Core Curriculum Objective(s)
Draw, describe, and order triangles, squares, rectangles, and circles according to properties of plane and solid figures (number of corners, sides, square corners) (1GS1-3; South Carolina Standard- IV.B.2).
Overview:
In this set of lessons, the students learn how to draw and describe rectangles, squares, triangles, and circles via songs and poems from the Internet, geoboard activities, partner games, and an on-line math storybook. The children practice these skills by making original designs containing the various shapes and by creating shape mobiles. The students learn to order the four shapes according to the number of sides and corners of the shapes through teacher modeling and practices with geoboard activities. The lessons conclude with two different assessments.
Focus/Essential Question(s):
- How do you draw a triangle, square, rectangle, and circle?
- If a person wants to know what a triangle, square, rectangle, and circle look like, what words would you use to help this person?
- If you know the number of sides and corners of a triangle, square, rectangle, and circle, how could you use this information to put the shapes in order?
Time Frame:
Five 45 minute- 1hour lessons
Resources/Materials:
Period 1
For the teacher:
For each student:
- Paper
- Paper cup
- Pencils
- Geoboard
- Rubber bands
- Geoboard dot paper
Period 2
For the teacher:
For each student:
- Geoboard
- Rubber bands
- Geoboard dot paper
- Pencils
- Paper
Period 3
For the teacher:
- Poems and songs from Internet sites
- Destination computer with remote control or television with AverKey
- http://www.lil-fingers.com/shape
- Dry-erase board/Magnetic board
- Dry-erase markers
For each student:
- 1 piece of white poster board
- Several pieces of construction paper
- Pencils
- Markers
- Scissors
- Pattern blocks
- Paper
For each group:
- Pencils
- Paper
- Pattern blocks
Period 4
For the teacher:
- Poems and songs from Internet site
- Rubric 1
- A collection of shape books in each group's reading basket
For each student:
- Shape mobiles from previous day
- 1 piece of paper with following sentence written: "I am a rectangle. Describe me."
- 1 piece of paper with following sentence written: "I am a circle. Describe me."
- 1 piece of paper with following sentence written: "I am a square. Describe me."
- 1 piece of paper with following sentence written: "I am a triangle. Describe me."
- Pencils
Period 5
For the teacher:
- Destination computer with remote control or television with AverKey
- http://childfun.com/themes/shapes_song.shtml
- Magnetic or transparency circle, square, rectangle, and triangle
- Dry-erase/magnetic board
- Overhead projector (optional)
- Dry-erase markers
- Circle and rectangle knowledge charts from previous lesson
- Rubric 2
For each student:
- 3 geoboards
- Rubber bands
- Paper
- Pencils
- Number cards 1-4
- 2 pieces of paper (each piece of paper will have four squares; each square will have a number 1-4 written in the bottom left-hand corner)
- Paper shape cutouts (circles, triangles, squares, and rectangles)
- Glue
Culminating Assessments
Assessment 1- On a piece of paper, the students will draw and describe a rectangle, square, circle, and triangle. Each description must include some statement about the sides and corners of each shape. The rubric below will be used to assess drawing and describing rectangles, squares, circles, and triangles according to the number of corners and sides of the shapes.
- The student correctly draws a rectangle= 1 point
- The student correctly draws a square= 1 point
- The student correctly draws a circle= 1 point
- The student correctly draws a triangle= 1 point
- The student describes the correct number of sides and corners in a rectangle= 2 points
- The student describes the correct number of sides and corners in a square= 2 points
- The student describes the correct number of sides and corners in a circle= 2 points
- The student describes the correct number of sides and corners in a triangle= 2 points
TOTAL = 12 points so that
12/12 points to 11/12 points = +
10/12 points to 9/12 points = a check
Below 9/12 points = a dot
****Extra points should be awarded if a child also describes a square as having four sides that are the same or describes a rectangle as having two long sides and two short sides.
Assessment 2: The students will order a rectangle, square, circle, and triangle, according to their number of sides, by gluing the shape cutout with the least amount of sides in box 1, gluing the shape with the next least amount of sides in box 2, gluing the shape with the next least amount of sides in box 3, and gluing the shape with the greatest number of sides in box 4. On a second sheet of paper, the students will follow the same procedure, except they will focus on ordering according to the number of corners. The rubric below will be used to assess ordering rectangles, squares, circles, and triangles according to the number of sides and corners of the shapes.
