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Lesson Template

©AISD Early Childhood Department, 2015

Lesson Name: 2-D Shapes Estimated timeframe: 9 days (October 5-10)

CRM 4: 1st Nine Weeks Grade level/Course: Kindergarten

Lesson Components

Lesson Objectives: The child will be able to identify attributes of 2-dimensional figures based on the shape of their constituent line segments—etc. round, straight, etc.—and classify them accordingly by a coherent sorting rule.

Language Objectives: The child will be able to identify and describe 2-dimensional shapes using formal vocabulary—e.g., straight, round, vertical, horizontal

Prior Learning: The child should be able to use informal and formal language interchangeably to identify and describe the attributes of basic 2-dimensional figures—e.g., a circle is round like a ball.

Standards(Texas Essential Knowledge and Skills): K.6A identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles; K.6D identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably K.6E classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; K.6F create two-dimensional shapes using a variety of materials and drawings

Essential Questions: 1. How are these two shapes (e.g., a square and a trapezoid) alike and different?

2. Why does this shape (e.g., a triangle) belong /not belong in this group?

Vocabulary Lesson Preparation shape, line, curved, straight, closed, center, circle, rectangle, triangle, square, trapezoid, rhombus, quadrilateral, parallelogram, oval (elipse), round, horizontal, vertical, diagonal, alike, different

The Shape of Things by Dayle Ann Dodds (Other similar books include Circus Shapes by Stuart Murphy or Mouse Shapes by Ellen Stoll Walsh https://www.youtube.com/watch?v=boCHjDfL9pA

Student Sheets and Activity Cards (See attachments)

Paper shape cutouts

Chart Paper, yarn/ string, writing utensils, drawing paper, dot stickers, markers, and straight edge rulers,thumbtacks

Snap cubes, pattern blocks,

Make sets of the Make-A-Shape Cards (M10-M12) from the Investigations 2nd Edition 2012 Resource Materials CD.

Lesson Cycle

Engage

Launch (Monday/ Whole Group):

Introduce the book, The Shape of Things, by Dayle Ann Dodds. Briefly allow the children to discuss what they notice about the illustrations on the cover, focusing specifically on identifying and describing the shapes they see.

As you read through the story, pause before moving on to the next page spread to allow volunteers to locate the items in the illustration that match the shape highlighted on the left hand side of the page.

https://www.youtube.com/watch?v=boCHjDfL9pA

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Invite another volunteer to locate an item in the classroom shaped like the 2-dimensional image illustrated on the page.

Develop (Monday/ Whole Group):

Display a sheet of chart paper so that you can trace around the edges of the objects each of the volunteers find.

As you trace around the edges, describe the formation of line segments—straight, curved, slanted, etc.—as well as their respective lengths—e.g., long, tall, short, etc.

Extend (Tuesday/ Whole Group):

Reread the book, The Shape of Things, or another text with illustrations of 2-dimensional figures—e.g., Mouse Shapes by Ellen Stoll Walsh, available on You Tube at: https://www.youtube.com/watch?v=boCHjDfL9pA

Conduct an environmental walk around the campus. Distribute the Shape Cutout sheet (See attachment, p. 11) to each child. During the walk, pair children with a partner, instructing them to locate objects in the environment that closely resemble the shape cutouts on the activity sheet.

When you return to the classroom, have each child share with his/her walking partner one object he/she saw during the environment walk that they would like to represent with one of the shape cutouts.

Direct the children to then cut the shape out with scissors, paste it to a sheet of paper, and then embellish it with additional illustrations to make it more closely resemble the item they saw in during the environmental shape walk.

https://www.youtube.com/watch?v=boCHjDfL9pA

Lesson Template


Exploration

Problem of the Week (Monday – Friday):

Each day of the week, form a group of no more than 5 children so that you can closely monitor each child’s problem solving strategies for solving the following word problem, which you will present orally:

o You are building a three story house. The front of the house has 2 long rectangular windows on the third floor and 2 long rectangular windows on the 2nd floor. The 1st floor has a door on the left and 2 small square windows to the right. How many windows there are all together on the front side of the house?

Allow the children to use cubes, pictures, symbols, and words to show how they solved the problem.

