grade k module 2 teacher edition - school district u-46€¦ · overview of module topics and...

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Printed in the U.S.A. This book may be purchased from the publisher at eureka-math.org 10 9 8 7 6 5 4 3 2

GK-M2-TE-1.3.1-06.2016

Eureka Math™

Grade K Module 2

Teacher Edition

Eureka Math: A Story of Units Contributors Katrina Abdussalaam, Curriculum Writer Tiah Alphonso, Program Manager—Curriculum Production Kelly Alsup, Lead Writer / Editor, Grade 4 Catriona Anderson, Program Manager—Implementation Support Debbie Andorka-Aceves, Curriculum Writer Eric Angel, Curriculum Writer Leslie Arceneaux, Lead Writer / Editor, Grade 5 Kate McGill Austin, Lead Writer / Editor, Grades PreK–K Adam Baker, Lead Writer / Editor, Grade 5 Scott Baldridge, Lead Mathematician and Lead Curriculum Writer Beth Barnes, Curriculum Writer Bonnie Bergstresser, Math Auditor Bill Davidson, Fluency Specialist Jill Diniz, Program Director Nancy Diorio, Curriculum Writer Nancy Doorey, Assessment Advisor Lacy Endo-Peery, Lead Writer / Editor, Grades PreK–K Ana Estela, Curriculum Writer Lessa Faltermann, Math Auditor Janice Fan, Curriculum Writer Ellen Fort, Math Auditor Peggy Golden, Curriculum Writer Maria Gomes, Pre-Kindergarten Practitioner Pam Goodner, Curriculum Writer Greg Gorman, Curriculum Writer Melanie Gutierrez, Curriculum Writer Bob Hollister, Math Auditor Kelley Isinger, Curriculum Writer Nuhad Jamal, Curriculum Writer Mary Jones, Lead Writer / Editor, Grade 4 Halle Kananak, Curriculum Writer Susan Lee, Lead Writer / Editor, Grade 3 Jennifer Loftin, Program Manager—Professional Development Soo Jin Lu, Curriculum Writer Nell McAnelly, Project Director

Ben McCarty, Lead Mathematician / Editor, PreK–5 Stacie McClintock, Document Production Manager Cristina Metcalf, Lead Writer / Editor, Grade 3 Susan Midlarsky, Curriculum Writer Pat Mohr, Curriculum Writer Sarah Oyler, Document Coordinator Victoria Peacock, Curriculum Writer Jenny Petrosino, Curriculum Writer Terrie Poehl, Math Auditor Robin Ramos, Lead Curriculum Writer / Editor, PreK–5 Kristen Riedel, Math Audit Team Lead Cecilia Rudzitis, Curriculum Writer Tricia Salerno, Curriculum Writer Chris Sarlo, Curriculum Writer Ann Rose Sentoro, Curriculum Writer Colleen Sheeron, Lead Writer / Editor, Grade 2 Gail Smith, Curriculum Writer Shelley Snow, Curriculum Writer Robyn Sorenson, Math Auditor Kelly Spinks, Curriculum Writer Marianne Strayton, Lead Writer / Editor, Grade 1 Theresa Streeter, Math Auditor Lily Talcott, Curriculum Writer Kevin Tougher, Curriculum Writer Saffron VanGalder, Lead Writer / Editor, Grade 3 Lisa Watts-Lawton, Lead Writer / Editor, Grade 2 Erin Wheeler, Curriculum Writer MaryJo Wieland, Curriculum Writer Allison Witcraft, Math Auditor Jessa Woods, Curriculum Writer Hae Jung Yang, Lead Writer / Editor, Grade 1

Board of Trustees Lynne Munson, President and Executive Director of Great Minds Nell McAnelly, Chairman, Co-Director Emeritus of the Gordon A. Cain Center for STEM Literacy at Louisiana State University William Kelly, Treasurer, Co-Founder and CEO at ReelDx Jason Griffiths, Secretary, Director of Programs at the National Academy of Advanced Teacher Education Pascal Forgione, Former Executive Director of the Center on K-12 Assessment and Performance Management at ETS Lorraine Griffith, Title I Reading Specialist at West Buncombe Elementary School in Asheville, North Carolina Bill Honig, President of the Consortium on Reading Excellence (CORE) Richard Kessler, Executive Dean of Mannes College the New School for Music Chi Kim, Former Superintendent, Ross School District Karen LeFever, Executive Vice President and Chief Development Officer at ChanceLight Behavioral Health and Education Maria Neira, Former Vice President, New York State United Teachers

Module2: Two-DimensionalandThree-DimensionalShapes

G R A D E MathematicsCurriculumGRADEK•MODULE2

K

TableofContents

GRADEK•MODULE2Two-DimensionalandThree-DimensionalShapes

ModuleOverview..........................................................................................................2

TopicA:Two-DimensionalFlatShapes.........................................................................9

TopicB:Three-DimensionalSolidShapes...................................................................66

TopicC:Two-DimensionalandThree-DimensionalShapes.......................................90

End-of-ModuleAssessmentandRubric....................................................................102

AnswerKey................................................................................................................109

A STORY OF UNITS

©2015 Great Minds. eureka-math.org

1

Lesson

NewYorkStateCommonCore

ModuleOverview K•2


GradeK•Module2

Two-DimensionalandThree-DimensionalShapesOV ERVIEWInModule1,studentsbegantheyearobservingtheirworld.Whatisexactlythesame?Whatisthesamebut…?Theymatchedandsortedaccordingtocriteriasequencedfromsimpletocomplex.Theirperceptionsevolvedintoobservationsaboutnumbersto10.“4ismissing1tomake5.”“4plus1moreis5.”“Therearethesamenumberofdogsandflowers,6.”

Inthismodule,studentsseekoutflatandsolidshapesintheirworld(K.G.1).Empoweredbythislens,theybegintomakeconnectionsbetweenthewheelofabicycle,themoon,andthetopofanicecreamcone.Justasthenumber4allowedthemtoquantify4mountainsand4miceasequalnumbers,learningtoidentifyflatsandsolidsallowsthemtoseetherelationshipofthesimpletothecomplex,amountain’stoptoaplastictriangleandconesittingontheirdesk.

ToopenTopicA,studentsfindanddescribeflatshapesintheirenvironmentusinginformallanguage,withoutnamingthematfirst(K.G.4).InLesson2,theyclassifytheshapes,juxtaposingthemwithvariousexamplesandnon-examples.Thisprocessfurtherrefinestheirabilitytotalkabouttheshapes,forexample,asclosedorhavingstraightsides.Thenamingoftheflatshapeasatriangleispartofthatprocess,notthefocusofit(K.G.2,K.G.1).

ThesameprocessisthenrepeatedwithrectanglesinLesson3andhexagonsandcirclesinLesson4.InLesson5,studentsmanipulatealltheflatshapesusingpositionwordsastheteachergivesdirectivessuchas,“Movetheclosedshapewiththreestraightsidesbehindtheshapewithsixstraightsides.”Thesepositioningwordsaresubsequentlywovenintotheinstructionalprogram,attimesinmathfluencyactivities,butalsothroughouttheentireschoolday.

ThelessonsofTopicBreplicatethoseofTopicAbutwithsolidshapes.Inaddition,studentsrecognizethepresenceoftheflatswithinthesolids.ThemoduleclosesinTopicCwithdiscriminationbetweenflatsandsolids.Aculminatingtaskinvolvesstudentsincreatingdisplaysofagivenflatshapewithcounter-examplesandshowingrelatedsolidshapes(K.G.3).

ThefluencycomponentsinthelessonsofModule1includedactivitieswhereinstudentsusedavarietyoftrianglesandrectanglestopracticethedecompositionsof3and4.Flatsandsolidswillcontinuetobeincludedinfluencyactivitiesinthismoduleandthroughouttheyearsothatstudentshaverepeatedexperienceswithshapes,theirattributes,andtheirnames.Dailynumberfluencypracticeinthisnewmoduleiscritical.Therearetwomaingoalsofconsistentfluencypractice:(1)tosolidifythenumbersofModule1and(2)toanticipatethenumbersofModules3,4,and5.Therefore,studentscontinuetoworkextensivelywithnumbersto10andfluencywithadditionandsubtractionto5.

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TheKindergartenyearclosesinModule6withanothergeometryunit.Bythattime,havingbecomemuchmorefamiliarwithflatsandsolids,thestudentscomposenewflatshapes(“Canyoumakearectanglefromthesetwotriangles?”)andbuildsolidshapesfromcomponents(“Let’susethesestrawstobetheedgesandtheseballsofclaytobethecornersofacube!”).Thismodulewillallowthemtobringtogetherallthattheyhavelearnedthroughouttheyearastheymanipulateshapesandtheircomponents(K.G.4,K.G.5).

NotesonPacingforDifferentiationIfpacingisachallenge,consideromittingLessons5and8.Instead,embedexperienceswithpositionwordsinothercontentareasandthroughoutthestudents’day.Itisnotessentialthatstudentsbeintroducedtopositionwordsthroughthecontextofshapes.

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FocusGradeLevelStandardsClassifyobjectsandcountthenumberofobjectsineachcategory.

K.MD.3 Classifyobjectsintogivencategories;countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.(Limitcategorycountstobelessthanorequalto10.)

Identifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres).

K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.

K.G.2 Correctlynameshapesregardlessoftheirorientationsoroverallsize.

K.G.3 Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).

Analyze,compare,create,andcomposeshapes.1

K.G.4 Analyzeandcomparetwo-andthree-dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/“corners”)andotherattributes(e.g.,havingsidesofequallength).

FoundationalStandardsIdentifyanddescribeshapes(squares,circles,triangles,rectangles).

PK.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchastop,bottom,up,down,infrontof,behind,over,under,andnextto.

PK.G.2 Correctlynameshapesregardlessofsize.

Analyze,compare,andsortobjects.

PK.G.3 Analyze,compare,andsorttwo-andthree-dimensionalshapesandobjects,indifferentsizes,usinginformallanguagetodescribetheirsimilarities,differences,andotherattributes(e.g.,color,size,andshape).

PK.G.4 Createandbuildshapesfromcomponents(e.g.,sticksandclayballs).

1ThebalanceofthisclusterisaddressedinModule6.

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FocusStandardsforMathematicalPracticeMP.1 Makesenseofproblemsandpersevereinsolvingthem.

Studentsdistinguishshapesfromamongvariants,palpabledistractors,anddifficultdistractors.2(Seeexamplestotheright.)

MP.3 Constructviableargumentsandcritiquethereasoningofothers.Studentsareincreasinglyabletouseshapeattributestodefendidentificationofaplaneorsolidshape.

MP.6 Attendtoprecision.Studentsusepositionwordstoclearlyindicatethelocationofshapes.Also,whenKindergartenstudentsareanalyzinganddefiningattributessuchas“3straightsides,”theyareattendingtoprecision.

MP.7 Lookforandmakeuseofstructure.Studentsuseexamples,non-examples,andsharedattributesofgeometricfiguresinordertodeveloparicherconceptimage(GeometryProgressions,p.6)ofeachgeometricshape.Thisconceptimageallowsformoreacutediscernmentoftheshapewithintheenvironment.

2ThisimageplusfurtherclarificationisfoundinGeometryProgressions,p.6.

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OverviewofModuleTopicsandLessonObjectivesStandards TopicsandObjectives Days

K.G.1K.G.2K.G.4K.MD.3

A Two-DimensionalFlatShapesLesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,

andcirclesusinginformallanguagewithoutnaming.

Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.

Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.

Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.

Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.

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K.G.1K.G.2K.G.4K.MD.3

B Three-DimensionalSolidShapesLesson6: Findanddescribesolidshapesusinginformallanguagewithout

naming.

Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.

Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.

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K.MD.3K.G.3K.G.4K.G.1K.G.2

C Two-DimensionalandThree-DimensionalShapesLesson9: Identifyandsortshapesastwo-dimensionalorthree-

dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.

Lesson10: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.

2

End-of-ModuleAssessment:TopicsA–C(Interviewstyleassessment:2days) 2

TotalNumberofInstructionalDays 12

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TerminologyNeworRecentlyIntroducedTerms

§ Above,below,beside,infrontof,nextto,behind(positionwords)§ Circle§ Cone(solidshape)§ Cube(solidshape)§ Cylinder(solidshape)§ Face(flatsideofasolid)3§ Flat(two-dimensionalshape)§ Hexagon(flatfigureenclosedbysixstraightsides)§ Rectangle(flatfigureenclosedbyfourstraightsides)§ Solid(three-dimensionalshape)§ Sphere(solidshape)§ Square(flatfigureenclosedbyfourstraight,equalsides)§ Triangle(flatfigureenclosedbythreestraightsides)

FamiliarTermsandSymbols4

§ Match(groupitemsthatarethesameorhavethesamegivenattribute)§ Sort

SuggestedToolsandRepresentations§ Three-dimensionalshapes:cone,sphere,cylinder,andcube§ Two-dimensionalshapes:circle,hexagon,rectangle,square,andtriangle

3Inthecontextofpolyhedra,facesmustbepolygonal.However,inmoregeneralcontexts,afacemaybecircular(suchasthebaseofarightcircularcylinder),orevenirregular.ItisthismoreinclusiveinterpretationoffacethatisusedinthisKindergartenmodule.4Thesearetermsandsymbolsstudentshaveseenpreviously.

