Make the Largest Square Possible. Make the Largest Triangle Possible

School Boards School Grade(s)K-3 Lesson Title: #1 Diagnostic: Sorting Shapes Date and repeated practice Learning Goal (Curriculum Expectations) (VandeWalle pg. 221) -1m43 identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes -1m44 compose and decompose common two-dimensional shapes and three-dimensional figures;

-to develop an awareness of the wide variety of ways that 2-D shapes are similar/different -classification of shapes by properties -introduce names and properties of common shapes Lesson Components Anticipated Student Responses Before -have students choose a shape, go around the -looks like a pizza circle and ask students to tell one or two ideas -it’s bumpy about the shape -it has lines Play a group game -it has corners -choose a “target” shape -it has straight lines -students will find a shape that is like the target -it is round shape in some way. -has 3 sides -students will share ideas of how they are the -has points/corners same -is curvy -listen for non-geometric vs. geometric -triangles/squares/circles language -this activity will give you lots of diagnostic information about students and your class as a whole. It will give you the information you need to direct your instruction (assessment FOR learning) During -Students will be working in groups (2-3) to play the same game, using the properties of the target shape and discuss the sorting rule (has straight sides, has 3 side, etc.) -Students will glue/trace the shapes onto paper and write their rule on the back -Teacher will visit each group to see if they have a collection of shapes and then teacher will try to guess the rule -Once teacher has checked in, teacher will select another “target shape” and the students will continue playing the game with a different rule -Listen to students and correct/teach new vocabulary After (Consolidation) -collect drawings and display one at a time -this activity will give you a lot of information of -have students guess the rule for each drawing where to begin your geometry unit. -have students who created the sort explain -it will inform you about what the children know their rule about shapes -Teacher may want to create new sort that has -you can informally assess students’ knowledge not been discussed of the vocabulary they know so you know where to go next After (Highlights and Summary) -this activity will guide your instruction; it will give you lots of information of what your students know about geometry -you may want to do this type of activity several times to encourage more sophisticated sorting rules as the students explore geometry and learn about new vocabulary. -teach/review new vocabulary (vertices, parallel lines, edges-curved, straight, names of shapes, etc.)

After (Practice) -have students practice sorting the shapes and coming up with different rules using the newly learned vocabulary -this lesson needs to be repeated various times to have students become familiar with properties and vocabulary School Boards School Grade(s)K-3 Lesson Title: #2 Sorting 2-D Shapes Date Learning Goal (Curriculum Expectations) -1m43 identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes -1m44 compose and decompose common two-dimensional shapes and three-dimensional figures;

Sorting Shapes (adapted from VandeWalle pg. 221) -to develop an awareness of the wide variety of ways that 2-D shapes are similar/different -classification of shapes by properties -review names and properties of common shapes from lesson 1

Lesson Components Anticipated Student Responses Before Review names of 2-D shapes, properties It is a circle, square, rectangle, triangle… observed in previous lessons, introduce new It has corners. geometric vocabulary to replace non-geometric It has straight sides/edges. language. Create a list of geometric vocabulary The 2 sides never meet. (anchor chart) You can turn it and it’s a diamond. Play a game: -Teacher will sort ALL the shapes into 2 groups -students will try to guess the sorting rule (e.g. shapes with straight edges, shapes with curved edges; shapes with vertices, shapes without vertices) -encourage the use of geometric math vocabulary During -students will work in groups of 2-4 to use ALL 49 shapes and sort them into categories. -Students will glue/trace the shapes onto paper and write the rule on the paper -Teacher will visit each group to see if they have a collection of shapes and then teacher will try to guess the rule -Listen to students and correct/teach new vocabulary -Listen to discussions groups are having and ask questions about why shapes are in certain places

After (Consolidation) -collect drawings and display one at a time -Why do the shapes go together? -have each group come up to explain their SORT -How do you know? -allow students to observe and ask -Count the vertices questions/discussion about the sort -How many parallel lines do your shapes have? -encourage students to use geometric language -How many curved edges? -challenge misconceptions -How many straight edges? Show me

After (Highlights and Summary) -informally assess the use of new vocabulary -introduce properties that were not discussed (concave, convex, line of symmetry, right angles, parallel lines, etc.) -review and teach new geometric vocabulary -challenge misconceptions by using manipulatives After (Practice) -have these shapes available for the students to use during activity time -students can play “what’s my shape?” with all the shapes by giving clues to the others

