TWO- DIMENSIONAL SHAPES

By:

Kaitlyn Callan

Background Information

1st Grade at Dames Ferry Elementary

10 students

5 boys

5 girls

Central Focus

Two Dimensional Shapes

Standards: MCC1.G.1

What is the difference between defining and non-defining

attributes?

How do you build and draw shapes to possess defining

attributes?

MCC1.G.2

What are two dimensional shapes?

Learning Objectives

Students will be able to identify two dimensional shapes Students will be able to verbally discuss the attributes of

two dimensional shapes Students will be able to draw two dimensional shapes Students will be able to apply their knowledge of two

dimensional shapes through participating in a Smartboard activity

Students will be able to identify similar properties and characteristics of two dimensional shapes

Students will be able to identify the vertices (corners) and sides of two dimensional shapes

Students will be able to problem solve, use procedural fluency and conceptual understanding when completing their assessment on two dimensional shapes

Lesson 1

Introduce 2 dimensional shapes with song - “2D Shapes I Know“: http://www.youtube.com/watch?v=htcuPenTg38.

Use flipchart to discuss 2 dimensional shapes by making a chart of the shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter circles) attributes (# of sides, corners and open/closed)

Discuss defining and non-defining attributes (color, overall size, orientation) of shapes

Use manipulatives to practice naming shapes Complete Shape Table Worksheet- whole group on

flipchart

http://www.youtube.com/watch?v=htcuPenTg38

Lesson 2

Use flipchart to review 2 dimensional shapes Use http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/3d/ on SmartBoard to help with shape identification

Find different shapes in the classroom

Complete Go Math pgs. 90 and 91.

http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/3d/http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/3d/

Lesson 3

Using pattern blocks, show the students four shapes, three of which have some similar properties or characteristics (based upon shape, size, color, thickness)

Discuss which three belong together and have students justify their reasoning

Next allow the students to work with the pattern blocks and a partner to create some examples like above

Allow students time to share their examples and have other students identify which one doesn’t belong and why

Have students explain WHY the one they chose does not belong

Complete “Which One Doesn’t Belong” on the SmartBoard (https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29)

Complete Go Math pgs. 98-104.

https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29

Lesson 4

Review two dimensional shape table on flipchart

Discuss number of vertices (corners) and sides for each shape

Focus on half circle and quarter circle

Students will complete Shape Flipbook and Go Math pgs. 106-111.

Lesson 5: Assessment

Assessment

Assessment

Evaluation Criteria

8 Procedural Fluency

9 Conceptual Understanding

10 Problem Solving

27 Problems total

Word Bank provided for all questions so the students knew the shapes they could choose from

All questions were worth the same amount of points: approx. 3.5 points each

Area of Struggle

Definition of a quadrilateral

Got confused on the amount of sides a quadrilateral has

Unable to explain where they placed their shapes in the table

This struggle occurred because we did not spend enough time discussing quadrilaterals and their importance

They can identify two dimensional shapes, but not what 4 sided shapes are as a whole

Re-Engagement Lesson

Further discuss two dimensional shapes and characteristics/properties

Introduce the meaning of a quadrilateral

Have students compare shapes in a group setting Square v. Rectangle

Square v. Rhombus

Trapezoid v. Parallelogram

Rectangle v. Parallelogram

Rhombus v. Parallelogram

Students will be re-assessed on the conceptual understanding sort it out portion of the assessment

Instead of just placing the shapes in the tables, they must also distinguish the characteristics of the two dimensional shapes