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HomeworkHomeworkattheK–1levelisnotaconventioninallschools.Inthiscurriculum,homeworkisanopportunityforadditionalpracticeofthecontentfromtheday'slesson.Theteacherisencouraged,withthesupportofparents,administrators,andcolleagues,todiscerntheappropriateuseofhomeworkforhisorherstudents.Fluencyexercisescanalsobeconsideredasanalternativehomeworkassignment.

Scaffolds5ThescaffoldsintegratedintoAStoryofUnitsgivealternativesforhowstudentsaccessinformationaswellasexpressanddemonstratetheirlearning.Strategicallyplacedmarginnotesareprovidedwithineachlesson,elaboratingontheuseofspecificscaffoldsatapplicabletimes.TheyaddressmanyneedspresentedbyEnglishlanguagelearners,studentswithdisabilities,studentsperformingabovegradelevel,andstudentsperformingbelowgradelevel.ManyofthesuggestionsareorganizedbyUniversalDesignforLearning(UDL)principlesandareapplicabletomorethanonepopulation.ToreadmoreabouttheapproachtodifferentiatedinstructioninAStoryofUnits,pleasereferto“HowtoImplementAStoryofUnits.”

AssessmentSummaryType Administered Format StandardsAddressed

End-of-ModuleAssessmentTask

AfterTopicC InterviewwithRubric K.MD.3K.G.1K.G.2K.G.3K.G.4

CulminatingTask Lesson10 CollaborativeProject K.MD.3K.G.1K.G.2K.G.3K.G.4

5StudentswithdisabilitiesmayrequireBraille,largeprint,audio,orspecialdigitalfiles.Pleasevisitthewebsitewww.p12.nysed.gov/specialed/aimforspecificinformationonhowtoobtainstudentmaterialsthatsatisfytheNationalInstructionalMaterialsAccessibilityStandard(NIMAS)format.

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KGRADE MathematicsCurriculum

GRADEK•MODULE2

TopicA: Two-DimensionalFlatShapes

TopicA

Two-DimensionalFlatShapesK.G.1,K.G.2,K.G.4,K.MD.3

FocusStandards: K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.



InstructionalDays: 5

Coherence-Linksfrom: GPK–M2 Shapes

-Linksto: G1–M5 Identifying,Composing,andPartitioningShapes

Studentsbegantheyear,inModule1,developingnumberconceptsbyobservingtheirworld.Now,theybegintodevelopspatialreasoningandgeometricconceptsbyexperiencingflatandsolidshapesintheirworld.Thismoduleexamineshowshapesandobjectsaresimilartoordifferentfromoneanotherwithrespecttoorientationandrelativepositionstoobjects.InLesson1,studentsusetheinformallanguageoftheireverydayworldtonameanddescribeflatshapeswithoutyetexpressingmathematicalconceptsorusingthevocabularyofgeometry.Atthispoint,studentsarenotyetabletoconsistentlydistinguishbetweenexamplesandnon-examplesofdifferentgroupsofshapessuchastriangles,circles,squares,rectangles,orhexagons.Atthisstage,afigureisasquarebecauseitlookslikeabook;anotherfigureisacirclebecauseitisroundlikethewheelofacar.Studentsmaketheseobservationswithoutexplicitlythinkingabouttheattributesorpropertiesofsquaresorcircles.InLesson2,studentsbuildontheirexperientiallearningbyrelatingittothemathematicalconceptsandvocabularyofgeometry,allowingthemtoenhancetheirexperiencesofshapes.Studentsbegintoclassifythree-sidedshapesbyidentifyingthemasexamplesofatriangle.Usingvariousexamplesandnon-examplesoftriangles,theysortandclassifydifferentshapesasexamplesofatriangleornotatriangle.Havinglearnedtoidentifyshapesastriangles,theyexplaintheirdecisionsaboutclassifyingsomeshapesastrianglesandothershapesasnottrianglesbyfocusingoncommonattributesorpropertiesoftheshapestheyhaveidentifiedastriangles.Lessons3and4continuetheworkofLesson2inthesameveinbyidentifyingshapesasrectangles,hexagons,orcircles.InLesson5,studentscommunicateabouttherelativepositionofshapesbyusingtermssuchasabove,below,nextto,beside,infrontof,andbehind.

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TopicA K•2

TopicA: Two-DimensionalFlatShapes

ATeachingSequenceTowardMasteryofTwo-DimensionalFlatShapes

Objective1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.(Lesson1)

Objective2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.(Lesson2)

Objective3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.(Lesson3)

Objective4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.(Lesson4)

Objective5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.(Lesson5)

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Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.

Lesson1 K 2

Lesson 1 Objective:Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.

SuggestedLessonStructure

n FluencyPractice (17minutes)

n ConceptDevelopment (25minutes)

n StudentDebrief (8minutes)

TotalTime (50minutes)

FluencyPractice(17minutes)

§ Making5with5-GroupMatsK.OA.1 (6minutes)§ DrawMoretoMake5K.OA.3 (8minutes)§ 5-GroupHandsK.CC.2 (3minutes)

Making5with5-GroupMats(6minutes)

Materials: (S)5-groupmats(FluencyTemplate1),5linkingcubes

Note:Whilestudentsareworkingwithgeometry,thefluencygoalthroughoutModule2willbetomaintainandfurtherdevelopnumberconceptsto10(seeFluencyPracticenoteinKindergartenModule1Lesson1).

T: Touchandcountyourcubes.S: 1,2,3,4,5.T: Touchandcountthedotsonyourmat.S: 1,2,3,4,5.T: Ourjobistomake5.Put4cubesonthedotsofyourmat.(Checktoseethatstudentsplacethe

cubesfromlefttorightwithoutskippinganydots.)Raiseyourhandwhenyouknowhowmanymorecubestomake5.(Waituntilallhandsareraised,andthensignal.)Ready?

S: 1.T: Wecantellhowtomake5likethis:4and1make5.Echome,please.S: 4and1make5.

Continueworkingthroughthedecompositionsof5inasystematicway.Asstudentsbegintodemonstratemastery,scalebacktheamountofguidance:“ShowmeXcubes;saythenumbersentence.”

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Lesson1 K 2

DrawMoretoMake5(8minutes)

Materials: (S)Drawmore(FluencyTemplate2)

Note:Goovertheanswers,anddirectstudentstoenergeticallyshout“Yes!”foreachcorrectanswer.

Aftergivingclearinstructionsandcompletingthefirstfewproblemstogether,allowstudentstimetoworkindependently.Encouragethemtodoasmanyproblemsastheycanwithinagiventimeframe.

5-GroupHands(3minutes)

Materials: (T)Large5-groupcards(5–7)(FluencyTemplate3)

T: (Showthe6-dotcard.)Raiseyourhandwhenyouknowhowmanydotsareontop.(Waituntilallhandsareraised,andthensignal.)Ready?

S: 5.T: Bottom?S: 1.T: Wecanshowthis5-grouponourhands.Fiveontop,1onthebottom,

likethis.(Demonstrateonhands,oneabovetheother,asshowntotheright.)

S: (Show5and1onhands,oneabovetheother.)T: Pushyourhandsoutasyoucountonfrom5,likethis.5(extendthe

tophandforward),6(extendthebottomhandforward).Tryitwithme.

S: 5(extendthetophandforward),6(extendthebottomhandforward).

Continuewith5,6,and7,steadilydecreasingguidancefromtheteacher,untilstudentscanshowthe5-groupsontheirhandswithease.

ConceptDevelopment(25minutes)

Materials: (T)Largecutoutsofeachshape(tobeaffixedtotheboardwithtape)(Template)(S)Clearbagcontainingsmallercutoutsofvariousshapes(allofonehuetolimitdistractionsfromvariationincolor),blanksideofProblemSetaffixedtoclipboard,pencil,realortoymagnifyingglass(ifavailable)

Suggestionsforshapecutoutsarepicturedasfollowsbutneednotbelimitedtothese.Besuretoinclude,atminimum,atriangle,circle,square,rectangle,andhexagonfordiscussionpurposes.

Note:Today’slessonfocusesontheattributesoftheshapesbutnottheirspecificnames.Assurestudentsthattomorrow’sworkwillincludenamingtheshapessincemanymaybeveryeagertosharetheirknowledge.

Astudentdemonstrates7as5ontopand2onthebottom.

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Lesson1 K 2

NOTESONMULTIPLEMEANSOFREPRESENTATION:

Englishlanguagelearnersbenefitfromhavingthewordscurved,straight,pointy,round,sides,andotherattributesintroducedbeforethelessonsothattheycanparticipateinthediscussionwiththeclass.Afterintroducingthem,postthevocabularyonthewordwallwithvisualssothatstudentscanrefertothem.

T: Youhaveamysterybag!Openyourbag,andcarefullyshakeoutthesurprisesinside.Whatdoyou

see?(Givestudentsamomenttoexplorethecontentsofthebaganddiscusswiththeirfriends.)S: Differentshapes!T: (Selectashapefromthebag.)Lookatmyshape.Can

youfindtheonethatlookslikemine?(Affixtheshapetotheboard.)Tellmeabouttheshape.(Inordertoencourageadiscussionpurelyaboutgeometricattributes,selectoneofthemoreunusualcutoutstobegin.)

S: Itisround.àBut,itispointy!àIthasapiecemissing.àIthasthreesides.

T: Ilikeyourobservations!(Writestudentresponsesonchartpaper,andcontinuetheexercisewiththerestoftheshapes,encouragingstudentstoverbalizeattributessuchascorners,curves,straightlines,numberandlengthofsides,“missingpieces,”etc.)

T: Arrangeyourshapesonyourdesktop.Dotheyhaveanythingincommon?(Responseswillvary.)Now,benddownsothatyouarelookingacrosstheedgeofyourdesktop.Canyouseeyourshapesnow?Areanyofthemstickingup?

S: Wecan’tseethem.àTheyareallflat!T: Yes,theydohavethatincommon!Theseareallflatshapes.Putyourshapesbackinthebag.

MP.6

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Lesson1 K 2

NOTESONMULTIPLEMEANSOFENGAGEMENT:

Pushstudentsworkingabovegradelevelbyaskingthemquestionsandassigningactivitiesthatengagethinkingathigherlevels.“Whatwouldthatshapelooklikeifitwasnotflat?”“Canyoumakeapictureofthatshapebutmakeitsothatitisstickingup?”

T: It’stimetoplayshapedetectives!Detectivesneedtohavespecialequipment,soIamgoingtogiveyouandapartneramagnifyingglasstouseifyouneedit.Youaregoingtogoonashapehuntaroundtheroom.Wheneveryouseeaninterestingshape,tellyourpartneraboutit,anddrawitonyourpaper.Takeyourbagofshapeswithyoutouseasclues.Maybeyouwillseesomeshapesintheroomthatmatchshapesinyourbag!

S: (Withpartners,searchforshapes,andre-createthemontheirclipboards.)

T: (Afterfiveminutes,callstudentsbacktotheirseats.)Doesanyonewanttoshareoneoftheshapestheyfound?Tellusaboutit!(Allowtimeforsharinganddiscussion.)

T: Maybeyouwillfindmoreshapestoaddtonight.TurnyourProblemSetsoversothatwecandosomeshapecoloringandmatching.

ProblemSet(10minutes)

StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.

Forsomeclasses,itmaybeappropriatetomodifytheassignmentbyspecifyingwhichproblemsstudentsshouldworkonfirst.Withthisoption,letthepurposefulsequencingoftheProblemSetguideyourselectionssothatproblemscontinuetobescaffolded.Balancewordproblemswithotherproblemtypestoensurearangeofpractice.Assignincompleteproblemsforhomeworkoratanothertimeduringtheday.

InthisProblemSet,allstudentsshouldbeginwithsortingtheshapesthatclearlyhaveordonothavecurvesandpossiblyleaveanyquestionableshapestotheendiftimepermits.

Suggestionsforotherwaysyoumayaskstudentstosortarelistedbelow:

§ Shapesthathavecurvesandsharppoints.§ Shapesthathaveonlycurves.§ Shapesthathavefourorfewercorners.§ Shapesthathavefourormoresides.

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Lesson1 K 2

StudentDebrief(8minutes)

LessonObjective:Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.

TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.

InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.

Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.§ Whichobjectsdidyousortthatwerecurved?Whichobjectsdidyousortthatwerenotcurved?§ Whichflatshapeswerethehardesttosort?Why?§ Explaintoyourpartnerwhichshapesyoudrewonthebackofyourpaper.Canyouthinkofother

objectsaroundyouthathavethesesameshapes?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Howcanyoutellabouteachshapewithoutusingtheshape’sname?

Homework

HomeworkattheK–1levelisnotaconventioninallschools.Inthiscurriculum,homeworkisanopportunityforadditionalpracticeofthecontentfromtheday'slesson.Theteacherisencouraged,withthesupportofparents,administrators,andcolleagues,todiscerntheappropriateuseofhomeworkforhisorherstudents.Fluencyexercisescanalsobeconsideredasanalternativehomeworkassignment.