For ordering according to the number of sides,
- The student places the circle in box 1 = 1 point
- The student places the triangle in box 2 = 1 point
- The student places the rectangle in box 3 = 1 point
- The student places the square in box 3 = 1 point
For ordering according to the number corners,
- The student places the circle in box 1 = 1 point
- The student places the triangle in box 2 = 1 point
- The student places the rectangle in box 3 = 1 point
- The student places the square in box 3 = 1 point
TOTAL = 8 points so that
8/8 points to 7/8 points = +
6/8 points = a check
Below 6/8 points = a dot
**** Extra points should be awarded if the child can draw a shape in box 4 that has more sides/corners than a rectangle/square.
Instructional Activities:
Period 1
- The teacher will tell the children that they will be learning how to draw, describe, and order circles, squares, rectangles, and triangles according to certain characteristics of each shape.
- As a review of shape names, the teacher will use a Destination computer or AverKey to go to http://childfun.com/themes/shapes_song.shtml and sing the song "What Shape is This?" As the teacher sings, he/she will place a magnetic circle shape on the magnetic board (or you can use transparency shape with overhead projector). The teacher will continue singing as he/she places a square, rectangle, and triangle on the board or overhead projector.
- Then, the teacher will sing the song once more using the circle again. The teacher will use the poem "Make a circle, make a circle" from http://childfun.com/themes/shapes_song.shtml to teach the children how to air draw a circle. The class will repeat the circle line of the poem as they air draw (do numerous times).
- The teacher will model how to use a paper cup and a dry-erase maker to show the children how to use the bottom of the cup to trace a circle on the board. Then, the teacher will pass out paper, a cup, and a pencil to each child, and the children will use the cup to trace several circles.
- Then, the teacher will collect these practice papers and ask the children to practice drawing circles without a tracer. The teacher will pass out paper and pencils, and the children will draw a design or picture that includes several circles.
- The teacher will circulate to provide necessary feedback.
- If children finish early, they should use a separate piece of paper to write a few sentences about what they know or notice about the shape of the circle.
- After all children have finished their assignments, the students will share their designs with the entire class.
- After sharing circle pictures, the teacher will tell the children that they will be learning how to use words to tell about the shape of a circle. The teacher will draw a circle on the board, ask the children what they notice about the shape of the circle, and record student ideas on a chart entitled "What We Know about Circles."
- The teacher will go to http://childfun.com/themes/shapes_song.shtml and use the "Shape Poems" to teach the children how to describe a circle. The teacher and students will repeat the line about the circle, and then the teacher will emphasize that the circle only goes around and around and that it has no corners or sides. Then, the teacher will record this information on a chart entitled "What We Learned about Circles."
- The teacher will again sing the song "What Shape is This?" This time the teacher will place a square on the board or overhead projector. Again, the teacher will use the "Make a circle, make a circle" poem, but this time, he/she will focus on the line about the square as he/she demonstrates how to air draw a square.
- Then, the teacher will model how to draw a square on the board.
- Then, the teacher will use a geoboard and rubber bands to show the children how to make a square on the geoboard. The teacher will pass out a geoboard, several rubber bands, and geoboard paper to each child, and he/she will instruct the children to make a square. After making their squares, the children should use the geoboard paper to draw the squares that they created on their
geoboards.
- After the students finish with their geoboard drawing, they will be instructed to make a design or picture using several squares.
- The teacher will circulate to provide necessary feedback.
- If children finish early, they can use a separate piece of paper to write a few sentences describing the square.
- After all children have finished their assignments, they will share their designs with a partner.
- After sharing square pictures, the teacher will tell the children that they will be learning how to use words to tell about the shape of a square. The teacher will draw a square on the board, ask the children what they notice about the shape of the square, and record student ideas on a chart entitled "What We Know about Squares."
- The teacher will go to http://www.hartcourtschool.com/glossary/math/glossary1.html and click on the term "sides." The teacher will use the picture to point out and discuss what a side looks like. Then, the teacher will refer the children to the square previously drawn on the board, and he/she will ask the students how many sides they see in a square.
- The teacher will record the correct number of sides on a chart entitled "What We Learned about Squares."
- The teacher will repeat step 18, but instead he/she will explore the term "corner" with the children.
- The teacher will record the correct number of corners on the square chart.
- To help the children remember the correct number of sides and corners of a square, the teacher will go to http://childfun.com/themes/shapes_song.shtml and sing and teach "The Square Song" (the teacher should emphasize that all the sides of a square are the same size).
- The teacher will review the circle and square descriptions recorded on the "What We Learned" charts.