School Boards School Grade(s) K-2 Lesson Title #3 Feely Bag Date Learning Goal (Curriculum Expectations) • identify the characteristics of two-dimensional shapes and objects; Materials: Feely Bags: paper or cloth bags containing pattern blocks: circle, square, triangle, rhombus, hexagon, rectangle, trapezoid, shape card (Guide to Effective Instruction)

Lesson Components Anticipated Student Responses Before

Students engage in a game of Guess the Shape. I have four sides. Describing shapes according to attributes. (e.g. I have four vertices. vertices, straight edges, sides, square corners, I have two sides that are the same length. curved). Give clues to the students and have What shape am I? them guess the shapes.

During

Each player, in turn, reaches into the Bag, selects a pattern block and describes it to the class. E.g. This shape has 3 vertices and 3 straight sides. • Players place a counter on a matching picture of the figure on his or her game board (Guide to Effective Instruction). • The game continues until one player has placed a counter on all eight sections of his or her game board.

After (Consolidation)

Develop anchor charts using students’ descriptive words and related objects for the other Two-dimensional figures. Highlight the vocabulary that can be used to describe the Figures; other than shape name and colour such as straight lines, vertices, sides, convex, concave After (Highlights and Summary) Choosing and describing each figure illustrates student’s knowledge and comfort with math language about 2D shapes. Reinforce math language in describing shapes. Highlighting the presence of shapes in other objects (deconstructing of shapes)

Co-construct the Success Criteria

After (Practice) Have students write clues for a shape. Have them work with a partner to guess one each others clues

School Boards TDSB School: Grade(s) K-2 Lesson Title: #4 Shape Hut Date:

Learning Goal (Curriculum Expectations) -identify 2-D and 3-D shapes and classify them according to their properties -locate the line of symmetry in 2-D shapes (grade 2) -describe the similarities and differences between everyday shapes

Lesson Components Anticipated Student Responses/Teacher questions Getting Started 5-10 minutes

Explain to students that you would like them to Student –the picture of a pie wedge join you in a game Of I spy where the clues are Teacher-How do you know? the properties of shapes. Look around the Student-because it has three sides and three classroom and give a clue, such as I spy with my vertices little eye a shape that has three vertices’ and Teacher-can you think of another shape that has three straight lines. Give the students 2-3 similar attributes? guesses. Give 2-3 students a chance to lead the game.

During-30 minutes Task: Explain to students that they will be going to for a walk around the school on a hut for shapes with their partners. They can draw the shapes or bring the item back to the class to share. Different groups will be hunting for different shapes. For example three groups will be hunting for shapes with curved lines and no vertices, three groups will be hunting for shapes with parallel lines, three groups will be hunting for shapes with dents, three groups will be looking for shapes that are symmetrical, etc. They must keep their properties a secret from the other groups because they will have to think about what all the shapes have in common.

After- 10-15 minutes Congress: What do all my shapes have in Ask questions about the shapes. common? What do all these shapes have in common? How do you know that card is a triangle? Students display their drawing and their objects Can you find another shape that is the same as on their desk. With post-it notes they walk this shape? How are they the same? How are around and guess what each have in common. they different? How would you describe this book? After (Highlights and Summary) Students may have difficulty finding examples of shapes that had three sides and three vertices’. However they may notice the triangles on 3-D shapes. Add any new terminology to the anchor charts and Success Criteria

After (Practice) Students may need more practice with parallel Have a center available for students to further lines explore shapes. Have tangram puzzles available for extra practice Have geo boards available for students to explore making and creating shapes