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Lesson1ProblemSet K 2

Name Date

Sort the shapes.

Shapes with a Curve Shapes without a Curve

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Lesson1ProblemSet K A STORY OF UNITS


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Lesson1Homework K 2

Name Date

Draw a line from the shape to its matching object.

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Lesson1FluencyTemplate1 K 2

5-groupmat

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Lesson1FluencyTemplate2K 2

Draw more to make 5.

drawmore

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large5-groupcards(Copyoncardstock,andcut.Savefullset.)

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Lesson1Template K 2

shapes

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Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.

Lesson2 K 2

Lesson 2 Objective:Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.



n ApplicationProblem (5minutes)





§ Making3withTrianglesK.OA.3 (3minutes)§ MakeaShapeK.G.4 (5minutes)§ Groupsof6K.CC.4b (4minutes)

Making3withTriangles(3minutes)Materials: (S)3beans,1paperorfoamtriangle,personalwhiteboard

Note:Thisactivitywaschosentosetthestagefortheanalysisoftrianglescomingintoday’slesson.

T: Touchandcountthecornersoftheshape.S: 1,2,3.T: Touchandcountyourbeans.S: 1,2,3.T: Ourjobistomake3.Put2beansonthecornersofyourshape.Keeptheotherbeaninyourhand.

Howmanybeansareonyourshape?S: 2.T: Howmanybeansareinyourhand?S: 1.T: Wecantellhowtomake3likethis:2and1make3.Echome,please.S: 2and1make3.T: Showme1beanonyourshape.Keeptherestinyourhand.Howmanybeansonyourshape?S: 1.T: Howmanybeansinyourhand?S: 2.

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Lesson2 K 2

T: Raiseyourhandwhenyoucansaythesentence,andstartwith1.(Waituntilallhandsareraised,andthengivethesignal.)

S: 1and2make3.

Guidestudentsastheywritetheequationsontheirpersonalwhiteboards.Challengestudentstolistandverifythattheyhavefoundallpossiblecombinations.

MakeaShape(5minutes)

Materials: (S)Craftsticksorstrawsoftwodifferentlengths,foamorconstructionpaperworkmat

Note:Refrainfromnamingtheshapesatthispoint.Askstudents,iftheyknowthem,tokeepthenamesoftheshapessecretfornow.Ifstudentsnametheshapes,havethemexplaintheirthinkingbydescribingtheshape’sattributesusinginformallanguage:“IknewImadeatrianglebecauseithasthreecorners.”

T: Let’splayMakeaShape.Putthreecraftsticksthissize(holdupthelongerofthetwolengths)onyourmat.

T: Movethestickssotheymakeashapewiththreepoints.S: (Movethestickstoformatriangleshape.)T: Touchandcountthepoints.S: 1,2,3.T: Touchandcountthesides.S: 1,2,3.T: Arethereanycurvedsides?S: No.T: Tradeinyourthreelongsticksforthreeshortones,likethis(showstudentsanexampleofthe

shorterlength),andputthemonyourmat.T: Movethestickssotheymakeanewshapewiththreepoints.S: (Movethestickstoformadifferenttriangleshape.)T: Doesyourshapestillhavethreepoints?Threesides?Nocurvedsides?(Pauseaftereachquestion

toallowstudentstimetoverify.)S: (Respondtoquestions.)T: Now,putoneofyoursticksback.Getastickthissize(holdupthelongerofthetwolengths),and

putitonyourmat.S: (Placethelongerstickonthematsotherearenowtwoshortandonelong.)T: Movethestickssotheymakeanewshapewiththreepoints.S: (Movethestickstoformadifferenttriangleshape.)

Havestudentscountthepointsandsidesagainandverifythattherearenocurvedsidessothattheyrealizethattheattributesoftheshapearethesame,evenastheshapetakesonadifferentappearance.Havethemcarefullyrotatetheirworkmatstoviewtheshapefromdifferentangles.

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Lesson2 K 2

NOTESONMULTIPLEMEANSOFACTIONANDEXPRESSION:

ScaffoldtheApplicationProblemforstudentswhostrugglebygivingdirectionsoneatatimeandwaitinguntilstudentscompletethetasktheyweregivenbeforegivingthemthenextdirection.Forexample,say,“Drawalargepizzapie.”Afterstudentscomply,continuewith,“Useyourcrayontocutthepizzaintoslicesfortwofriends.”

Hereisasuggestedsequencewithnamesofshapeslistedfortheteacher’sreference:

1. Atrianglecomposedoftwolongsticksandoneshort2. Asquarecomposedoffourlongsticks3. Asmallersquarecomposedoffourshortsticks4. Arectanglecomposedoftwoshortsticksandtwolongsticks

Groupsof6(4minutes)

Note:Thismaintenancefluencyactivityhelpsstudentsgainefficiencyincountingobjectsinvariedconfigurations.

T: Whenthemusicstarts,calmlywalkaroundtheroom,visitingcornersoftheroomuntilyouandyourclassmatescanmakeagroupof6.Don’tforgettocountyourself!Howmanycanbeinagroup?

S: 6.T: So,ifyougotoacornerthatalreadyhas5peoplethere,canyoustay?S: Yes!T: Whatiftherearealready6?S: No.T: Remembertocheckallthecornersoftheroom.Seeifwecanallgetintogroupsof6beforethe

musicstops!

Iftherearenotenoughstudentstomakeequalgroupsofthedesignatednumber,supplementwithpuppetsorstuffedanimals.Allowstudentstosharestrategiesformakinggroupsquickly.

ApplicationProblem(5minutes)

It’spizzatime!Onapieceofpaper,drawalarge,roundpizzapie.Don’tforgetyourfavoritetoppings!Withyourcrayons,showhowyouwouldcutthepizzaintoenoughslicesforyourfamily.Compareyourslicestothoseofapartner.Aretheyalike?Carefullydescribetheshapeofaslicetoyourpartner.

Note:Thepurposeofthisproblemistwo-fold;first,tohavethestudentscreatethree-sidedfigures,andsecond,tosetupapotentialnon-exampleforuselaterinthelesson.Thecurvededgeofthecrustintheirdrawingmeansthattheslicesarenotactuallytriangles.

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Lesson2 K 2


SupportEnglishlanguagelearners’capacitytodiscusshowtheshapestheymadeontheirgeoboardsareexamplesoftrianglesbyprovidingthemwithsentenceframessuchas,“Myshapeisatrianglebecauseithas…”touseasdiscussionstarterswiththeirpartners.


Preparation:Createoutlinesofgeometricfiguresonpapertobeaffixedtotheboardduringthelesson(Template).Shapesshouldinclude,butnotbelimitedto,thoseillustratedbelow:

Materials: (S)Geoboard,rubberband

Note:Ifthisisthefirsttimethestudentshaveusedageoboard,allowafewextraminutesduringthelessontoinstructtheminproperuseofthematerials.Usingarubberband,thestudentsstretchtherubberbandaroundpegstocreatevariousshapes.Emphasizethattherubberbandmustremainonthegeoboardatalltimes.

T: Yesterday,whenyouweretellingmeaboutyourshapes,youusedalotofmathwordstodescribethem.Whatweresomeofthethingsyounoticed?

S: Corners.àCurvedlines.àStraight.àNumberofsides.àPiecesmissing.T: Wearegoingtolookatsomemoreshapestodaytoseewhatelseyounotice.(Putatriangleonthe

classroomboard.)T: Tellmeaboutthisshape.S: Ithasthreesides.àIthasthreecorners.àItdoesn’thaveanycurves.T: Wecallashapelikethisatriangle.(WritethewordTriangleontheboard,andaffixtheshape

beneathit.Chooseanothertriangleoutline.)T: Tellmeaboutthisshape.S: Ithasthreecornersandthreesides.àIthasstraight

sides.àItisatriangle!T: (Affixtheshapetotheboardunderthefirsttriangle.)

Iambeginningtoseeapattern!Howmanycornersdoeseachshapehave?(Three.)Howmanysides?(Three.)Whatdothesideslooklike?

S: Theyareallstraight!T: So,atrianglehasthreestraightsidesandthree

corners?S: Yes.T: (Choose.)Hereisanothershape.Ithasthree

corners,andallofthesidesarestraight.Itmustbeatriangle.

S: No!It’sopen!

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Lesson2 K 2

T: Ifyouwereapetinsidethisfence,youcouldescape!So,triangleshavetobeclosed?S: Yes!T: (WriteNotaTriangleontheboard,andplacetheshapebeneathit.Continuethediscussionand

sortingwiththerestoftheshapes,guidingstudentstopointoutspecificattributesofthevariants,non-examples,anddistractors.)

T: Wehaveseveraltrianglesontheboard.I’mgoingtoaskyoutocopythesetrianglesontoyourgeoboard.Remember,youcanonlyuseonerubberband.Stretchitaroundthreecorners!(Demonstrate,andthenpassoutgeoboardsandrubberbands.Assiststudentsastheytrytocopytheshapes.Makesurethattheyhaveshapeswithexactlythreesides.)

T: Now,createyourowntriangleonyourgeoboard,andthenshowyourpartner.Besuretotellhowyouknowitisatriangle!(Allowtimeforsharinganddiscussion.)

T: Putyourgeoboardsaway,andgetreadyforsometrianglehuntingonyourProblemSet.

ProblemSet(10minutes)StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.


LessonObjective:Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.



Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.

§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Counthowmanytrianglesyoucolored.Didyourpartnercolorthatsamenumber?§ Didyoucolorthesametrianglesasyourpartner?§ Explaintoyourpartnerhowyouknewtheobjectsyoucoloredweretriangles.§ Whatdoyoulookforinatriangle?§ WeretheslicesofthepizzaintheApplicationProblemtriangles?Whyorwhynot?

MP.3

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Lesson2ProblemSet

K 2

Name Date

Find the triangles, and color them blue. Put an X on shapes that are not triangles.

Draw some triangles.

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Lesson2Homework

K 2

Name Date

Color the triangles red and the other shapes blue.

Draw 2 different triangles of your own.

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Lesson2Template

K 2

shapes

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Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.

Lesson3 K 2

Lesson 3 Objective:Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.








§ 5-GroupHandsK.CC.2 (5minutes)§ Making4withSquaresandBeansK.CC.4a (4minutes)§ TriangleorNotK.G.2 (3minutes)


Materials: (T)Large5-groupcards(Lesson1FluencyTemplate3)

Note:Werepeatworkwiththehandsoftenbecausestudentsneedfrequentpracticetoachievefluency.Thesameexercisesmustberepeatedagainandagain.Astheygaindepthofunderstanding,theyvisualize.Astheyvisualize,theynolongerneedtheirfingers.

ConducttheactivityasoutlinedinLesson1,butnowcontinueto10.

Making4withSquaresandBeans(4minutes)

Materials: (S)4beans,paperorfoamsquares,personalwhiteboard

Note:Studentsworkearlyintheyeartowardfluencywithsumsanddifferenceswithin5.Thistakestimeandagreatdealofpractice.

T: Touchandcountthecornersofthesquare.S: 1,2,3,4.T: Touchandcountyourbeans.S: 1,2,3,4.

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Lesson3 K 2

T: Ourjobistomake4.Put3beansonthecornersofyoursquare.Keeptheotherbeaninyourhand.Howmanybeansonyoursquare?

S: 3.T: Howmanybeansinyourhand?S: 1.T: Wecantellhowtomake4likethis:3and1make4.Echome,please.S: 3and1make4.T: Showme2beansonyoursquare.Keeptherestinyourhand.Howmanybeansonyoursquare?S: 2.T: Howmanybeansinyourhand?S: 2.T: Raiseyourhandwhenyoucansaythesentence.(Waituntilallhandsareraised,andthengivethe

signal.)S: 2and2make4.

Continuewithplacing1beanonthesquare,then4,andfinally0toworkthroughallofthenumbercombinations.Havestudentswritetheequationsontheirpersonalwhiteboards.Challengestudentstolistandverifythattheyhavefoundallpossiblecombinations.

TriangleorNot(3minutes)Materials: (T)Papershapesofthesamecolorinvaryingsizes,awiderangeofexemplars,non-examples,and

variants(FluencyTemplate)

Note:Thisisapreparatoryfluencyactivityintendedtoreviewthepreviouslesson’sworkwithtrianglesandpreparestudentstonameandidentifyrectanglesinasimilarmanner.

T: I’llshowyouashape.We’lltrytodecideifit’satriangleornot.Ifyouthinkit’satriangle,givemeathumbs-up.Ifit’snotatriangle,thumbs-down.Eitherway,bereadytoexplainyourchoice!Herewego.(Showanexemplartriangle.)

S: (Showthumbsupsign.)T: You’reright!Itisatriangle.Whocantelluswhy?S: (Givevariedresponses.Justifywithinformallanguageandattributesoftheshape.)

Continueidentifyingshapesastrianglesornottriangles.Proceedfromsimpletocomplexbystartingwiththeexemplarofeachshape,thenthenon-examples,andthenthevariants.


