Shapes and More Shapes

Designed by: Helen McGough, Arden Elementary

Grade Level: First   Subject(s):  Math

1) Core Curriculum Objective: Connect geometry to related concepts in measurement and number. (1-GS3-4)

 2) Overview:   Students will be able to graph and pattern shapes. Students will be able to identify the number of sides and corners of shapes. They will create shapes and identify which holds the greatest or least amount of cubes.

3) Essential Questions:

Can you name and identify the four shapes?

Can you explain your pattern?

How many sides and corners does your shape have?

Which of your shapes had the greatest cubes inside?

Which of your shapes had the least cubes inside?

4) Time Frame:

Five – 45 minute math periods.

5) Resources:

Whitin, David J., Wilde, Sandra. (1992). Read Any Good Math Lately. Heinemann, Portsmouth, NH.

Kurth, Mary J. (1996). Math in My World, Creative Teaching Press, Cyress, CA.

Tomczyk, Mary. (1996). Shapes, Sizes & More Surprises, Williamson Publishing, Charlotte, Vermont.

6) Materials:

Shape poems

Crackers – at least 4 different shapes or pattern blocks

Graph paper

Graph chart

Stick pretzels

Small gumdrops

Magazines

Geo-boards

Different colored rubber bands

Cube-a-links

Flip-books

7) Assessment:

Students will create a graph.

Students will be able to identify how many sides and corners each shape has.

Students will name the shape that contains the greatest and the least cubes.

8) Rubric:

9) Instructional Activities:

Activity 1:

Objective: Connect geometry to related concepts in measurement and number.

The teacher will help students review the names of the shapes by reading a shape book.  Shapes, Shapes, Shapes by Tana Hoban or Color Farm by Lois Ehlert are two good ones. Choose your favorite.

Introduce the crackers and identify the shapes. Give each student a graphing sheet. Draw the shapes of the crackers on the board. Instruct them that they are to draw a different shape in each of the top boxes. Remind them of the shapes of the crackers. While they are drawing their shapes give each student a handful of mixed crackers.

Before they start sorting and graphing, ask them to estimate which cracker they think they have the most of and circle that picture. Give them about ten minutes to sort and graph their crackers.  Go around and monitor their progress. Make note of those that are having difficulty.

When they finish have them discuss their graphs. Were they correct in their guess? Which cracker did their table have the most of or the least?

When they have talked it through let them taste their crackers. Ask them to choose their favorite crayon and write their name on the chart under their favorite cracker. Discuss the graph.

Activity 2:

Objective: Connect geometry to related concepts in measurement and number.

Teacher will remind them of the shapes of the crackers they ate yesterday. Discuss what they remember about the shapes.  Read another shape book. Dots, Spots, Speckles, and Stripes by Tana Hoban or Fire Engine Shapes by Bruce McMillan are both good.

Take the class to an open place, either outside or the multipurpose room. Remind them about the shapes they saw in the books. Have the entire class make a rectangle. Identify the two long sides and the two short sides. Now ask them how they come make a pattern in their shape. Ex. One child can stand and the next could sit, or one could face forward and the other could face backward.  Make different shapes with the class and then extend it by making different patterns. Remember to ask about the identifying characteristics of the shape. Let students suggest different shapes and patterns for the class to make.

Activity 3:

Objective: Connect geometry to related concepts in measurement and number.

Teacher will review the shapes and ask students to identify a shape in the classroom.  They must tell the characteristics of their shape. Teacher will read another shape book. The Shape of Me and Other Stuff by Dr. Seuss or It Looked Like Spilt Milk by Charles Shaw are good books.

Instruct them that today they are going to look at sides and corners. Show them the stick pretzels and ask if this could be a side or a corner. Do the same with the different colored gun drops. Model making a square. Show them how they will have to push the pretzel into the gum-drop to make their shape stay together.  Ask them to help you count the sides on the square and then the corners.

Give them time to construct their own shapes.  When almost everyone has finished ask them to choose one of their shapes to share. They are to tell how many sides and corners it has. They also must explain how they found that.

Ask them why no one made a circle.

After sharing and discussing their shapes they may eat them.

Activity 4:

Objective: Connect geometry to related concepts in measurement and number.

Teacher will review the shapes again. This time focusing on the sides and corners. Ask them if they noticed any shapes on the way to school today. Let them explain where they were and what they were. Read another shape book.

Explain to them that today, we are going to make shapes on the geo-boards. They are going to use different colored rubber bands to make the shapes. Remind them that when they put the rubber band around the first peg, they are to keep their thumb on it while they pull it with their other hand. That will keep them from popping off the board. Give them time to make some shapes. Ask them to share their shapes at their table.

Explain to them that we need to know which shape holds the greatest amount of cubes at their table. Remind them that greatest means most. Give each student a handful of cubes.  Instruct them to put them on the pegs inside their shape. They are to count the cubes that are inside their shape. Which person at their table had the greatest number of cubes in their shape?

Let them make a new shape. Next we need to know which shape has the least amount of cubes. Reminding them again that least means smallest. Instruct them to again put the cubes on each of the pegs on the inside of their shape and count. Compare numbers and find out who has the smallest or least number of cubes in their shape.

Give them time to make a few more shapes and count their cubes.  They can decide at their table, which they are going to look for either greatest or least.

Activity 5:

Objective: Connect geometry to related concepts in measurement and number.

Students will review shapes today by asking yes or no questions. The teacher will hold a shape behind her back and students will ask questions that can only be answered by yes or no. When a student guesses the shape, they can take the teacher’s place.

Give each student a flip book. On the flip pages have them write the number:

0,3,4,5.  The teacher will give each student a magazine. Instruct them to work with a partner. They are to find and cut out a shape that has the correct amount of corners and sides for each number. When they’ve found it and checked it with their partner, they may paste it in the correct box. When they have a picture in each box, they need to turn it over and write their name. Then they can hang it in the hall to share.