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TRANSCRIPT
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TWO- DIMENSIONAL SHAPES
By:
Kaitlyn Callan
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Background Information
1st Grade at Dames Ferry Elementary
10 students
5 boys
5 girls
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Central Focus
Two Dimensional Shapes
Standards: MCC1.G.1
What is the difference between defining and non-defining
attributes?
How do you build and draw shapes to possess defining
attributes?
MCC1.G.2
What are two dimensional shapes?
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Learning Objectives
Students will be able to identify two dimensional shapes Students will be able to verbally discuss the attributes of
two dimensional shapes Students will be able to draw two dimensional shapes Students will be able to apply their knowledge of two
dimensional shapes through participating in a Smartboard activity
Students will be able to identify similar properties and characteristics of two dimensional shapes
Students will be able to identify the vertices (corners) and sides of two dimensional shapes
Students will be able to problem solve, use procedural fluency and conceptual understanding when completing their assessment on two dimensional shapes
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Lesson 1
Introduce 2 dimensional shapes with song - “2D Shapes I Know“: http://www.youtube.com/watch?v=htcuPenTg38.
Use flipchart to discuss 2 dimensional shapes by making a chart of the shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter circles) attributes (# of sides, corners and open/closed)
Discuss defining and non-defining attributes (color, overall size, orientation) of shapes
Use manipulatives to practice naming shapes Complete Shape Table Worksheet- whole group on
flipchart
http://www.youtube.com/watch?v=htcuPenTg38
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Lesson 2
Use flipchart to review 2 dimensional shapes Use http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/3d/ on SmartBoard to help with shape identification
Find different shapes in the classroom
Complete Go Math pgs. 90 and 91.
http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/3d/http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/3d/
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Lesson 3
Using pattern blocks, show the students four shapes, three of which have some similar properties or characteristics (based upon shape, size, color, thickness)
Discuss which three belong together and have students justify their reasoning
Next allow the students to work with the pattern blocks and a partner to create some examples like above
Allow students time to share their examples and have other students identify which one doesn’t belong and why
Have students explain WHY the one they chose does not belong
Complete “Which One Doesn’t Belong” on the SmartBoard (https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29)
Complete Go Math pgs. 98-104.
https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29https://www.georgiastandards.org/Georgia-Standards/Frameworks/1st-Math-Unit-6.pdf pg. 28 & 29
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Lesson 4
Review two dimensional shape table on flipchart
Discuss number of vertices (corners) and sides for each shape
Focus on half circle and quarter circle
Students will complete Shape Flipbook and Go Math pgs. 106-111.
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Lesson 5: Assessment
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Assessment
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Assessment
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Evaluation Criteria
8 Procedural Fluency
9 Conceptual Understanding
10 Problem Solving
27 Problems total
Word Bank provided for all questions so the students knew the shapes they could choose from
All questions were worth the same amount of points: approx. 3.5 points each
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Area of Struggle
Definition of a quadrilateral
Got confused on the amount of sides a quadrilateral has
Unable to explain where they placed their shapes in the table
This struggle occurred because we did not spend enough time discussing quadrilaterals and their importance
They can identify two dimensional shapes, but not what 4 sided shapes are as a whole
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Re-Engagement Lesson
Further discuss two dimensional shapes and characteristics/properties
Introduce the meaning of a quadrilateral
Have students compare shapes in a group setting Square v. Rectangle
Square v. Rhombus
Trapezoid v. Parallelogram
Rectangle v. Parallelogram
Rhombus v. Parallelogram
Students will be re-assessed on the conceptual understanding sort it out portion of the assessment
Instead of just placing the shapes in the tables, they must also distinguish the characteristics of the two dimensional shapes