Dual Language Activity 1 (Monday through Friday): (This activity is also appropriate for all classrooms) Allow the children to work with a partner at the art center to construct a shape mural. Provide a variety of paper shape cutouts of different sizes and colors, which the pair will glue to a piece of paper in order to make an illustration of a scene similar (but not identical to) the park represented on the final page spread of the book, The Shape of Things.

Math/ Number Stations: Dismiss the children who are not going to be working on the problem of the week or the Dual Language activity to select among the following math stations. Management Suggestion: Set aside time at the beginning of each day to introduce one or two of the stations that may require special instructions. In addition to the activities specified below, the children can also choose among the stations that were introduced in the previous unit (CRM 3). Each station can accommodate a maximum of 4 children. Once the children working in the small groups—e.g., the Problem of the Week and Dual Language Activity 1—are situated and understand their assigned task, you can walk about and monitor the children working at the various math stations.

Counting and Making Sets 1-12 (Block Towers): Instruct the children to count out a specified number or unit block (or Geoblocks) in order to build a tower that is as many stories high as the number of cars parked on the individual parking lot tens -frame/ numeral place mat cards(See attachments, pp. 13-16). Each place mat has a designated space to the right of the tens-frame on top of which the children can build the representative tower. When the children complete the counting process, encourage them to draw/represent two of the towers—one of which has fewer blocks than 5 and the other with more than 5—on the attached Tower Recording Sheet (See attachment, p. 36).

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Board Game (Fill the Hexagons): Each player gets an individual game board (See attachment, p. 35). Instruct the children to start by placing their game piece on the yellow hexagon labeled “start here”. Each player gets to collect one free hexagon for starting in the correct box. The children roll a dot cube and go that many spaces forward, moving clockwise around the board. Players take a pattern block that matches the one they land on as indicated by each roll. The children use that pattern block to fill in one of the six hexagon outlines in the middle of the game board. The children continue rolling and

collecting pattern blocks until all hexagon outlines are filled. If NOTE:

a player lands on a pattern block that she cannot use to fill any of the six outlines, she must continue rolling until she has landed on one of the shapes that will fit.

Card Games (Shape Card Count and Compare): Instruct the children to play with a partner. One player shuffles the cards (See attachment, pp. 40-41). Both players then draw one card off the top of the deck and collect as many tongue depressors as there are line segments forming the shape illustrated on the card—e.g., a player who draws a card with a square would collect 4

tongue depressors. The following shapes represent a corresponding number: a circle=0; a NOTE:

triangle=3; a square=4; a rhombus=4; a pentagon=5; and a hexagon=6. Each partner then compares his/her collection of tongue depressors to determine who has fewer than/ more than/ or same number as. The children continue drawing cards, collecting tongue depressors, and then comparing quantities until all the cards have been played. The children then count all of the tongue depressors in their collection to determine who has more/ less than or the same number.

Graphing (Pattern Block Designs): Distribute the Pattern Block Picture Inventory recording sheet (see attachment, p. 12) to each child. The children roll a dot cube (1-6/ 0-5) for each pattern block shape on the recording sheet and represent that amount with numbers and symbols (e.g., tally marks) in the space to the right. The children then take a corresponding amount of pattern blocks of each shape. Encourage the children to double count their sets of pattern blocks to be sure the quantities match the number indicated on the recording sheet. Then, instruct the children to make a pattern block picture with the entire collection.

Sorting (Letter Line Segments): Allow the children to use the attached category labels (see attachments, pp. 42-48)—e.g. letters (or numerals) with straight lines/ no straight lines; slanted lines/ no slanted lines; curved lines/ no curved lines—to sort the collection of accompanying upper

six

four

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case letter (and numeral) cards. Allocate time during the week during whole group to NOTE:

introduce and discuss how letters and shapes (closed figures) are formed by line segments, which can vary by direction (e.g., horizontal, vertical, or slanted) and contour (e.g., straight versus curved).

Puzzles (Letter Outline Cards): The children use connecting cubes to fill in the outlines of the letter shapes on each card (See attachments, pp. 37-39). Remind the children to count the number of cubes they used to fill each letter outline and attach a clothespin to the corresponding numeral that matches that amount on the number line below.

