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Shapes!

Length: 1-1.5 weeks

Grade level: 1st Grade

Unit Objectives:

Understanding that all shapes have different attributes that make the shape up and they should look at the shape closely when it comes to said attributes rather than just looking at color or side.

Students will be able to understand how to use 2D or 3D shapes to create new shapes called composite shapes. This allows them to be able to see that many things in real-world life, are just made up of multiple shapes.

Students will understand how the shape of an object helps it solve a problem or function by connecting the shape and size of an object to its function.

Students will be able to develop a simple model of an object based on evidence learned from observations of other objects.

Students will be able to communicate how the shape of their model helps solve the given problem.

Students will be able to partition a circle (pizza) into two equal shares (halves) and four equal shares (fourths/quarters).

Students will be able to communicate using the terms half, fourth, and quarter to describe parts of a circle (pizza).

Students will be able to understand that dividing a whole into more equal parts creates smaller pieces by practicing sharing their pizza with classmates, seeing that their whole pizza is getting smaller the more you share.

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K-2-ETS1-2.

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

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Students will understand how the shape of an object helps it solve a problem or function by connecting the shape and size of an object to its function.

Students will be able to develop a simple model of an object based on evidence learned from observations of other objects.

Students will be able to communicate how the shape of their model helps solve the given problem.

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Why are objects made in different shapes and sizes?

Does each shape of an object serve a function to a problem?

If given a problem, what is the first step to solving it?

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1. Model: a way of showing or explaining something. Models can be drawings, sketches, or even physical models made from clay or other materials.

2. 3D shape- a solid geometric figure that has three dimensions: length, width, and height

3. 2D shape- a flat shape that has two dimensions: length and width.

4. Function: an activity or purpose natural to or intended for a person or thing

5. Playing piece: A small disk used in games or gambling, usually to represent money or as a marker

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Teacher:

Modeling Clay/playdough

Objects for observation (spoon, fork, umbrella, bowl, bucket, rolling pin, sharpened pencil)

Desk objects within reach,

Plate for students to use clay/playdough.

Observation Chart

Students:

Notebook Paper

Pencil

Markers

Colored Pencils

Observation Chart

Modeling Clay

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Observation chart for shapes lesson plan

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1. Making a model: Students may be using clay or playdough to create a 3D model of an object. It is important to set expectations and guidelines for this material. It cannot be tasted, made a mess of, or interfered with another classmate's workspace. If a student is doing any of these, the teacher will ask them to create a model another way.

2. Objects: Students will be touching objects that could be used as a tool to hurt another student. It is important that students do not hit another student with this object. Look out for issues or misbehaviors during stations.

3. Randomly drawing from a hat: This method requires students to be assigned groups randomly. If there are combinations of students that do not work well with each other, separate them immediately.

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Have students complete a worksheet for morning work that will show the teacher if the student is considering the features of the shape that they are using to make the wanted picture. For example, when making the train, I want students to recognize that they need to use the circles as wheels because they are round and can move.

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Start the lesson by reviewing the 2D and 3D shapes we have learned- Circle, square, rectangle, triangle, oval/cube, sphere, cone, cylinder, pyramid.

Then grab classroom objects- pencil, eraser, stapler, tape, paper.

Engage:

Ask the students:

Why are they all different shapes and sizes?

What is the purpose of having all of these shapes?

Give them time to think.

Is it because they are cool-looking? Does each shape serve a certain function?

Give a real-world problem: I am starving, but I am also cold on a chilly winter night. I think I will make some soup. I made my warm soup, and I am just about to sit at the table when I go to the silverware drawer and grab a…. ask the students what I should grab.

“A SPOON”- students

Why grab a spoon and not a fork? -teacher

Because a fork has holes and would not be able to pick up the soup.

Talk about how each object in our lives serves a function.

Ask them to think of any objects that they use for a certain function on a regular basis. Maybe in the environment, maybe in the classroom, maybe at home.