Period 2
- The teacher will review the circle and square poems and songs from the previous day.
- Then, the teacher again will sing the song "What Shape is This?" This time the teacher will place a rectangle on the board or overhead projector. The teacher will use the "Rectangle" poem at http://childfun.com/themes/shapes_song.shtml as he/she demonstrates how to air draw a rectangle.
- Then, the teacher will model how to draw a rectangle on the board.
- Then, the teacher will use a geoboard and rubber bands to show the children how to make a rectangle on the geoboard. The teacher will pass out a geoboard, several rubber bands, and geoboard paper to each child, and he/she will instruct the children to make a rectangle. After making their rectangles, the children should use the geoboard paper to draw the rectangles that they created on their
geoboards.
- After the students finish with their geoboard drawing, they will be instructed to make a design or picture using several rectangles.
- The teacher will circulate to provide necessary feedback.
- If children finish early, they can use a separate piece of paper to write a few sentences describing the rectangle.
- After all children have finished their assignments, they will share their designs with a partner.
- After sharing rectangle pictures, the teacher will tell the children that they will be learning how to use words to tell about the shape of a rectangle. The teacher will draw a rectangle on the board, ask the children what they notice about the shape of the rectangle, and record student ideas on a chart entitled "What We Know about Rectangles."
- The teacher will refer to the rectangle on the board, and he/she will ask the children how many sides and how many corners they see in a rectangle. The teacher will record this information on a chart entitled "What We Learned about Rectangles.
- To help the children remember the number of sides in a rectangle, he/she will go to http://members.home.net/henriksent/math.htm and read the poem about Ricky Rectangle.
- The teacher will again sing the song "What Shape is This?" This time the teacher will place a triangle on the board or overhead projector. Again, the teacher will use the "Make a circle, make a circle" poem, but this time, he/she will focus on the line about the triangle as he/she demonstrates how to air draw a triangle.
- Then, the teacher will model how to draw a triangle on the board.
- Then, the teacher will use a geoboard and rubber bands to show the children how to make a triangle on the geoboard. The teacher will pass out a geoboard, several rubber bands, and geoboard paper to each child, and he/she will instruct the children to make a triangle. After making their squares, the children should use the geoboard paper to draw the triangles that they created on their
geoboards.
- After the students finish with their geoboard drawing, they will be instructed to make a design or picture using several triangles.
- The teacher will circulate to provide necessary feedback.
- If children finish early, they can use a separate piece of paper to write a few sentences describing the triangle.
- After all children have finished their assignments, they will share their designs with the class.
- After sharing triangle pictures, the teacher will tell the children that they will be learning how to use words to tell about the shape of a triangle. The teacher will draw a triangle on the board, ask the children what they notice about the shape of the triangle, and record student ideas on a chart entitled "What We Know about Triangles."
- The teacher will refer to the drawn triangle and ask the children how many sides and corners are in a triangle.
- The teacher will record this information on a chart entitled "What We Learned about Triangles."
- To help the children remember the number of sides and corners in a triangle, he/she will go to http://childfun.com/themes/shapes_song.shtml and sing and teach "The Triangle Song."
- The teacher will review the rectangle and triangle descriptions recorded on the "What We Learned" charts.
Period 3
- The teacher will review air drawing of all four shapes via songs and poems in previous lessons.
- As a further review, the teacher also will go to http://www.lil-fingers.com/shape to open a shapes storybook entitled "Draw Me Shapes." The teacher should open the pages in the book for the triangle, square, and circle by clicking on these shapes to the right of the on-line book.
- The teacher will then call on students to model the correct ways to draw all four shapes on the board.
- The teacher will tell the children that will be playing a shapes game with a partner. In the game, one child will draw a shape (without letting his/her partner see the shape), and he/she will describe the shape (without saying the shape name). The other child will use his/her partner's description to draw a picture of the shape. Then, both children will show their pictures to each other to see if they have drawn the same shape. This game will continue, with partner's taking turns describing a shape, until all four shapes have been described and drawn. The teacher will circulate during this activity to provide necessary feedback.
- If partners finish the game early, they will use pattern blocks to practice tracing and describing different shapes.