Designyourowndollarbill!Drawyourdollarbillonapieceofpaper.Whosepicturewillyouputinthecenter?Compareyourdollarwithyourpartner’s.Tellhimabouttheshapeofyourbill.Howareyourdollarsalike?

Note:Inthisproblem,thestudentsshould,fromtheirowngeneralknowledge,drawsomesortofarectangle.Describingtheirdollarstotheirfriendsleadsthemtoarticulatewhattheyalreadyknowabouttheshapeinanticipationoftoday’slesson.

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Lesson3 K 2


ForEnglishlanguagelearners,connectthekeyvocabularyofthelesson(straight,sides,corners)withpicturesthatrepresentthemeaningoftheseterms.


Preparation:Createoutlinesofgeometricfiguresonpapertobeaffixedtotheboardduringthelesson(Template1).Shapesshouldinclude,butnotbelimitedto,thoseillustratedbelow:

Materials: (S)Copyofdotpaper(Template2)oncardstock,WikkiStix(crayonsormarkersmayalsobeused)

T: Wearegoingtotalkaboutanothertypeofshapetoday.Lookattheshapeontheboard.Useyourmathwordstotellaboutit.(Placeanexemplarrectangleontheboard.)

S: Ithasfourcorners.àIthasfoursides.àThesidesareallstraight.T: Thisshapeiscalledarectangle.(WriteRectangleon

board,andaffixtheshapebeneathit.)T: (Placeanotherrectangleontheboard.)Tellaboutthis

shape.S: Ithasfourstraightsidesandfourcorners.Itisa

rectangle,too.T: Hmmm.Iwonderifwewillhaveanotherpattern

today.Let’sputthisoverbytheotherrectangle.Howaboutthisshape?(Placeasquareontheboard.)

S: Ithasfourcornersandfoursides.Allthesideslookthesame.

T: So,thisisarectangle,too?(Yes.)Thisspecialrectangle,inwhichallthesidesarethesamelength,iscalleda…

S: Square!T: Howaboutthisone?(Affixtoboard.)Isthisarectangle?Ithasstraightsidesandfour

corners.S: No!It’snotarectangle!àThecornersdon’tlookright.T: Whatdothecornerslooklikeinarectangle?

MP.7

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Lesson3 K 2


ChallengeyourstudentsworkingabovegradelevelbyaskingthemtosqueezetheirWikkiStixrectangles(makingaparallelogram),andhavethemdecidewhetherthenewshapeisarectangleornot.

S: TheyneedtobeL-shaped.T: Let’sputthisoverhere,then.Itisnotarectangle.(WriteNotaRectangleontheboard,andaffix

theshapebeneathit.)

Asyoudidwiththetrianglesyesterday,continuetosorttherestoftheshapeswiththestudents.Besuretoplacetheshapesinavarietyoforientations.Guidethemtopointoutpertinentattributesofvariants,distractors,andnon-examples.Encouragethemtoinsistthatanyrectangleshavefourstraightsidesandfourrightanglesandareclosedshapes.

T: Youhavelearnedmanyrulesaboutrectanglestoday!Now,makesomerectanglesofyourown.UsetheseWikkiStixforthesides,andusethespecialdotsonthispapertokeepyoursidesstraight.Usetherectanglesyousortedontheboardforyourmodels.

Passoutmaterials,andallowtimeforconstructionanddiscussion.Circulatetoensureaccuracy.IfWikkiStixarenotavailable,studentscanusecrayonsormarkerstoconnectthedotsintheirshapeconstruction.

T: Greatwork!Whenyoutakethesehomeafterschool,seeifyounoticeanyrectanglesliketheseontheway!



InthisProblemSet,wesuggestallstudentsbeginbyputtinganXonalltheshapesthatarenotrectanglesandpossiblyleavethecoloringtotheendiftheystillhavetime.


LessonObjective:Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.



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Lesson3 K 2

Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.§ HowdidtheApplicationProblemconnecttotoday’slesson?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Counthowmanyrectanglesyoucolored.Didyourpartnercolorthatsamenumber?§ Didyoucolorthesamerectanglesasyourpartner?§ Explaintoyourpartnerhowyouknewtheobjectsyoucoloredwererectangles.§ Whatdoyoulookforinarectangle?§ Whatshapedidyoudrawwithfoursides?Canyoudrawmorethanoneshapewithfoursides?§ Howarerectanglesandtrianglesthesameanddifferent?§ Whyisasquareaspecialkindofrectangle?

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Name Date

Find the rectangles, and color them red. Put an X on shapes that are not

rectangles.

Draw some rectangles.

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Lesson3Homework K 2

Name Date

Color all the rectangles red. Color all the triangles green.

On the back of your paper, draw 2 rectangles and 3 triangles.

How many shapes did you draw? Put your answer in the circle.

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Lesson3FluencyTemplate K 2

shapes

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Lesson3Template1 K 2

shapes

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Lesson3Template2 K 2

dotpaper

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Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.

Lesson4 K 2

Lesson 4 Objective:Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.








§ RectangleorNotK.G.2 (3minutes)§ MakeaShapeK.G.4 (4minutes)§ Groupsof7K.CC.4b (5minutes)

RectangleorNot(3minutes)

Materials: (T)Papershapesofthesamecolorinvaryingsizes,awiderangeofexemplars,non-examples,andvariants(FluencyTemplate)

Note:Thisisapreparatoryfluencyactivityintendedtoreviewthepreviouslesson’sworkwithrectanglesandpreparestudentstonameandidentifyhexagonsandcirclesinasimilarmanner.

ThisissimilartoLesson3,butwithrectangles.

Identifyshapesasrectanglesornotrectangles,fromsimpletocomplex,bystartingwiththeexemplarofeachshape,thenthenon-examples,andthenthevariants.

MakeaShape(4minutes)

Note:Thisactivityisrepeatedwithanewshape,allowingstudentstofocusonthenewcomponent,thehexagon,ratherthanthelogisticsoftheactivityitself.

ConducttheactivityasoutlinedinLesson2,butthistimeincludehexagonswithoutnaming.

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Lesson4 K 2

Groupsof7(5minutes)

Note:Thismaintenanceactivitysupportsefficiencyincountingobjectsinvariedconfigurations.

ConducttheactivityasoutlinedinLesson2,butwith7.Allowstudentstosharetheirstrategiesformakinggroupsquickly.


Usingonlytrianglesandrectangles,designarocketshiponyourpaper.Traderocketshipswithyourpartner.Counthowmanytrianglesandrectanglesyouseeinhispicture.Didyouusethesamenumberofeachshape?

Note:Thisproblemisdesignedasareviewexercisepriortotheintroductionanddefinitionoftwonewshapesintoday’slesson.


Preparation:Whilemanyobjectsinclassroomshaveacircularshape,hexagonsintheclassroomenvironmentusuallymustbeengineered.Strategicallyplaceseveralcutoutoroutlinedshapesofregularandirregularhexagonsaroundtheroompriortothelesson.Youmaywishtoincludeafewdifferenthexagonsconstructedongeoboardsorondotpaper.

Createoutlinesofgeometricfiguresonpapertobeaffixedtotheboardduringthelesson.Shapesshouldinclude,butnotbelimitedto,thoseillustratedbelow:

Materials: (T)Papershapes(Template)(S)Clipboardwithpaperandpencil,realortoymagnifyingglass(ifavailable)

T: Wehavetalkedabouttriangles,rectangles,andsquares,andyouhavemademanyoftheseyourselves.Herearesomenewshapesforyoutolookattoday.

SortshapeoutlinestomakeagroupofhexagonsandthencirclesinthesamemannerasinLessons2and3.Asinpreviouslessons,beginthediscussionwithexemplarshapestoguidethestudentsastheydiscovereachshape’sdefiningcharacteristics.Assortingcontinues,guidethemtorealizethatahexagonisaclosedflatshapewithsixstraightsidesandthatacircleisaflat,closed,curvedshapewithnostraightsides.

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Lesson4 K 2

ANOTEONMULTIPLEMEANSOFREPRESENTATION:

Oncethevocabularywordshexagonandcirclehavebeenintroduced,posttheseonthewordwallwithavisualofacircleandmanydifferentexamplesofhexagons.

Note:Studentscanbecomefrustratedastheyattempttoarticulatethedifferencebetweenacircleandanoval.Thoughtheymaynotbeabletodescribetheconceptofequidistancefromacenter,theycantellyouthatiftheyhadaracecar,theywouldratherhavewheelsintheshapeofacirclethanintheshapeofanoval.“Circlescanrollbetter!”“Theyarenotsquished!”

T: Wearegoingtohaveanotherdetectivehunttoday.Youandyourpartnerwillsearchfortheseshapesintheclassroom.Useyourclipboardsanddetectiveequipment,anddrawanycirclesandhexagonsthatarehiding!(Allowstudentstoinvestigateforfiveminutesbeforetheyreturntotheirseats.)

T: Wouldanyoneliketoshowandshareoneofthecirclesorhexagonstheyfoundintheclassroomtoday?Howisyourcircleorhexagondifferentfromtheothershapeswe’velearned?(Allowtimeforsharinganddiscussion.)



Sincehexagonsandcirclesarethefocusofthislesson,havestudentsfirstidentifyoneofthetwoshapesandthentheother.


LessonObjective:Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.



Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion§ HowdidtheApplicationProblemconnecttotoday’slesson?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Didyoucolorthesamehexagonsandcirclesasyourpartner?§ Explaintoyourpartnerhowyouknewtheobjectsyoucoloredwerehexagonsorcircles.

MP.1

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Lesson4 K 2

§ Counthowmanycirclesandhexagonsyoucolored.Didyourpartnercolorthatsamenumber?§ Whichshapeismorelikeacircle,asquareorahexagonwithequalsides?Ifthereweremoreand

moreequalsidestoourshape,coulditlookmoreandmorelikeacircle?

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Lesson4ProblemSet

K 2

Name Date

Find the circles, and color them green. Find the hexagons, and color them yellow. Put an X on shapes that are not hexagons or circles.

Draw hexagons and circles.

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Lesson4Homework

K 2

Name________________________ Date____________________

Color the triangles blue.

Color the rectangles red.

Color the circles green.

Color the hexagons yellow.

On the back of your paper, draw 2 triangles and 1 hexagon.

How many shapes did you draw? ______

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papershapes

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Lesson4Template K 2

papershapes

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Lesson5 K 2

Lesson 5 Objective:Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.








§ GroupsofShapesK.G.2 (5minutes)§ Peek-a-BooShapesK.G.2 (3minutes)§ Groupsof8K.CC.4b (4minutes)

GroupsofShapes(5minutes)Materials: (T)Signswithpicturesofshapestoindicatewheretoformeachgroup(FluencyTemplate1)

(S)Papercutoutsoftriangles,rectangles,squares,hexagons,andcircles(varietyofsizes,includeexemplars,non-examples,andvariants)(FluencyTemplate2)

Note:Inthisfluencyactivity,studentsbringtogethertheirinsightsfromLessons1–4toformgroups,eachdefinedbyashape.Thisallowsteacherstoalsouseshapesaspartoftheirclassroommanagementtechniques,whichwillfurtherembedgeometryintotheclassroomculture.

T: Chooseashapefromtherug.T: Lookatyourshape.Raiseyourhandifyouknowthenameofyourshape.WhenIgivethesignal,

whisperthenameofyourshapetoyourself.Ready?T: Lookaroundtheroom.Doyouseesignswithpicturesofshapes?S: Yes.T: Doyouseeyourshape?S: Yes.T: WhenIstartthemusic,Iwantyoutocalmlywalktothesignthathasthesameshapeasyours.T: WhenIpointtoyourgroup,saythenameofyourshape.(Pointtothegroupoftriangles.)S: Triangles.

Continueidentifyingtheremaininggroups,andthencallstudentsbacktotherugtotradeforanewshape.Circulatetoseewhichstudentsstrugglewiththistask.Supportthembyhavingthemidentifytheattributesoftheirshapeandcompareittotheshapespicturedonthesigns.

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Lesson5 K 2

Peek-a-BooShapes(3minutes)

Materials: (T)Papercutoutsoftriangles,rectangles,squares,hexagons,andcircles(varietyofsizes,includeexemplars,non-examples,andvariants),picturesofreal-worldobjectsthatareflatshapes(FluencyTemplate3)

Note:Withtheteacherhidingtheshapes,studentsgetaccustomedtovisualizing,askilltheywillbeapplyingtonumbers,forexample,withdotcards.Thisisanimperativestepindevelopingnumbersense.Itisasignificantmomentwhenstudentsrealizetheycanmakeamentalpictureofsomething.

Oneshapeatatime,showstudentseachshapebriefly.Then,taketheshapeoutofview.Remindstudentsbeforehandthattheyaretousethelisten,think,raiseyourhand,waitforthesnapproceduretonametheshapeinchoralresponse.Startwitheasyshapestobuildconfidence,andthensteadilyincreasethelevelofdifficulty.

Groupsof8(4minutes)

Note:Thisfluencyactivityhelpsstudentsgainefficiencyincountingobjectsinvariedconfigurations.