School Boards School Grade(s)K-3 Lesson Title: #5-8 Math Centres : 2-D Shapes Date Learning Goal (Curriculum Expectations) -1m43 identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes -1m44 compose and decompose common two-dimensional shapes and three-dimensional figures; Lesson Components Anticipated Student Responses Before -read book about shapes It’s a square. -orally play Guess my shape? My shape has 4 Many responses about properties. vertices. My shape is 2-D. My shape has 4 Allow students time to ask questions equal sides….Guess my shape? Add new vocabulary to our anchor charts -review vocabulary and properties -talk about the word diamond (usually a misconception) and teach the word rhombus During STUDENTS: Activity 1: STRETCH-A-SHAPE (geoboards) (Effective Guide pg. 94) (FORMATIVE ASSESSMENT) Students will use geoboards and geobands to create shapes according to specific guidelines. They will draw what they have done on the geoboard on a geoboard blm (below). Teacher will stay at this station to do a formative assessment to check each students’ understanding of shapes while the other students rotate through independent stations. Activity 2: SORTING SHAPES (VandeWalle shapes) (lesson 1) (INDEPENDENT) Activity 3: GUESS MY SHAPE? Students will write some clues about a shape on a piece of paper, draw their shape and hide their secret shape with construction paper Activity 4: MAKE A PICTURE/PATTERN/DESIGN w/ 2-D Shapes (pattern blocks) and then use construction paper cut-outs of the shapes and glue them on a paper to replicate their pattern block pattern. Graph the shapes that they used in their picture (how many squares, triangles, trapezoid, parallelogram, etc.) Activity 5: SHAPE PICTURE 2 -Students will draw/trace and cut-out shapes to create a picture and then write about all the shapes they used. Write about the shapes that you used in your picture. ** As they finish each activity, children will rotate through the centres (you can choose to this as an entire day activity or break it up into 2-4 days)

After (Consolidation) 1-share 2-D art work Display student work 2-work as a class to talk about the geoboard task, what did you find? What was easy/difficult? How do you know you made a shape w/ 4 equal sides? Etc. Compare their geoboard creations, ask probing questions 3-students will share their clues w/ the class and the class will try to guess the shape After (Highlights and Summary) -informally assess the use of new vocabulary -review properties -address questions/difficulties/things that were interesting -compare geoboard designs After (Practice) -have materials available for students to continue to experiment/manipulate/practice/play -post vocabulary to anchor charts

STRETCH-A-SHAPE

Make the largest square possible. Make the largest triangle possible.

Make the largest rectangle possible. Make the smallest triangle possible.

Make the smallest square possible. Make the smallest rectangle possible.

Make a shape with 1 pin inside it. Make a shape with 2 pins inside it.

Make a shape with 3 pins inside it. Make a shape with 4 pins inside it.

Make a shape that looks like the stop sign. Make a shape that looks like a house.

Make a shape that looks like a kite. Make the thinnest triangle possible.

Make the thinnest rectangle possible. Make a shape with 3 sides.

Make a shape with 4 sides. Make a shape with 5 sides.

Make a shape with 6 sides. Make a shape with 3 corners.

Make a shape with 4 corners. Make a shape with 5 corners.

Make a shape with 6 corners. Make a shape with 7 corners.

Make a shape with 8 corners. Make a shape with a square corner.

Make a shape that has 2 equal sides. Make a shape that has 3 equal sides.

Make a shape that has 4 equal sides. Make a shape that points up.

Make a shape that points down. Make a shape that points sideways.

Make your own shape.

School Boards School Grade(s)K-3 Lesson Title: #9 Pattern Block Pets Guide to Date Effective Instruction pg. 105 - 107 Formative Assessment Learning Goal (Curriculum Expectations) (effective guide) - identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes - compose and decompose common two-dimensional shapes and three-dimensional figures; -to develop an awareness of the wide variety of ways that 2-D shapes are similar/different -classification of shapes by properties -describe the relative locations of objects or people using positional language

Lesson Components Anticipated Student Responses Before Have the students sit in a circle. Place a large number of pattern blocks in the middle of the circle and ask each student to choose 10 pattern blocks. Give the students some time to explore with the blocks, and them ask them to show what they can do with the blocks (highlight a few students, they can stack them, make a picture, order them, make a design).

Show the students a simple picture in which each pattern block represents a different object (i.e., sun, house, tree / hexagon, square, triangle) and another picture in which pattern blocks are combined to create an object (lamp, trapezoid, rhombus, squares). Discuss the differences between the two pictures. Then encourage them to fit pattern blocks together to form a picture. Show case one students work and discuss how they combined the pattern blocks to form the picture.

During Create a picture of an animal by using pattern blocks on the overhead projector. While assembling the picture identify the pattern blocks and explain how the different shapes represent parts of the animal. Ask; What is the body shape? What pattern blocks did I use for the body? How did I use rhombuses? How did I make the head?