- As a final practice on drawing and describing shapes, each child will create two shape mobiles (the child will choose which two shapes they want to use for this project). The teacher will give each child one piece of white poster board and construction paper. On the poster board, the child will draw the shape, cut it out, and write the name of the shape on this piece (shape names should be written on the board for reference). Then, the child will use the construction paper to draw and cut out two more of the same shape. On one of the construction paper shapes, the child will write "______ sides" (the blank is for the number of sides that the chosen shape has). On the other construction paper shape, the child will write "_____ corners." Then, the child will write his/her name on the back of each piece and turn in his/her product to the teacher (the teacher will attach mobile at a later time using yarn).
- If children finish early, they will use pattern blocks to practice tracing and describing different shapes.
- After everyone has finished with the shape mobiles, the teacher will review the number of sides and corners in various shapes by singing the shape songs and reading the shape poems.
Period 4
- The teacher and class will review the number of sides and corners in the four shapes by letting the children share their shape mobiles from the previous day. Also, the class will review how to draw the four shapes by singing the shape songs and reading the shape poems from previous activities.
- Then, the teacher will tell the children that they will have an opportunity to show him/her what they have learned about drawing and describing circles, triangles, square, and rectangles.
- The teacher will tell the children that they will be given four different pieces of paper. On each paper, they will see a sentence that says, "I am a _______ (shape name). Describe me. The child will draw the shape, and, below each drawing, the child must describe the shape. Remind the children that their descriptions must include something about the sides and corners of the shapes (circle=no sides or corners; square=four sides, extra credit if they say all 4 sides are the same; rectangle=four sides, extra credit if they say there are 2 long sides and 2 short sides; triangle=three sides). The teacher will describe Rubric 1 at this time.
- The teacher will pass out all four papers to each child, and he/she will remind the children that if they need help reading the shape name on their paper, he/she will read it for them.
- If a child finishes early, he/she may read a shape book from his/her book basket.
Period 5
- The teacher will review the number of sides of each of the four shapes by going to http://childfun.com/themes/shapes_song.shtml and singing and teaching the song "Shapes."
- The teacher will tell the students that they will be using their new knowledge about shapes to learn how to order the four shapes according to their number of sides and corners.
- The teacher will place each of the four shapes on the magnetic board or the overhead projector, and he/she will write the numbers 1-4 across the board (from left to right). The teacher will tell the children that they need to help him/her put the shapes in the correct order by placing the shape with the smallest or least number of sides in position number 1.
- The teacher will ask the class which shape has the fewest number of sides. Then, the teacher will call on a student to place the circle (no sides) in the first position. This activity should continue until the shapes are placed in the following order (circle, triangle, and square and rectangle sharing the same position).
- Then, the teacher will review the number of corners in each of the four shapes by singing the "The Triangle Song" and "The Square Song" and by reviewing the information on the circle and rectangle charts.
- The teacher will repeat steps 3 and 4, but instead, he/she will focus on ordering the shapes based on the number of corners of each shape.
- Then, the students will practice ordering shapes based on the number of sides and corners via an individual activity. Each child will be given three geoboards, rubber bands, a piece of paper, a pencil, and number cards 1-4. Each child will use the three geoboards to construct a triangle, a square, and a rectangle. He/She will use the paper to draw a circle. Then, he/she will place the number cards 1-4 on the floor, and he/she should order his/her four shapes based on the number of sides. Once the child has ordered the shapes correctly, he/she should raise his/her hand so that the teacher can check the work. Then, the teacher will instruct the child to order the shapes by number of corners.
- If a child finishes the assignment early, he/she should use his/her geoboards to design his/her own shapes, with each shape having a different number of sides and corners. Then, he/she should use these original shape designs and order them based on the number of sides and corners.
- After all children have completed the assignment, the teacher will give the children an opportunity to show the teacher how to order the four shapes based on the number of sides and corners.
- The teacher will give each child 2 pieces of paper (each piece of paper will have four squares. Each square will have a number 1-4 written in the bottom left-hand corner). The teacher also will give each child paper shape cutouts of squares, triangles, circles, and rectangles. The children will order the shapes by gluing the shapes in the numbered boxes based on the shapes' number of sides (shape in box 1 would have the smallest number of sides; box 1=circle; box 2=triangle; box 3=square and rectangle; box 4=no shapes). On the second sheet of paper, the students will complete the same activity except they will order the shapes based on the shapes' number of corners (answers will be the same). The teacher will explain Rubric 2 at this time.
- If a child finishes early, he/she may draw a shape in the fourth box that would have more sides/corners than the square or rectangle.
- After the assessment, the teacher will ask the children what they have learned about the characteristics of the four shapes.
***** The teacher should scan onto the school's website some or all of the practice/assessment products created during these lessons.
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