Workwithyourpartner.Standsomewhereintheclassroomsothatyouarefacingawall,butyourpartnerisfacingtheotherway.Tellyourpartnerseveralthingsthatyouthinkarebehindyouintheroom.Havehimlooktoseeifyouareright.Whenyouaredone,switchplaceswithyourpartner.

Note:Behindisaprepositionwithwhichmostchildrenareveryfamiliar.Introducingnewerdirectionalconceptswiththisfamiliarwordsetsthestageforlearninginthelessontoday.


Materials: (S)Scissors,glue,paperbagcontainingcutoutsofvariousshapes(twonon-identicalshapesofeachtype,includingtriangles,rectangles,circles,hexagons,andsquares)(Template)

Thefollowingaresuggestions:

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Lesson5 K 2


EnglishlanguagelearnersaremoresuccessfulinfollowingSimonSaysdirectionsifshownconcretevisualexampleswiththedirections.Forexample,say,“Holdupashapethathasfourcorners,”whilepointingtoapictureofacorner.


Supportstudentswhostrugglebypartneringkeywordssuchasnextto,below,above,andbelowwithmodelingtheactionsforthem.

T: Youhavenewmysterybags!Carefullyshakeyourshapesontoyourdesk.Workwithyourpartner,andsaythenameofeachshape.

S: (Sortoutandarrangeshapes.)T: (Allowtimeforsharinganddiscussion.)Let’splay

SimonSays!Iwilldescribeashapetoyou.IfIsay“Simonsays!”findtheshape,holditup,andfreeze.Then,listencarefullywhileIdescribeanewshape.FindthenewshapeonlyifIsay“Simonsays!”IfIdon’t,stayfrozen.

T: Simonsaysholdupashapethathasfourcorners.Simonsaysholdupashapethathasnostraightsides.Simonsaysholdupashapethathasonemorethanfivesides.Holdupashapethathasfoursidesthatareexactlythesame.

S: Youdidn’tsay“Simonsays!”T: (Continueseveraltimesuntilstudentsshowfluencyin

identifyingthecorrectshapes.)T: Now,putallofyourshapesinarowonthetopofyour

desk.Wearegoingtoplayourgameadifferentway.Iamgoingtoaskyoutoarrangeyourshapesincertainways.Listencarefully,anddon’tforgettolistenfor“Simonsays!”

T: Simonsaysputashapewithonelessthanfoursidesinthemiddleofyourdesk.Simonsaysputashapemadewithacurvedlinebesidethatshape.SimonsaysputashapewithonlyoneL-cornernexttotheshapewithacurvedline.Putashapewithsixcornersnexttothatshape.Ididn’tsay“Simonsays!”(Playseveralmoretimes.)

T: Simonsaysputacurvedshapebelowyourchair.Simonsaysholdyoursquareaboveyourhead.Simonsaysholditbehindyourfriend.Putasquareinfrontofyou!

S: Youdidn’tsay“Simonsays!”T: Putyourshapesinthebag.Wearegoingto

practicemorewordslikebelow,above,andbesideinourProblemSet.

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Lesson5 K 2



InthisProblemSet,studentsshouldbeginbycuttingouttheshapesandliningthemnexttotheducksheet.

Note:StudentswillnotuseallcutoutshapesintheProblemSet.

ReadthedirectionsfortheProblemSet,andthencirculateasstudentsworktoseeiftheyhavemasteredthenamesoftheshapes.

§ Findtheshapewithfourstraightsidesthatareexactlythesame.Coloritblue.Gluetheshapeabovetheduck.

§ Findtheshapewithnocorners.Colorityellow.Gluetheshapebehindtheduck.§ Findtheshapewiththreestraightsides.Coloritgreen.Gluetheshapebelowtheduck.§ Findtheshapewithfoursides.Twosidesarelongandthesamelength,andtwosidesareshortand

thesamelength.Coloritred.Gluetheshapebesidethecircle.

§ Findtheshapewithsixcorners.Coloritorange.Gluetheshapeinfrontoftheduck.§ Findtheshapewithcurvesandcorners.Coloritpurple.Gluetheshapenexttothesquare.


LessonObjective:Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.




§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Howdidyouplaceeachobjectonyourpaper?Gothrougheachdirection(above,below,infrontof,

nextto,andbehind),andcomparewherestudentsputtheirobjectsontheirpaper.§ Comparewithyourpartner.Didyouputyourshapesinthesameplaceasyourpartner?§ Whatshapesdoyouseeonyourpaper?Howdidyouknowtheywerethoseshapes?§ HowdidtheApplicationProblemconnecttotoday’slesson?

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Lesson5ProblemSet

K 2

Name Date

Cut out all of the shapes, and put them next to your paper with the duck. Listen to the directions, and glue the objects onto your paper.

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Lesson5ProblemSet

K 2

Name Date

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Lesson5Homework

K 2

Name Date

§ Behind the elephant, draw a shape with 4 straight sides that are exactly the same length. Color it blue.

§ Above the elephant, draw a shape with no corners. Color it yellow.

§ In front of the elephant, draw a shape with 3 straight sides. Color it green.

§ Below the elephant,draw a shape with 4 sides, 2 long and 2 short. Color it red.

§ Below the elephant, draw a shape with 6 corners. Color it orange.

On the back of your paper, draw 1 hexagon and 4 triangles. How many shapes did you draw? Put your answer in the circle.

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Lesson5FluencyTemplate1

K 2

triangle

rectangle

signs

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K 2

square

hexagon

signs

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K 2

circle

signs

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K 2

shapes

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K 2

shapes

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Lesson5Template

K 2

shapes

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TopicB: Three-DimensionalSolidShapes

KG R A D E MathematicsCurriculum

GRADEK•MODULE2TopicB

Three-DimensionalSolidShapesK.G.1,K.G.2,K.G.4,K.MD.3

FocusStandards: K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.






ThelessonsofTopicBreplicateconceptstaughtinTopicAbutwithsolidshapes.Lesson6beginswithstudentsfindingsolidshapesintheirenvironment.Theymightfindbottlesofpaint,tissueboxes,balls,orcrayonsanddescribetheseobjectstotheirneighborusinginformallanguage.“Myballisround,anditbounces!”“Thistissueboxhasalotofpointycorners.”SomestudentsmightevenusetheflatshapevocabularytheylearnedinTopicAtodescribetheirsolidshape.“Therearealotofrectanglesonmytissuebox,too.”

InLesson7,studentslearnthenamesofthesolidshapesandfocusontheirattributes.Theyareaskedtoexplaintheirthinkingastheyclassifythesolidshapesintocategories.“I’mputtingthecubeandrectangularprismtogetherbecausetheyhavesixsides.”“Thesphereandcylinderroll.Theyshouldgotogether.”Lesson8guidesthestudentstousetheirnewsolidshapelexicontocommunicatethepositionofsolidshapestoeachother.Studentsidentify,name,andpositionshapesrelativetoeachother.

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TopicB K•2

TopicB: Three-DimensionalSolidShapes

ATeachingSequenceTowardMasteryofThree-DimensionalSolidShapes

Objective1: Findanddescribesolidshapesusinginformallanguagewithoutnaming.(Lesson6)

Objective2: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.(Lesson7)

Objective3: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.(Lesson8)

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Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.

Lesson6 K 2

Lesson 6 Objective:Findanddescribesolidshapesusinginformallanguagewithoutnaming.



nApplicationProblem (5minutes)

nConceptDevelopment (25minutes)




§ BeepNumberK.CC.4a (4minutes)§ HideandSee5K.OA.2 (4minutes)§ TakeApartGroupsofCirclesK.OA.1 (4minutes)

BeepNumber(4minutes)Note:Thisfluencyactivityensuresthatstudentsgainflexibilitywithnumberorderinbothdirectionsonthenumberline.

Materials: (T)Personalwhiteboard(optional)(S)Numberpath(FluencyTemplate)(optional)

T: Let’splayBeepNumber!ListencarefullywhileIcount.Insteadofsayinganumber,I’llsaybeep.YoucantoucheachnumberonyournumberpathasIsayit.Whenyouknowwhatthebeepnumberis,raiseyourhand.5,beep,7.(Waituntilallhandsareraised,andthengivethesignal.)

S: 6.T: (Turnoverthepersonalboardtorevealthenumber6sothatstudentscanverifythattheiranswer

wascorrect.)T: 7,beep,5.(Waituntilallhandsareraised,andthengivethesignal.)S: 6.T: (Turnoverthepersonalboardtorevealthenumber6.)

Continueinathoughtfulsequence,interminglingcountingupandcountingdown.Returntoasimplersequenceifstudentshavedifficulty.

Theteacher’suseofthepersonalwhiteboardisoptional,butitcanincreaseengagementasstudentsperceivethenumberassecret.Initially,studentsmayrelyheavilyonthenumberpathinordertodeterminethemissingnumber.Challengestudentstosolvementallywhentheyareready.

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Lesson6 K 2

HideandSee5(4minutes)Materials: (S)5linkingcubes,personalwhiteboard

Note:Inthisactivity,students’understandingoftheconservationofanumberdevelopsintoparttowholethinkingattheconcretelevel,anticipatingtheworkofModule4(numberbonds,addition,andsubtraction).

T: Touchandcountyourcubes.S: 1,2,3,4,5.T: Hide2behindyourback.Howmanycanyousee?S: 3.T: Putthembacktogether.Howmanycubesdoyouhave?S: 5.T: Hide1behindyourback.Howmanycanyousee?S: 4.T: Putthembacktogether.Howmanycubesdoyouhave?S: 5.

Variation:Asstudentsputthecubestogether,theycanwritetheexpressionsontheirpersonalwhiteboards.Challengestudentstolistallpossiblecombinations.

TakeApartGroupsofCircles(4minutes)Materials: (S)Personalwhiteboard

Note:Inordertomeetthegoalofaddingandsubtractingfluentlywithin5,studentsneedtobeginpracticingearlyandregularly.

T: Drawthreecirclesonyourboard.(Waitforstudentstodothis.)PutanXontwoofthem.HowmanycircleshaveanX?

S: 2.T: HowmanycirclesdonothaveanX?S: 1.T: Howmanycirclesareonyourboard?S: 3.T: Raiseyourhandwhenyoucansaythenumbersentencestartingwith2.(Waitforallstudentsto

raisetheirhands,andthensignal.)Ready?S: 2and1make3.T: Verygood.Let’sgoalittlefasternow.Erase.Drawfourcirclesonyourboard.(Waitforstudentsto

dothis.)PutanXonthreeofthem.(Wait.)HowmanydonothaveanX?S: 1.T: Raiseyourhandwhenyoucansaythenumbersentencestartingwith3.(Waitforallstudentsto

raisetheirhands,andthensignal.)Ready?S: 3and1make4.

Continueworkingthroughproblemswithin5.Alternatively,studentscanwritetheequationwhen3isthetotalandtheexpressionswhen4or5isthetotal.

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Lesson6 K 2


TohelpEnglishlanguagelearners,introducekeyvocabularylikeflat,solid,edges,corners,sides,points,curves,andsolidsdaysbeforeyouteachthelesson.Postthesetermsonthewordwallwithvisualsoraconcreteexampleofeach.


Havestudentsworkwithapartner.Giveeachsetofstudentsasmallballandacube.

Wearegoingtodoatest.Taketurnswithyourpartner.Rolltheballbackandforthbetweenyouafewtimes.Watchtheballcarefullyasitrolls.Now,trytorolltheblockbetweenyou.Talktoyourpartneraboutwhathappens.Whydoyouthinktheobjectsbehavesodifferently?Whatwouldbethebestwaytogettheblocktoyourpartner?Whydon’tcupsthathaveacircleonthebottomrolloffthetable?

Note:ThisApplicationProblemrequiresstudentstostartthinkingaboutthedifferencesbetweenballsandcubesinpreparationfortoday’slesson.


Preparation:Aswiththehexagons,priortothelesson,strategicallyplacesomeextraexamplesofthegeometricsolidsaroundtheclassroomiftheyarenotalreadypresent.Suggestionsincludepartyhats,cans,snowconecups,drums,andboxes.

Materials: (S)1bagcontainingasetofgeometricsolidsperstudentpair(solidsshouldincludeacone,acylinder,acube,andasphere),clipboard,paper,pencil,realortoymagnifyingglass(ifavailable)

T: Ihavesomethingnewforyoutoexploretoday!Youwillbeworkingwithyourpartner.Pleasetakeeverythingoutofyourbag.Iwillgiveyouafewminutestolookandtalkwithyourpartneraboutwhatyounotice.

S: (Allowthreeminutesforfreeexplorationanddiscussiontime.)

T: Placeyourthingsonyourdesk.Standupandlookdownatthemasthoughyouwereabird.Whatdoyounotice?

S: Fromuphere,thisonelookslikeasquare!àThisonelookslikeacircle.àFromhere,thesetwolookalike.

T: Now,pretendthatyouareanant.Benddownandlookfromeyelevelacrossthetopofyourdesk.Whenwedidthiswithyourflatshapes,yousaidyoucouldn’tseethemanymore.Whathappensthistime?