Explanation

Whole Group Debriefing (Tuesday): Allow the children to share the shape pictures they created during exploration time. On chart paper, begin a list divided into categories by shapes—circles, rectangles, squares, rhombi, ovals, triangles. Under each category, write down the names of items and objects in the environment that the children noticed on the campus walk and included in their shape pictures that are good representations of the corresponding shapes listed on the chart. Debrief the practice activity as a whole group. Use student samples to illustrate examples and non-examples of various shapes.

Launch (Wednesday/ Whole Group):

Invite the children to stand and use their finger to illustrate the movements as they sing the following song about a square to the tune of “If You’re Happy and You Know It.”

Put your finger in the air and draw a square Put your finger in the air and draw a square 4 straight sides all the same Like a picture inside a frame Put your finger in the air and draw a square.

Develop (Wednesday/ Whole Group)

Invite a volunteer to find an object in the classroom that they could trace to make the outline of a square. Review the attributes of a square—e.g., four straight sides, all the same size; always stands up straight whenever it is resting on one of its sides—before sending the volunteer on his/ her shape

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hunt.

Trace around the edges of the objects on a sheet of chart paper. Confirm that you made a square.

Discuss the orientation of each line segment—e.g., which line goes up and down, left to right, etc. Introduce the formal geometric vocabulary mathematicians use to describe lines that run up and down (e.g., vertical) and left to right (e.g., horizontal). If time permits, use a straight edge ruler to demonstrate how to make a line that slants (e.g., diagonal).

Challenge the children to think about why the edges on the object the volunteer found would not be useful for making a circle. Lead the children to understand that circles are round and, therefore, do not have straight edges.

Display another sheet of chart paper and place a dot sticker in the center. Take a string that has been attached to a paper clip. Grasp the string at the paper clip and hold it adjacent to the dot sticker on the chart. Invite another volunteer to insert a pencil (or a thumbtack) through the opening in the paper clip so that the string hangs down from the designated center point dot on the paper. Attach a pencil or a marker to the opposite end of the string and begin to rotate the marker around the center point (the paper clip/dot sticker) so that there is a continuous curved line. Once you go around the entire center, you will have made a complete circle. See illustration below:

Make a cube tower that is equal to the radius (the distance between the center and any point on the circumference of the circle). Turn the tower around the dot sticker to illustrate that the any location (point) on the line of a circle is always the same distance from its center.

Extend: (Wednesday/ Pairs and Small Groups)

Dismiss the children in pairs to complete the Dual Language outlined in the Elaboration section below.

Elaboration

Dual Language Activity 2: (This activity is also appropriate for all classrooms)

Encourage partners to work together using these drawing tools to make circles and straight edge figures—triangles, rectangles, etc.—on the sheet of drawing paper.

Remind the student pairs to work collaboratively. For example, when making a circle, one child can hold the paper clip at the center of a sheet of paper while his/her partner moves a marker attached to the opposite end of the string around the dot.

Emphasize how first attempts at constructing and tracing shapes might not be successful, but how with repeated practice, persistence, and effort; the figures they are drawing will begin to more closely resemble the target examples. (***Refer to the 21st Century Skills below.)

Whole Group Debrief (Wednesday): Allow the children to sort the drawings they made during the Dual Language/ Partner Activity outlined in

One partner holds the sting to the

paper by inserting a thumbtack through

the paper clip on to the center dot

The other partner pulls

the string slightly (with

the maker attached to

the end) and draws an

arch around the dot.

Use a pencil instead of a

thumbtack if you wish.

http://sweetclipart.com/multisite/sweetclipart/files/thumbtack_blue.png

http://sweetclipart.com/multisite/sweetclipart/files/thumbtack_blue.png

Lesson Template


the above by shape—triangle, circles, squares, straight sided figures, etc. Consult the Anchor of Support suggestion in the above for more information on how to extend this activity for future whole group meetings (Thursday - Friday).

Discuss drawing strategies that worked/ did not work.

Plan for more successful executions of this task as the children revisit this activity during future center/ math station activities.