Transition into investigating different everyday objects and how their shape serves a purpose/ function to solve a problem.

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Explain:

Students will be placed in 6 different groups by standing up, walking to the front of the room, and drawing numbers 1-6 out of a hat. As they are doing this, the teacher will be placing objects at each of the 6 stations.

Station 1: spoon and fork

Station 2: bowl

Station 3: umbrella

Station 4: bucket

Station 5: rolling pin

Station 6: The point of a pencil

Have students stand by their assigned station.

Their job is to observe the object at their station and write down the shape, its function, and what about the shape helps it serve this function.

Each student will need an observation chart and a pencil. Students will have about 5 minutes at each station.

Rotate students on a timer.

Once students have done this, they have returned to their seats.

Explore:

Class discussion: Ask Questions:

1. What would happen if the spoon was square instead of curved?

2. Why is the bowl round and not flat like a plate?

3. What if the umbrella was flat top instead of round?

4. What if the bucket was short and long instead of tall and skinny?

5. What if the rolling pin didn’t have curved edges? Would it make another object/material flat?

6. What happens when a pencil is dull? Does the pencil work better when it is pointy?

After discussion, tell students that it is their turn to develop a model of an object and its function that helps solve a problem.

Ask them what a model is:

“A model is a way of showing or explaining something. Models can be drawings, sketches, or even physical models made from clay or other materials.”

Have students walk back to the front of the room, pick a problem out of the hat, and return to their seats.

The 6 different problems the students could pull out of the hat are:

1. Ms. Corinna is very tired and needs to sit down. Design an object that she could sit on.

2. Ms. Corinna is in a car racing competition. She needs you to build a ramp that will help her car go fast!

3. Ms. Corinna is so thirsty. Design an object that will hold water for her to drink.

4. Ms. Corinna can’t reach the top of the Christmas tree. Design an object that will help her reach the top.

5. Ms. Corinna wants to play 4-square. Design an object that is bouncy and easy to catch and hold.

6. Ms. Corinna was playing a board game but lost her playing piece. Design an object that can sit on the game board in place of her playing piece.

Expand:

The student challenge:

Each student will be given a problem they must solve by modeling which shape will serve the correct function to solve the problem.

Mention to the students that I don’t want them to draw an object that already exists. For example, if you’re tired and want to sit, don’t design a chair. Think about what characteristics make a chair good to sit on, and design an object that can do that.

They will model this object and write on a piece of notebook paper:

1.     Their name and number

2.     Their given problem

3.     Explain their object’s shape, characteristics, and function

They will turn the model and the notebook paper in together to the teacher!

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Informal:

Observe students during group discussion, thinking time, and modeling time.

Make sure students connect that an object has a certain shape to serve a function.

Summative:

Review the students' models (drawings or physical models) and the explanations they give about how the shape helps the object solve a problem. When they come to turn in their model, ask them to explain:

Why their model of an object is solving the problem they drew out of the hat.

What shapes did they choose/ why did they not use others, like a rectangle for example.

This will show the teacher they chose a certain shape for the reason to solve their problem. If they didn’t, you can ask them questions to guide them to rethink and redesign their object so that the shape will serve the correct function.

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Close by reviewing the essential questions.

Why are objects made in different shapes and sizes?

Does each shape of an object serve a function to a problem?

If given a problem, what is the first step to solving it?

In addition, ask students to share their problems and what model they designed.

Is the shape of an object important for how it works and what it is used for?

Understand that all shapes are shaped and sized to do a specific job, just like how we are all different for reasons of liking different subjects and wanting to do different jobs!

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For students who don’t work well in groups: Let them pick a group they want to work in or let them observe by themselves. They don’t have to collaborate with the group, but they have to observe the object, shape, and function at each station.

For students who are physically disabled: Help transport them between stations so that they still get a sense of moving around the classroom. Also, have them move between stations before the rest of the students to reduce traffic and stress for them.

For students who struggle to solve their given problem: relate a similar problem to their own life to help them think of solutions they use every day.