S: Theystickup!àNow,Iseeatriangle.àTheyarenotflat.T: You’reright.Theyarenotflat.Wecallthesesolids.Findthesolidthatlookslikethis.(Holdupthe

sphere.)Tellmeaboutthissolid.S: Itlookslikeaball.àItisround.

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Lesson6 K 2


Studentsworkingbelowgradelevelmayexperiencedifficultywiththesortingactivity.Toassistthem,useinteractivetechnologysuchastheonefoundathttp://www.brainpopjr.com/math/geometry/solidshapes/search/,wheretheyarechallengedtosortsolidsandtwo-dimensionalshapes.

T: (Holdupthecube.)Lookatthissolid.Findtheonethatlookslikeitonyourdesk.Howisitdifferent?(Continueexaminingthesolidsuntilstudentshavehadachancetodescribethemall.Encouragethestudentstouselanguagesuchasedges,corners,sides,points,andcurvesintheirdiscussion.)

T: Putyourshapesbackinthebag.Takeoutyourdetectivematerials.Youandyourpartneraregoingtohuntfortheseshapesaroundourclassroom.Whenyoufindone,drawitonyourpaper.(Allowstudentsfiveminutestoidentifysomeofthesolidsintheenvironment.)

T: Pleasereturntoyourseats.Wouldanyoneliketoshowandshareaboutwhattheyfound?(Allowtimefordiscussionandsharing.)WewillfindsomemoresolidsinourProblemSet.



Note:Ifstudentsfinishearly,havethemdrawsolidshapesthattheyseearoundthem.


LessonObjective:Findanddescribesolidshapesusinginformallanguagewithoutnaming.




§ Whatsolidsdidyoumatchthatwerecurved?Whatsolidsdidyoumatchthatwerenotcurved?§ Whichshapeswerethehardesttomatch?Why?§ Explaintoyourpartnerwhatyoudrewonthebackofyourpaper.Canyouthinkofotherobjects

aroundyouthatarethesesolidshapes?Haveavolunteerortwosharetheirdrawings.

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Lesson6 K 2

§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?Howcanyoutellabouteachsolidwithoutusingthesolid’sname?

§ HowdidtheApplicationProblemconnecttotoday’slesson?

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Lesson6ProblemSet

K 2

Name Date

Match these objects and solids by drawing a line with your ruler from the object to the solid.

On the back of the paper, draw solid shapes that you see in the classroom.

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Lesson6Homework K 2

Name Date

Find things in your house or in a magazine that look like these solids. Draw the solids or cut out and paste pictures from a magazine.

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numberpath

1

2 3 4 5 6 7 8 9 10

1

2 3 4 5 6 7 8 9 10

1

2 3 4 5 6 7 8 9 10

1

2 3 4 5 6 7 8 9 10

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Lesson7 K 2

Lesson 7 Objective:Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.




nConceptDevelopment (25minutes)




§ ShowMeShapesK.G.2 (4minutes)§ Making5with5-GroupMatsK.OA.1 (5minutes)§ 5-GroupHandsK.CC.2 (3minutes)

ShowMeShapes(4minutes)

Materials: (S)Assortmentofsolidshapes,possiblyamixtureofeverydayobjectsandwoodenorplasticsolidshapes

Note:Inthisactivity,studentscontinuetoanalyzesolidshapestogainfluencywithrecognizingattributesandusinggeometricvocabulary.

Scatterthesolidshapesandobjectsontothestudents’tablesorinthecenteroftherug.

T: Lookattheshapesthatareontherug.Iwillaskyoutofindacertainkindofshape.Whenyoufindit,holditup.Ready?Showmeshapesthathavepoints.

S: (Holdupcubesandcones.)T: Yes.Putthembackontherug,andlistentowhatIwantyoutofindnext.Showmeshapesthat

havenopoints.S: (Holdupspheres.)T: Yes.Now,showmeshapesthathaveacurve.S: (Holdupspheres,cones,andcylinders.)

Continuehavingstudentstesteachothersotheypracticethevocabulary.

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Lesson7 K 2


Asthevocabularytermscone,face,cube,corners,andedgescomeupinthelesson,theteachercanusegesturesliketouchingherfaceandthenthefaceofthesolidwhilesayingthewordfaceinordertoenrichEnglishlanguagelearners’experienceandmakeiteasierforthemtoaccessthecontentofthelesson.

Making5with5-GroupMats(5minutes)

Materials: (S)5-groupmats(Lesson1FluencyTemplate1),5linkingcubes

Note:Inthisactivity,studentsworktowardfluencywithnumberswithin5.

ConducttheactivityasoutlinedinLesson1,butnowhavestudentsrotatetheirmatssothattheyworkwith5-groupsintheverticalorientation.



Note:Students’facilitywiththeirhandslaysthefoundationfortheuseofthenumberline.

ConducttheactivityasoutlinedinLesson1,butnowcontinueto10.Considershowingthecardsintheverticalorientationsothatstudentscangainflexibilityinlocatingthe5-group.


Materials: (S)Smallpieceofmodelingclay

Thinkaboutthesolidsyouinvestigatedyesterday.Now,listentotheriddle,andmakethismysterysolidwithyourclay:Iamasolidthatcanroll.Idon’thaveanycorners.Ihavezeroedges.Makeme!

Whenyouaredone,showthesolidtoyourfriend.Doyoursolidslookalike?

Note:Thepurposeofthisproblemistoremindstudentsofthevocabularyusedinyesterday’slesson.Theyneedtofocusondescriptionsofthistypeintoday’slesson.Italsogiveskinestheticlearnersachancetomanipulatetheclay.


Materials: (S)Setofgeometricsolidsincludingacube,sphere,cone,andcylinderperstudentpair;paperandcoloredpencils;smallsmileyfacestickers

Note:Inthecontextofpolyhedra,facesmustbepolygonal.However,inmoregeneralcontexts,afacemaybecircular(suchasthebaseofarightcircularcylinder)orevenirregular.ItisthismoreinclusiveinterpretationoffacethatisusedinthisKindergartenmodule.

T: Takeyoursolidsoutofyourbag.Wearegoingtolookatthemcarefullytoseeifanyofthemhavethingsincommon.Iftheydo,wecansortthem.Doesanyonehaveanyideas?

S: Thisonerolls,butthesetwodon’t.àThesebothhaveflatsides.àThesehavepointyparts.

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Lesson7 K 2


Facilitatestrugglingstudents’talkbyprovidingthemwithvarioussentenceframessuchas,“Thesetwosolidsarethesamebecausetheyhave…”and,“Thisonerolls,butthisonejust….”Encouragethemtousethenamesofthesolids.

T: Ihearsomegoodideas!Wewilltrysomeofthem.(Holdupacone.)Thissolidiscalledacone.Whatdoyounoticeaboutthissolid?

S: Itisflatonthebottom.àThereisacircleonthebottom.T: Thecircle,theflatpartofthecone,iscalledaface.Takeasmileystickerandputitonthefaceofthe

cone.Doyouhaveothersolidsthathavefaces?S: Thisone!(Holdupacube.)T: Yes,thatsolidhasmanyfaces!Itiscalledacube.Putasmileystickeroneachfaceofthecube.How

manyfacesdoesithave?(Continuetoholdupthesolidsandmarkthefaces,countingthefacesofeach.Introducethestudentstothenamesofeachofthesolids.)

T: Canwesortoursolidsintogroupsofthosewithafaceandthosewithout?S: Yes!(Sortthesolids.Namethesphereandcylinder.)

Guidechildrentosortsolidsseveraltimesbyothercriteria,forexample,thosethatrollandthosethatonlyslide,thosethatcanstackandthosethatcannot,thosethathavecorners,thosethathaveedges,thosethatlooklikecirclesfromabove,andsoon.Whilemonitoringstudentsastheysort,useandencouragecorrectvocabularytoreinforcelearning.

T: Whichofyoursolidshasthemostfaces?S: Thecube.T: Putyourcubeononeofitsfacesontoyourpieceof

paper.Useyourfavoritecoloredpenciltotracearoundthesolid.Now,liftyoursolid.Whatdoyouseeunderneath?

S: Asquare.T: Thefaceofthecubeisaflatsquare.Iwonderwhat

wouldhappenifyoutracedthefaceofyourcone?(Allowstudentstotry.)

S: Itmakesacircle.T: Shouldwetraceafaceofthecylinder?S: Yes!Itmakesacircle,too.T: Tracethefacesofanyofyourobjectstomakeshapedesignsonyourpaper.(Allowtimefortracing

anddiscussion.)T: Putyoursolidsaway.WouldanyoneliketosharetheirTracetheFacepicture,andtellushowthe

shapesarethesameandhowtheyaredifferent?



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Lesson7 K 2


LessonObjective:Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.



§ Whichobjectsdidyoucirclethatwerecylinders?(Cubes,cones,andspheres.)

§ Whatdidyouneedtorememberwhenyouwerefindingthecylinderstocircle?(Cubes,cones,andspheres.)Didanyonethinkofsomethingelse?

§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?(Emphasizefaces,corners,andedges.)

§ Howcanyoutellabouteachshapewithoutusingtheshape’sname?§ HowdidtheApplicationProblemconnecttotoday’slesson?§ Whatweresomedifferentwayswesortedourshapes?

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Name Date

Circle the cylinders with red.

Circle the cubes with yellow.

Circle the cones with green.

Circle the spheres with blue.

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Lesson7Homework K 2

Name Date

Cut one set of solid shapes. Sort the 4 solid shapes. Paste onto the chart.

These have corners. These do not have corners.

Cut the other set of solid shapes, and make a rule for how you sorted them. Paste onto the chart.

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Lesson7Homework K 2

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Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind

Lesson8 K 2

Lesson 8 Objective:Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.








§ PositionWordsGameK.G.1 (4minutes)§ ShowMeShapesK.G.2 (4minutes)§ RekenrekRollerCoasterK.CC.4a (4minutes)

PositionWordsGame(4minutes)

Note:Asstudentsworkwithpositionwords,theyareanalyzingtheirworldandtheirrelationshiptothatworldinspace.Thisleadstoinsightsaboutmeasurementanddistance.

Callstudentstotherugwiththeirpartners.Usepositionwordssuchasabove,below,beside,infrontof,nextto,andbehindtogivedirectionsforactivitiestodowithapartner.Forexample,“PartnerA,putyourhandabovePartnerB’shead.Standbesideyourpartner.PartnerB,standinfrontofPartnerA.”

Thebenefitofpartnerworkisthattheycheckandcorrecteachotherand,intheprocess,explaintheirthinking.

ShowMeShapes(4minutes)

Note:Nowthatstudentshavehadthechancetoreallystudytheattributesofshapes,theyshouldvisualizeeachshapeastheysaythenameofit.

ConducttheactivityasoutlinedinLesson7,butnowusethenamesofsolidshapes.

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Lesson8 K 2

RekenrekRollerCoaster(4minutes)

Materials: (T)20Rekenrek

Note:Asstudentsgaindeeperunderstandingofthenumbersinrelationshipto5,theRekenrekallowsthemtostartbuildingarelationshipto10ones,asoutlinedinKindergartenModule1Lesson23.

T: Let’spracticecountingwiththeRekenrek.(Showstudentsthe20Rekenrekwiththesidepanelattached.)Sayhowmanyyousee.(Slidetheballsyouwantthestudentstocountcompletelytooneside.)

Directthestudentstograduallyraisetheirhandsasthenumbersincreaseandtolowertheirhandsasthenumbersdecrease,mimickingthemotionofarollercoaster.Asuggestedsequenceiscountingup,countingdown,andtheninshortsequences,1,2,3,2,3,4,3,4,5,4,3,etc.Graduallybuildupto10.

Becarefulnottomouththenumberwordsorcountalongwiththestudents.Listencarefullyforhesitationsorerrors,andreturntoasimplersequenceifnecessary.Ifstudentsdemonstratemastery,considerintroducingthe5-grouporientation(e.g.,6as5redbeadsontopand1redbeadonthebottom).


Materials: (S)Smallballofclay

Makeaspherewithyourballofclay.Makeyourballintoacylinder.Makeyourcylinderintoacube.Makeyourcubeintoacone.Putyourconenexttoyourpartner’s.PartnerA,putyourconeabovePartnerB’s.

Note:ThisApplicationProblemreviewsvocabularyfromyesterday’slessonandbridgestotheworkofpositioningsolidsintoday’slesson.


Materials: (T)Setofgeometricsolidsinapaperbag;setofflashcardsinapaperbagshowingthewordsabove,beside,below,infrontof,nextto,andbehind(S)Setofgeometricsolidsperpair

T: WearegoingtoplayamathgametodaycalledGuessWhatIAm.I’mgoingtocallonalotofvolunteers,sobereadytobemathematicians!Ihavetwobagsinfrontofme.Whocanguesswhatisinmybags?(Shakebagsandelicitguessesfromstudents.)

T: StudentA,pleasecomeuptohelpme.Iwantyoutoputyourhandinthisbagandfindoneoftheobjects,butdon’tlookatit!Seeifyoucanguesswhatitisjustbyfeelingit.Hereisahint:Itissomethingthatwelookedatyesterday.(Allowstudenttolocateoneofthesolidsinthebag.)Tellusaboutit.

