

Write the number. Circle the number in the ten's place.

Write the number. Circle the number in the one's place.

Mental Math and Reflexes, TG 645

Write the value of each set on yourslate.

Lesson 7.5Math Message

Which of these objects can roll?

Home Link 7.4 Follow-Up What is necessary for a shape to be a polygon?

Describe the characteristics of spheres, cylinders, and rectangular prisms.

sphere

cylinder

rectangular prism

corner flat face

curved face

Starting a Shapes Museum with a Display of 3-Dimensional Objects

Let's sort our 3-D shapes into our Shapes Museum.

Playing Coin ExchangeMy Reference Book, pages 128 and 129

Materials:

20 pennies10 nickels10 dimes2 quarters2 six-sided dice1 sheet of paper labeled

Bank

2 players

My Reference Book


What is a polygon?

Math Masters, page 211 Home Link 7.5

Math Masters, page 212Sorting Shapes by Their Faces

Describing 3-Dimensional Shapes

Activity

Look at items in the Shapes Museum and describe some of the shapes. Try to use these words:

side corner circleflat

face triangle square

sphere cylinderrectangular prism

7.6 Pyramids, Cones, and CubesObjectives:To guide the identification of pyramids, cones, and cubes; and to facilitate the investigation of their characteristics.

Math Journal 2, pages 146, 147, and 148

Math Masters pages 210, 305, 214


Cubes, Cones, Cylinders, & Spheres by Tana Hoban

slate

3-D models of a pyramid, a cone, and a cubes

3" X 5" index cards

items for Shapes Museum

Minute Math page 59

attribute blocks

several paper bags each filled with a different 3-dimensional shape, per small group

Lesson 7.6

Math MessageName an object that s shaped like a cone.

Home Link 7.5 Follow-Up Which facts have you just learned? Do you know your +1, +0, and doubles facts?

Describe the characteristics of pyramids, cones, and cubes.

pyramid

cubescones

vertex flat face

curved face

Math Journal 2, page 146Words to know and use: base, face, edge

Starting a Shapes Museum with a Display of 3-Dimensional Objects

Identify the shapes of the objects shown on journal page 147. Record their names.


What patterns do you see on the number grid?

Minute Math, page 59Practice identifying plane shapes and solid figures.

Identifying shapes using touch.Each group has one bag. Without looking in the bag, each student reaches in and feels the object. When everyone has had a turn, take the object out and compare it to shapes pictured on journal page 146.

Comparing Prisms and Pyramids

Venn Diagram, next slide

Comparing Prisms and PyramidsMath Masters, page 214Venn Diagram

Reading about geometry . .

Cubes, Cones, Cylinders, & Spheres

by Tana Hoan

Exit slip:

Draw something shaped like a cube that is in the classroom.

Math Masters, page 212Sorting Shapes by Their Faces

Math Masters, page 213 Home Link 7.6

Describing 3-Dimensional Shapes

Activity

Look at items in the Shapes Museum and describe some of the shapes. Try to use these words:

side corner circleflat

face triangle square

sphere cylinderrectangular prism

Art Link

Work in small groups to construct creatures out of boxes and paper-towel tubes.

7.7 SymmetryObjective:To facilitate the exploration of symmetrical shapes.

Math Journal 2, pages 149

Teaching Math Masters pages 215


My Reference Book, pages 122 and 123

slate

number grid

4" X 6" index cards (or 6" X 8")

Minute Math page 14, 21, and 37

number cards 0-9 (four of each)half-sheets of paperglue or tape; scissorsmagazines to cut upsmall mirrorspattern blocks folder

Lesson 7.7

Math MessageTake a sheet of paper with a picture of a heart.Carefully but out the paper heart.

Home Link 7.6 Follow-UpWhat shapes did you find?Where did you find them?

A fabulous online, free math videoabout symmetry. It is short. Each segment of the video pauses for visual practice problems for the class to solve.

symmetrical not symmetrical

What is the difference between the two groups of shapes?

Addition Top-It: Who won?

Math Masters, Home Link, 7.7Finding Symmetry in Nature

How would you divide this shape in half?

1. Look over the symmetry cards made by the teacher.

2.Try to complete the picture of what is on the card by placing it on paper. Draw and color.

3. Create your own symmetry cards. Use mirrors to see the line of symmetry.

Drawing time! Materials:

1. A piece of paper and your Pattern-Block Template

2. Divide the paper in half.

3. Draw two sets of shapes:each set of shapes should go together insome way

4. Show your drawings to a classmate, and have the classmate guess how each set of shapes is different.

Minute Math+

Pages 14, 21, and 37

More practice with place value and measurements.

7.1 attribute rules objective: to reinforce sorting attribute blocks according to the attribute...

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