Week 2 (Monday--Friday)

Designate whole group time to discuss and compare the attributes of triangles and quadrilaterals. Relate what the children have learned about families to the hierarchal classification system that distinguishes variations of these shapes within each group. For example, triangles can vary by the length of their constituent line segments (e.g., scalene, isosceles, and equilateral) as well as by angle measurements (e.g., acute, right, and obtuse).

Although you are not going to introduce these terms to kindergarteners, the children can NOTE:

discuss and compare how these variants within the family of triangles are alike (e.g., all triangles have three straight sides that meet at their endpoints, which are called corners) and different (e.g., some have different size line segments, some have lines that are all the same length).

Likewise, quadrilaterals (although similar to triangles in that they have straight line segments that meet at their endpoints) are different in that they have four sides, which also differ by size and orientation (slanted and straight).

Facilitate the children’s awareness of these likenesses and differences by allowing them to manipulate and attach line segments made out of strips of construction paper. When cutting out the strips of paper, make sure that you provide a variety of sizes, which should vary by the following length measurements: 3”, 5”, 7”, and 9”. Cut the width of each of these strips all the same measurement—approximately ½”.

Spend one day allowing the children to make triangles with various combinations of paper strip lengths, assigning different pairs of children a particular combination of line segments—e.g., two 5” strips and one 7” strip; one 3” strip, one 7” strip, and one 9” strip; three 5” strips, etc. Debrief the exploration and construction time by making a chart on which you record the children’s descriptions of how the triangles they made are alike and different

Allocate the following day for the children to make different types of quadrilaterals using various combinations of four line segments. Create a separate chart for this group of shapes, explaining that all straight four sided figures that meet at their endpoints (corners) belong to a family called

Lesson Template


“quadrilaterals.” Introduce the names of all the variants within the family: parallelograms, trapezoids, rhombi, rectangles, squares, and kites.

A square is a special type of rectangle because all of its sides are the same size and it stands NOTE:

up straight regardless of its orientation (4 right angles).

Problem of the Week (Monday – Friday): Each day of the week, form a group of no more than 5 children so that you can closely monitor each child’s problem solving strategies for solving the following word problem, which you will present orally:

If you use tongue depressors (sticks) without breaking any apart to make one triangle and one square, how many tongue depressors will you need?

Allow the children to use cubes, pictures, symbols, and words to show how they solved the problem.

Math Stations/ Centers (Monday through Friday): Dismiss the children who are not going to be working on the problem of the week or the Dual Language activity to select among the following math stations:

Management Suggestion: Set aside time at the beginning of each day to introduce one or two of the stations that may require special instructions. In addition to the activities specified below, the children can also choose among the stations that were introduced the previous week. Each station can accommodate a maximum of 4 children. Once the children working in the small groups—e.g., the Problem of the Week and Dual Language Activity 2—are situated and understand their assigned task, you can walk about and monitor the children working at the various math stations.

Graphing/ Counting (Pattern Block Puzzles): Allow children to use pattern blocks to fill various outline puzzles (Refer to the Investigations 2nd Edition, 2012 Resource CD for sample outlines. If you do not have access to these puzzles, see the accompanying DLM Math Resource Pattern Block Puzzles, which can be downloaded from the AISD Early Childhood

Internal Website.) Consult the introduction page of NOTE:

the DLM Math Resource Pattern Block Puzzles to determine which outlines to assign to children based on their ability to fit pattern block pieces together. Refer back to the pattern block picture the children made during Week 1 in order to determine each child’s pattern block puzzle level. Extend the activity by having the children record on the attached Pattern Block Picture Inventory Sheet (p. 12) how many of each pattern block shape they used to fill the puzzle they selected (or that you assigned).

Art/ Construction (Make a Shape): Have available multiple sets of Make a Shape Line Segment Cutouts (See attachment, pp. 17-19). If preparing these cutouts is too time consuming, allow the children to use linking cubes to make each line segment or the long unit blocks from the construction center. Instruct the children to refer to the attached line segment shape cards (pp. 20-34) as they glue the cutout line segments on paper or piece together connecting cube sticks/ unit blocks to make the representative shape displayed on the card.