S: Itfeelssmoothandround.Itisasphere!


Englishlanguagelearnersareabletoparticipatebetteriftheflashcardshaveavisualillustratingwhatbeside,above,infrontof,nextto,andbehindmean.Thistypeofmultiplerepresentationhelpsthemlearnthesetermsmorequickly.

MP.3

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Lesson8 K 2

T: Takeitoutofthebag.Isheright?(Yes.)Findyourspheres,andputthemonyourdesks.(Allowtimeforpairsofstudentstoputtheirspheresontheirdesks.)

T: StudentB,wouldyouhelpmenext?Findsomethinginthebag,andseeifyoucantelluswhatitiswithoutlooking.Whatdoyoufeel?

S: Ifeelsomethingwithlotsofcorners.Ithaslotsofflatsides.Itisacube!

T: Isheright?(Yes!)Now,StudentB,takeacardoutoftheotherbag.(Studentselectsacard.)Thiscardsaysbeside.Findacubeinyourbag,andputitbesideyoursphere.StudentC,it’syourturn!

S: Ifeelsomethingthatisflatononesideandpointyontheother.Ithasoneface.Itisacone.(Studenttakesitoutofthebag.)I’mright!

T: Now,chooseacard.(Studentselectsacard.)Thecardsaysabove.Findyourcones,andputthemabovethecube.Look!Youmadeabuilding!

Playthegameatafastpaceforseveralminutesoruntilallstudentshavehadaturntoidentifyasolidbytouch.Putsolidsorcardsbackinthebagsasoftenasnecessarytocontinuetheexercise.Ifthecombinationscreateimpossiblesituations,suchasputthesphereabovethecone,askstudentswhatpositionalwordcouldbeusedinstead.

T: Now,arrangethesolidsonyourdesk.Youwillplayasimilargamewithyourpartner,butinadifferentway.Tellyourpartner,“Iamthesolidthatisnexttothecube.WhatamI?”Whenyourpartnerguessesthesolidcorrectly,itwillbehisturntogiveyouariddle.(Allowstudentstimetopracticeusingthewordsofpositionandidentifyingthesolids.)

T: Putyoursolidsawayinyourbag.Putyourbaginfrontofyou.IwillputyourProblemsSetsbesidethem.



Note:Toextendthisactivity,theteachercouldcopyasecondsetofshapesandusetheseclues.

§ Pastetheshapewithnofacesabovethetrain.§ Pastetheshapewithmanyfacesbehindthetrain.§ Pastetheshapewithtwofacesinfrontofthetrain.§ Pastetheshapewithonepointbelowthetrain.


Challengestudentsworkingabovegradelevelbyhandingtheminterestingimagesandgettingthemtoanalyzethemfromshapeandpositionwithapartner.HavethempresenttheirinsightsintheDebrief.

MP.3

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Lesson8 K 2


LessonObjective:Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.




§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?

§ Wheredidyouplaceeachsolidonyourpaper?(Gothrougheachdirection,andcomparewherestudentsputtheirshapesontheirpaper.)

§ WerethereimportantwordsyouneededtoknowtocompletethisProblemSet?§ Comparewithyourpartner.Didyouputyourshapesinthesameplaceasyourpartner?§ Whatshapesdoyouseeonyourpaper?§ HowdidtheApplicationProblemconnecttotoday’slesson?

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Name Date

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87.



Directions: Read to students.

Paste the sphere above the train. Paste the cube behind the train. Paste the cylinder in front of the train. Paste the cone below the train.

Provide one strip for every student.

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Lesson8Homework K 2

Name Date

Tell someone at home the names of each solid shape.

Sphere Cylinder Cone Cube

Color the car beside the stop sign green.

Circle the next car with blue.

Color the car behind the circled car red.

Draw a road below the cars.

Draw a policeman in front of the cars.

Draw a sun above the cars.

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TopicC: Two-DimensionalandThree-DimensionalShapes

KGRADE MathematicsCurriculum

GRADEK•MODULE2TopicC

Two-DimensionalandThree-DimensionalShapesK.MD.3,K.G.3,K.G.4,K.G.1,K.G.2

FocusStandards: K.MD.3 Classifyobjectsintogivencategories:countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.

K.G.3 Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).





TopicCclosesthemodulewithdiscriminationbetweenflatsandsolids.InLesson9,studentsidentifyandsortflatandsolidshapes.Thegoalofthislessonistofocuseachstudent’sattentionontheattributesofaflatorsolidshapeinsteadoftrustinghowitlooks.Thestudentslearntosortshapesandexplainthereasonfortheirgroupings.

Youngchildrenmightgroupthefirstandthirdshapesbecause“theylookliketriangles”butnotthesecondshapebecause“itdoesn’tlooklikeothertriangles.”ThismoduleclosesinLesson10withaculminatingtaskthatbeginsbyaskingstudentstodistinguishbetweenvariants,non-examples,andexamplesofflatshapes.Thetaskcontinuesasstudentsrelatetheflatshapestosolidshapesastheycreateasolidandflatshapedisplay.

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TopicC K•2

TopicC: Two-DimensionalandThree-DimensionalShapes

ATeachingSequenceTowardMasteryofTwo-DimensionalandThree-DimensionalShapes

Objective1: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.(Lesson9)

Objective2: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.(Lesson10)

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Lesson9: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.

Lesson9 K 2


Challengestudentsworkingabovegradelevelbyaskingthemtodrawtwoormoreshapesandtoconstructsolidsthatmatchfacesoftheirshapes.Pairthemup,andaskthemtochallengeeachotherwithshapestheyhavenotdrawn.

Lesson 9 Objective:Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.








§ GroupsofShapes(SolidShapes)K.G.2 (3minutes)§ Groupsof9K.CC.4b (3minutes)§ HideandSee5K.OA.2 (4minutes)

GroupsofShapes(SolidShapes)(3minutes)

Note:Kinestheticlearnersbenefitgreatlyfromgettingupandmovinginthisfluencyactivity.Astheymove,theyareanalyzingandareencouragedtotalkabouthowtheyknowwheretogo.

Materials: (T)Signswithpicturesofshapestoindicatewheretoformeachgroup(S)Assortmentofreal-worldobjectsandwoodenorplasticsolidshapes

ConducttheactivityasdescribedinLesson5,butwithsolidshapes.

Groupsof9(3minutes)

Note:Thisfluencyactivityhelpsstudentsgainefficiencyincountingobjectsinvariedconfigurations.


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Lesson9 K 2


Studentsworkingbelowgradelevelmayhavedifficultyinitiatingthesortingactivity.Toassistthem,useinteractivetechnologytosorttrianglessuchastheonefoundathttp://wsassets.s3.amazonaws.com/ws/nso/swf/0a0dc9965afa477c5c92d460bd83ad2a.swfandthemorecomplextaskofsortingmultipleshapessuchastheonefoundathttp://wsassets.s3.amazonaws.com/ws/nso/swf/dc555942be775a51037e17595ed54d94.swf.Thispracticehelpsstudentsrecognizesimilaritiesanddifferenceswithinsets.

HideandSee5(4minutes)

Materials: (S)5linkingcubes,personalwhiteboard

Note:Inthisfluencyactivity,students’understandingoftheconservationofanumberdevelopsintoparttowholethinkingattheconcretelevel,anticipatingtheworkofModule4(numberbonds,addition,andsubtraction).

ConducttheactivityasdescribedinLesson6.Challengestudentstolistallpossiblecombinations.


Materials: (S)Smallpieceofpaper,pencil,ballofclay

Drawoneoftheshapesthatwehavetalkedaboutthisweek.Canyoumakeasolidwithyourclaythathastheshapeyoudrewasoneofitsfaces?Shareyourworkwithyourpartnerwhenyouaredone.

Note:Inadditiontoservingasareview,thisApplicationProblemrequiresstudentstothinkabouttheconnectionsamongflatshapesandsolidsinpreparationfortoday’sConceptDevelopment.


Materials: (S)Cutoutsfromearlierintheweek,includingtriangles,circles,rectangles,squares,andhexagons;bagofsolidsincludingasphere,acylinder,acone,andacube(Lesson5Template)

T: Takeoutallofyourflatshapesandallofyoursolids,andarrangetheminfrontofyou.

T: Iseealotofthingsonyourdesk!Standupandlookatyourthingsasthoughyouwereabird.Whatdoyousee?

S: Iseeflatthingsandsolidsthatlooklikecircles!àIseesquares.

T: Now,benddownandlookacrossyourdeskasthoughyouwereanant.Whatdoyounotice?

S: Wecanonlyseethesolidshapes.àWecan’tseetheflatshapesnow.

T: Doyouthinkwecouldsortallofthethingsonyourdesk?Takeafewminutestolookatallofyourobjectsandthinkaboutwhatthingstheymighthaveincommon.(Allowtimeforthoughtandexperimenting.)

T: Doesanyonehaveasortingruleforustotry?S: Wecouldputallofthethingswithcurvesoverhere

andthethingsthatareallstraightoverhere.

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Lesson9 K 2

T: Good!Let’stry.(Allowtimeforsorting;circulatetoensureaccuracy.)Showyourgroupstoyourpartner.Doyourgroupslookalike?(Allowtimefordiscussion.)

T: Didanyonethinkofadifferentruleforsorting?S: Shapesthatrollandshapesthatdon’t.àShapesthatareflatandshapesthataresolid.

àShapeswithedgesandshapeswithoutedges.àShapeswithfacesandshapeswithnofaces.T: (Continuethesortingexercisesanddiscussionforseveralminutes.Circulatetoobservecorrectuse

ofvocabularyandaccuracyingrouping.)T: Listentomydirections.Iwillsaythenameofashapeorasolid.WhenIdo,echome,findthe

object,andputitbackinitsbag.Then,IwillpassoutyourProblemSets.




LessonObjective:Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.




§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Howdidyoudeterminewhethertousearedorgreencircle?Didsomeonedoitanotherway?§ Lookingatyourpaper,whocannameaflatshape?Solidshape?§ Canyounamesomeotherflatshapesthatarenotonyourpaper?Solidshapes?§ HowdidtheApplicationProblemconnecttotoday’slesson?

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Name Date

Circle the pictures of the flat shapes with red. Circle the pictures of the solid shapes with green.

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Lesson9Homework K 2

Name Date

In each row, circle the one that doesn’t belong. Explain your choice to a grown-up.

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Lesson10 K 2

Lesson 10 Objective:Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.







§ GroupsofShapesK.G.2 (3minutes)§ 5-GroupHandsK.CC.2 (2minutes)

GroupsofShapes(3minutes)

Note:Theconceptofagroupisfoundationalfortheconceptofaunit.Therearesevenobjects,butitisonegroup,oneunit;conducttheactivityasinLesson5,butwithsolidshapes.



ConducttheactivityasoutlinedinLesson1,butnowhavestudentssaythenumbersentence(forexample,5and2make7)astheyshowthe5-groupsontheirhands.

Note:Studentsseethemselvesimproveastheycontinueworkingwithnumbers.Invitethemtonoticetheirimprovement,andcelebratesmallsuccessesandsmallstepstowardmastery.

Note:TheFluencyPracticeactivitieshavebeenshortened,assumingmoretimeisneededfortheculminatingtask.

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Lesson10 K 2


Preparation:Today’slessonincorporateselementsofalloftheModule2lessons.AsintheculminatinglessonforModule1,studentssetupstationsorexhibitsdisplayingtheirknowledgeoftheshapesandsolidstheyhavestudied.Theyrepresenteachofthefiveshapesinadifferentdisplayandassociategeometricsolidswiththeappropriateshapes,sothereareatleastfivestations.Tokeepthenumberofstudentsworkingateachstationtoasmallgroupsize,morestationscanbeadded.

Materials: (T)Bagofflatshapescontainingatriangle,arectangle,asquare,acircle,andahexagon(asmanyasnecessaryinordertoassigneachgrouporpairofstudentsoneshape)(Lesson5Template)(S)Workmat(ActivityTemplate);setsofcutoutsfromthemodulelessons;smallpiecesofmodelingclay;geoboardsandrubberbands;dotpaperandmarkers;patternblocks;paperandgluestick;crayons,pencils;WikkiStix(ifavailable);setofgeometricsolids;collectionofpicturesfromcatalogs,magazines,ornewspapersrepresentingtheshapesandsolidsinreal-lifesituations

T: Wehavebeenstudyingmanyflatshapesandsolids.Today,youwillgetthechancetoshowwhatyouknow.We’rehavingaShapeFair!

T: I’mgoingtocallyouandyourpartneruptochooseashapefrommybag.Youwillworkwithyourpartnertocreateanexhibitaboutthatshape.Youwillgotoastationandusethematerialstheretoshowwhatyouknow.Youhavecutouts,pictures,craftsupplies,anddrawingmaterials.Whataresomethingsyoucoulddotoshowwhatyou’velearnedaboutashape?

S: Wecoulddrawit.àWecouldmakeitonageoboard.àWecouldmakeitwithourWikkiStix!àWecouldhaveashapehuntwiththepictures.àWecouldcutitout.