Have students create their own pattern block pets. They can use stamps or trace the pattern blocks onto paper once they have created their pet. After (Consolidation) Ask students to show the drawings of their pets. Observe students to assess how well they What pattern blocks did you use for the head, describe the shapes using appropriate positional body, legs. ears? vocabulary. How did you use triangles in your picture? What pattern blocks fit together well? Why? What shapes, other than pattern blocks could you use to make a picture of a pet? If you made another pet what would you do differently?

After (Highlights and Summary) Add positional language to anchor charts and Success Criteria After (Practice) -have geoboards and pattern blocks available for the exploration of shapes and for students to practice the construction and deconstruction of shapes

School Boards School Grade(s)K-2 Lesson Title: #10 Tangrams Date Learning Goal (Curriculum Expectations) • Identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes Compose and decompose common two-dimensional shapes and three-dimensional figures Lesson Components Anticipated Student Responses Before Review names of 2-D shapes, properties add Set up a success criteria with the students new properties to anchor chart as necessary challenging them to the criteria of Tangrams. Read 3 Pigs, One Wolf and 7 Magic Shapes. Stop Success Criteria: reading the story before the 3rd little pig uses - I need to use ALL seven shapes. his 7 magic shapes. Have students pretend to - The shapes need to be touching but not be the 3rd little pig and they need to create overlapping. something wise that will keep them safe from - The shapes need to represent something that the wolf. will keep the 3rd pig safe from the wolf. Discuss each of the shapes and introduce any - I need to write the end of the story: how my 7 new shape (parallelogram) magic shapes saved the 3rd little pig. Create the figures that are represented in the book (rabbit, cat, swan, candle, etc.) Distribute tangrams to each child and play a game Find the middle-sized triangle. Find the parallelogram. Find the square…etc… During Students: -Students will manipulate/experiment/play with the shapes and try to create figure and other shapes (students require a lot of time at this stage, you may want to use the entire math session just for this) -The students will create something with the tangrams to save the 3rd little pig from the wolf. They will use the success criteria to monitor their work -Then students will glue their creation onto paper and rewrite the ending of the story. Teacher: -walk around, question the students about their figures and have them use the success criteria to monitor their work; ask them about what shapes they are using, make sure everyone is on task. After (Consolidation) -collect drawings and display one at a time Play game: making other shapes with the tangram shapes Can you use 2 shapes to make a square? -have each student discuss what they made and Can you use 2 shapes to make a triangle? read their story Can you use g 2 shapes to make a rectangle? Can you use 2 shapes to make a parallelogram? -have students discuss/reflect if they met the Can you use 3 pieces to make a square? Can you use 3 shapes to make a triangle? success criteria Can you use 3 shapes to make a rectangle? -Tangram activities are great for students to Can you use 3 shapes to make a trapezoid? What shapes can you make with 4 pieces? experiment with and freely explore constructing Can you make a pentagon (5 sided shape)? and dissecting shapes Can you make a hexagon (6 sided shape)? After (Highlights and Summary) -discuss difficulties they may have encountered -review properties and new vocabulary -You may want to break up this lesson into several parts: 1 math session just to manipulate/experiment/play with tangrams 2nd math session to be the 3rd little pig 3rd math session to continue to explore the shapes and tangrams Integrate language and drama to write in role Integrate visual arts to glue tangrams onto paper and create a 2-D After (Practice) -have these shapes available for the students to use during activity time -have students experiment making each others figures and already generated illustrations. School Board: TDSB School: Grade(s): K- 2 Lesson Title: #11 Comparing 2-Dimensional Date: Shapes Culminating Task

Learning Goal (Curriculum Expectations) - identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes - compose and decompose common two-dimensional shapes and three-dimensional figures;

Lesson Components Anticipated Student Responses Before Students can determine the object by its Students engage in a game of Guess the Shape. geometric properties. Describing shapes according to attributes. (e.g. vertices, straight edges, sides, square corners, curved). Give clues to the students and have them guess the shapes.

During Students choose several two 2-Dimensional shapes and tell the properties of the shapes.

Language: Number of sides Straight sides/curved Number of vertices Number of angles Name of the shape

After (Consolidation) Accommodations: Conduct one on one interview with students Scribe for students who need help with writing After (Highlights and Summary) Assessment: Students are able to identify many attributes of the objects Use clear and precise language

After (Practice)