Lesson Template


Gross Motor (Partner Shapes): Cut a length of yarn or string approximately 6 to 8 feet long. Tie the two ends of the yarn together so that it makes a closed figure. The children work with a partner to figure out how to grab onto various points on the closed yarn figure to make corners and straight sided edges as represented on any of the 12 line segment shape cards (the same cards used in the Art/ Construction Center activity outlined above.) Inform the children that they will need to problem solve and communicate their ideas with their partner as they think about how many hands they will need to make the corners and how long apart each line segment will be from those corners—e.g., if two children are making a triangle, one child will need to use one hand to make a corner as the partner holds on to the string with two hands, forming a line segment opposite of the corner.

Evaluation (check for understanding)

Formative: Refer to and make notes on the Investigation 1, Session 1 Assessment Checklist, “Describing Shapes” (M7 on the Investigations 2nd Edition, 2012 Resource CD) as you observe the children engaged in drawing shapes activity described in the above lesson. Summative: Transfer the information from the Describing Shapes Assessment Checklist to the students’ portfolio to share at parent/ teacher conferences.

English Language Proficiency Standards

2.I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs;

Anchors of Support

After the class has generated a variety of shapes using the tools (e.g., rulers, paper clip strings) introduced in the lesson, gather the children in a whole group and construct a criterion chart for how to make various types of shapes—e.g., how to make a circle, triangle, rectangle, etc. Allow the children to consult the criteria chart as they continue the unit of study.

Sample Anchor Chart How to make a circle How to make a triangle How to make a rectangle

1. All points around the circle are the same distance from the center.

2. The line around the center is round.

1. There should be 3 straight sides that meet at three corners.

2. The shape is closed—a dot inside cannot escape.

1. There should be 4 straight sides.

2. None of the sides slant when the shape is resting on one of its other sides. (all right angles)

Post samples of student generated examples below each category. Make a separate category for non-examples.

Lesson Template


College and Career Readiness

III. Geometric Reasoning, A.1 Identify and represent the features of plane and space figures.

III. Geometric Reasoning, D.1 Make and validate geometric conjectures.

21st Century Skills

Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.

Deal positively with praise, setbacks, and criticisms.

Differentiation strategies

Special Education: Allow the students with fine motor difficulties to use shape stencils instead of straight edge rulers or the paper clip stings. Tape the stencil on the sheet of paper so that it does not move around as the child is tracing.

English Language Learners: Provide opportunities for the children to incorporate Total Physical Response (TPR) as they make each shape. For example, have the children draw a circle in the air, on the palm of their hand, or around the edges of a stencil as they say the attribute—e.g., “round”—or recite a complete sentence—e.g., “A circle is round.”

Extension for Learning: Place rulers, stencils, and architectural references (e.g., blueprint layout of a house) in the block center. Encourage the children to build a block structure and then use the drawing materials listed in the above to represent their 3-dimensional construction on paper.

CRM Planning Schedule

Monday Tuesday Wednesday Thursday Friday

Engage & Explore sections of the Exemplar Lesson Investigations 2nd Edition, Unit 5 Investigation 1 Session 1.1, p. 22

Engage & Explore section of the Exemplar Lesson ETA Hands-On Standards (PK & K): Lesson 2, p. 66

Explore & Explain section of the Exemplar Lesson Go Math: Lesson 17.1



Elaborate section of the Exemplar Lesson Go Math: Lesson 17.4

Elaborate section of the Exemplar Lesson Go Math: Lesson 17.5

Elaborate section of the Exemplar Lesson ETA Hands-On Standards (PK & K): Lesson 5, p. 72

Evaluation section of the Exemplar Lesson

Other resources include Teaching Student-Centered Mathematics: Grades K-3; Activity 7.1 (p. 194), Activity 7.2 (p. 195). These can be integrated within this time line where you see fit. REMEMBER, if you cannot get to every activity suggested, that is okay. Choose and pick wisely.

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Shape Cut-Outs

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Pattern Block Picture Inventory Sheet Name: _________________________________________

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Apartment Tower Counting Card Place Mats

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Apartment Tower Counting Card Place Mats

12

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“Make a Shape”

Line Segment Cutouts

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Name: ____________________________________________

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Letter and Numeral Outline Puzzles

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Letter Outline Puzzles

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Shape Cards for Count and Compare

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