T: Therewillbeabagofsolidsatyourstationaswell.Couldtheyhelpyoutoshowyourshape?S: Wecanshowthefacesthatmatchourshape.Wecouldtracethesolids.T: Yes,someofthesolidsmightshowyourshape,too!Onelastmission:Ihaveaworkmatforyouto

use.Onthemat,theleftsidesays,“Theseare().”Theothersidesays,“Thesearenot().”(Holduptheworkmat,anddemonstrateappropriateplacement.)Youwilldrawyourshapeintheblankspacesandthenusethismattodosomesorting.Showthingsthatdoanddon’tmatchyourshapeinordertohelpyourvisitorsunderstandtheshapebetter.

T: Iwillgiveyoutimetoworkonyourexhibit,andafter20minutes,IwillgiveyouachancetovisittheotherexhibitsinourShapeFair.StudentsA,B,andC,pleasecomechooseyourshape,andgetstartedatyourstation.

Note:Usethistimeasaninformalassessmenttoolforthecloseofthemodule.Circulatetoobservestudentdiscussionandwork.Whatrepresentationsareeasiestandmostfamiliartothestudents?Aretheresomethatmightneedreview?Whatvocabularyandlanguagedothestudentsuseintheirdiscussions?Dotheyexhibitthoroughunderstandingoftheshapesandsolids?

T: (Whenpreparationtimeisup,allowstudentstorotatethroughtheotherexhibits.)Now,youmaylookattherestoftheShapeFair.Talkwithyourpartneraboutwhatyouseeateachstation.Whataretheshapesandsolidsshownateachexhibit?Howdoyouknow?Whatwaysdidyourfriendschoosetoshowthem?

Suggestion:Thiswouldbeawonderfulopportunitytohavesomeotherteachers,olderstudents,oradministratorscomeintotheclassroomtoviewtheexhibitsattheendofclass.Thestudentscouldexplaintheirworktothevisitorsasanextensionofthelesson.

MP.6

MP.3&

MP.4

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Lesson10 K 2


ThereisnoProblemSetinthislessontomaximizeavailabletimefortheculminatingtask.


LessonObjective:Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.



§ Inwhatwaysdidyouandyourpartnerrepresentyourshape?§ Whichmaterialswereeasiestforyoutousetoexplainyourshape?Why?§ Howdidyoudecidewhichsolidstousetorepresentyourshape?§ Whichshape(s)doyouthinkweretrickiesttomake?Why?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?

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Lesson10Homework K 2

Name Date

Shape Up Your Kitchen!

Search your kitchen to see what shapes and solids you can find. Make a kitchen-shaped collage by drawing the shapes that you see and by tracing the faces of the solids that you find. Color your collage.

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Lesson10ActivityTemplate K 2

Name Date

workmat

These are not ( ). These are ( ).

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End-of-ModuleAssessmentTask K 2


StudentName_________________________TopicA:Two-DimensionalFlatShapes

RubricScore: TimeElapsed:

Materials: (S)Papercutoutsoftypicaltriangles,squares,rectangles,hexagons,andcircles;papercutoutsofvariantshapesanddifficultdistractors(seeGeometryProgression,p.6)

1. (Holduparectangle.Usedifferentshapesforeachstudent.)Pointtosomethinginthisroomthatisthesameshape,anduseyourwordstotellmeallaboutit.Howdoyouknowtheyarethesameshape?

2. (Placeseveraltypical,variant,anddistractingshapesonthedesk.Besuretoincludethreeorfourtriangles.)Pleaseputallthetrianglesinmyhand.Howcanyoutelltheywerealltriangles?

3. (Holduparectangle.)Howisatriangledifferentfromthisrectangle?Howisitthesame?4. (Placefivetypicalshapesinfrontofthestudent.)Putthecirclenexttotherectangle.Putthesquare

belowthehexagon.Putthetrianglebesidethesquare.

Whatdidthestudentdo? Whatdidthestudentsay?

1.

2.

3.

4.

Date1 Date2 Date3

TopicA

TopicB

TopicC

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TopicB:Three-DimensionalSolidShapes

RubricScore:___________TimeElapsed:____________

Materials: (S)1cone;3cylinders(woodenorplastic);avarietyofrealsolidshapes(e.g.,soupcan,papertowelroll,partyhat,ball,dice,oranunsharpenedcylindrical—nothexagonalprism—pencil)

1. (Handacylindertothestudent.)Pointtosomethinginthisroomthatisthesamesolidshape,anduseyourwordstotellmeallaboutit.

2. (Placesevensolidshapesinfrontofthestudentincludingthreecylinders:wooden,plastic,andrealia.)Putallthecylindersinthisbox.

3. (Showacone.)Howisthecylinderyouareholdingdifferentfromthiscone?Howisitthesame?4. (Placethesetofsolidshapesinfrontofthestudent.)Putthecubeinfrontofthecylinder.Putthe

spherebehindthecone.Puttheconeabovethecube.


1.

2.

3.

4.

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TopicC:Two-DimensionalandThree-DimensionalShapes

RubricScore:___________TimeElapsed:____________

Materials: (T/S)Setofflatandsolidshapes(donotusethepapercutoutsfromTopicA,butratherbothcommercialflatshapesandclassroomflatshapes,suchasapieceofcoloredconstructionpaper,aCDsleeve,oranametag)

1. Canyousorttheseshapesintoonegroupofflatshapesandonegroupofsolidshapes?2. Tellmeaboutyourgroups.Whatisthesameaboutbothgroups?Whatisdifferent?3. Canyousorttheseshapesadifferentway?Tellmeaboutyournewgroups.Whatisthesame?

Whatisdifferent?


1. 2. 3.

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End-of-ModuleAssessmentTaskStandardsAddressed

TopicsA–C

Classifyobjectsandcountthenumberofobjectsineachcategory.

K.MD.3 Classifyobjectsintogivencategories;countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.(Limitcategorycountstobelessthanorequalto10.)

Identifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres).

K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.

K.G.2Correctlynameshapesregardlessoftheirorientationsoroverallsize.

K.G.3Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).

Analyze,compare,create,andcomposeshapes.


EvaluatingStudentLearningOutcomes

AProgressionTowardMasteryisprovidedtodescribeandquantifystepsthatilluminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency.Inthischart,thisprogressispresentedfromleft(Step1)toright(Step4).ThelearninggoalforstudentsistoachieveStep4mastery.ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.

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AProgressionTowardMastery

AssessmentTaskItem

STEP1Littleevidenceofreasoningwithoutacorrectanswer.(1point)

STEP2Evidenceofsomereasoningwithoutacorrectanswer.(2points)

STEP3Evidenceofsomereasoningwithacorrectanswerorevidenceofsolidreasoningwithanincorrectanswer.(3points)

STEP4Evidenceofsolidreasoningwithacorrectanswer.(4points)

TopicA

K.G.1K.G.2K.G.4

Student:

§ Isunabletoselect,position,ordescribeindicatedshapes.

§ Takesconsiderabletimetocompletetasks,lookstotheteacherforhelpoften.

Student:

§ Sortsindicatedshapesrandomly,resultinginsomecorrectandsomeincorrectshapesinthegroup.

§ Strugglestoselect,position,anddescribeindicatedshapes.

Student:

§ Identifiesashapefromtheenvironmentbutisunabletodiscussitsattributes.

§ Sortsmostoftheindicatedshapes.

§ Correctlyselectsbothoftheindicatedshapesbutplacestheminthewrongposition.

Studentcorrectly:

§ Identifiesanddescribesseveralattributesoftheshapefromtheenvironmentthatmatchtheshapebeingshowntohim.

§ Sortsallindicatedshapesfromseveraltypical,variant,anddistractingshapes.

§ Selectsindicatedshapeandpositionsthisshapebelow,nextto,orbesideanotherindicatedshape.

TopicB

K.G.1K.G.2K.G.4

Student:

§ Isunabletoselect,position,ordescribeindicatedshapes.

§ Takesconsiderabletimetocompletetasks,lookstotheteacherforhelpoften.

Student:

§ Sortsindicatedsolidsrandomly,resultinginsomecorrectandsomeincorrectsolidsinthegroup.

§ Strugglestoselect,position,anddescribeindicatedsolids.

Student:

§ Identifiesasolidfromtheenvironmentbutisunabletodiscussitsattributes.

§ Sortsmostoftheindicatedsolids.

§ Correctlyselectsbothoftheindicatedsolidsbutplacestheminthewrongposition.

Studentcorrectly:

§ Identifiesanddescribesseveralattributesofthesolidfromtheenvironmentthatmatchthesolidbeingshowntohim.

§ Sortsallindicatedsolids.

§ Selectsindicatedsolidandpositionsthissolidabove,infrontof,orbehindtheindicatedsolid.

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AProgressionTowardMastery

TopicC

K.G.3K.MD.3

Student:

§ Incorrectlygroupstheshapes.

§ Isnotabletoverbalizereasoning,orreasoningisnotsound.

Student:

§ Cansorttheshapesintoagroupbutisnotabletoverbalizereasoning.

§ Cannotmakeasecondgrouping.

Student:

§ Isabletosorttheshapesintotwogroupsbutmayormaynotbeabletoverbalizereasoning.

§ Isabletosorttheshapesasecondtimebutisunabletoverbalizereasoning.

Student:

§ Correctlysortstheshapesintotwogroupsandisabletoclearlystatethereasontheshapesbelongtoeachgroup.

§ Isabletosorttheshapesagainaccordingtoadifferentattributeandisabletostatesuchanattribute.

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ClassRecordSheetofRubricScores:Module2

StudentNames: TopicA:Two-DimensionalFlatShapes

TopicB:Three-DimensionalSolidShapes

TopicC:Two-DimensionalandThree-DimensionalShapes

NextSteps:

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GRADE MathematicsCurriculumGRADEK•MODULE2

K

AnswerKey

GRADEK•MODULE2Two-DimensionalandThree-DimensionalShapes

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Lesson1AnswerKey K 2

Lesson 1 ProblemSet

4shapeswithcurvesplacedonleftsideofchart;10shapeswithoutcurvesplacedonrightsideofchart

FluencyTemplate

1 1

2 2

3 3

4 2

1 2

2 1

3 1

Homework

Linedrawnfromsquaretocheckerboard

Linedrawnfromrectangletoflag

Linedrawnfromcircletoclock

Linedrawnfromtriangletosign

Linedrawnfromhexagontoparachute

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Lesson 2 ProblemSet

6trianglescoloredblue;Xplacedon9shapes

Trianglesdrawn

Homework

4trianglescoloredred;5shapescoloredblue

2trianglesdrawn

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Lesson 3 ProblemSet

6rectanglescoloredred;Xplacedon8shapes

Rectanglesdrawn

Homework

7rectanglescoloredred;7trianglescoloredgreen

2rectanglesand3trianglesdrawn;5

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Lesson 4 ProblemSet

3circlescoloredgreen;6hexagonscoloredyellow;Xplacedon12shapes

Hexagonsandcirclesdrawn

Homework

3trianglescoloredblue;4rectanglescoloredred;2circlescoloredgreen;4hexagonscoloredyellow

2trianglesand1hexagondrawn;3

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Lesson 5 ProblemSet

Squarecoloredbluegluedaboveduck

Circlecoloredyellowgluedbehindduck

Trianglecoloredgreengluedbelowduck

Rectanglecoloredredgluedbehindduck

Hexagoncoloredorangegluedinfrontofduck

Circlewithcutoutcoloredpurpleandgluedaboveduck

Homework

Bluesquaredrawnbehindelephant

Yellowcircledrawnabovetheelephant

Greentriangledrawninfrontofelephant

Redrectangledrawnbelowelephant

Orangehexagondrawnbelowelephant

1hexagonand4trianglesdrawn;5

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Lesson 6 ProblemSet

Linedrawnfrompartyhattocone

Linedrawnfromsoccerballtosphere

Linedrawnfromdicetocube

Linedrawnfromcantocylinder

Answersmayvary.

Homework

Shapespastedfrommagazineordrawntomatchcylinder,sphere,cone,andcube

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Lesson 7 ProblemSet

3cylinderscircledred

2cubescircledyellow(answercouldalsobe3cubescircledyellowifthestudentcircleseachdieindividually)

3conescircledgreen

3spherescircledblue

Homework

1cubepastedonleftsideofchart;3othershapespastedonrightsideofchart

Answerswillvary.

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Lesson 8 ProblemSet

Spherepastedabovetrain

Cubepastedbehindtrain

Cylinderpastedinfrontoftrain

Conepastedbelowtrain

Homework

Thirdcarcoloredgreen

Secondcarcircledblue

Firstcarcoloredred

Roaddrawnbelowcars

Policemandrawninfrontofcars

Sundrawnabovecars

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Lesson 9 ProblemSet

6flatshapescircledred

9solidshapescircledgreen

Homework

Circlecircled

Flatshape(hexagon)circled

Shapewithstraightsidecircled

Solidshapecircled

Flatshapecircled

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Lesson 10 Homework

Answersmayvary.

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grade k module 2 teacher edition - school district u-46€¦ · overview of module topics and...

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