For students who don’t like to draw or have sensory issues: There are multiple ways to create a model. Students may choose which version they would like to use. Clay Model or Canva if they know how to use Canva or have a background in another technology option.

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Substitution: The teacher can pull up images of shapes, 2D, and 3D, for more examples to show students. This can act as a substitute for blocks and objects that a teacher may not have in their classroom.

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Lesson Plan- Shapes Stations- Physical Movement

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1.G.1

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

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Understanding that all shapes have different attributes that make the shape up and they should look at the shape closely when it comes to said attributes rather than just looking at color or side.

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What do you think shape characteristics are?

What are some differences between these 2 shapes?

Can we find any of these shapes around the classroom?

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Closed

Open

Number of sides

3 sides

4 sides

8 sides

Defining attributes

Non-defining attributes

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Teacher

2D and 3D shapes that are different colors

Whiteboard

Dry erase markers

Shape hunt worksheet with word problems

Clipboards

List of the pairs the students will be split in

Students

Pencil

Clipboard

Worksheet

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We will be having calm bodies and not throwing or tossing any of the shapes that we are using.

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The day before, students will be taught about defining and non-defining attributes.

What they are

How they may look/different forms they come in

What defining and non-defining means

How these make up the different shapes we use in everyday life

After we have discussed these different attributes as a whole class, students will be able to raise their hands and get called on to say what they think are some attributes that make up shapes.

If a student says an attribute that they believe is a defining attribute rather than non-defining, then the teacher can ask the student some further questions.

Why do you believe this is that type of attribute?

Do you think you can point out a different attribute?

After the discussion, at the end of the day students will line up before getting dismissed. One by one each student will be shown a shape and they will have to point out one attribute of the shape.

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The next day to introduce the lesson the teacher will read or project a read aloud book to the class. The book will be “Shapes are Everywhere” by Charles Chigna.

https://www.youtube.com/watch?v=Zr19ytnPUtU

Once the book is over, the teacher will ask the students what different shapes were shown within the book.

The students should be able to remember and describe some of the shapes. Then the teacher will ask about the attributes that these shapes have.

What makes the melon shape different from the door shape?

After some questions are asked and answered the teacher will say:

“Now that we know that there are shapes all around, it’s time to really understand the different attributes of the shapes.”

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Shapes are Everywhere!! by Charles Chigna

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Once the introduction is done, the teacher will once again ask the students what they believe defining and non-defining attributes are. The students will hopefully try and answer the question. Once students have shared their answers the teacher will shape what defining and non-defining attributes are.

Different characteristics that help us specifically identify what a shape may be are defining attributes.

Characteristics that don’t necessarily help us identify a shape but can be possibly shown through the shape are non-defining attributes.

The teacher can then help the students see these attributes by holding up one of the 2D or 3D shapes and describing it. For example, the teacher holds up a tringle and says, “This is a triangle. I know it’s a triangle because it has 3 sides and they are all closed. These are it’s defining attributes. It’s blue in color and it’s in my hand. These are it’s non-defining attributes.”

The teacher will then say, “now it’s your turn. I will hope up a shape and you guys will raise your hands and wait for me to call on you. Once I call on you, you will either share a defining or non-defining attribute.”

The teacher will then hold up a shape that they pick from the bucket of shapes for all the students to see.

The students will raise their hands and say an attribute that the shape has.

The teacher can then ask the student what type of attribute the believe it is. Is it a non-defining attribute or a defining attribute?

The teacher will do this for a couple shapes, about 4 or 5 shapes.

After this whole group discussion is done, the teacher will tell the students, “now it’s time for you guys to show me your sorting skills.” Before dismissing the students into their assigned pairs, the teacher will set the expectations of the activity.

They will be spit into their assigned pair.

They will then go to either their own desk with their partner or their partner’s desk.

The students will then be given different 2D and 3D shapes.

They will be told to, with their partner, sort these shapes out based on their different attributes.

Before they are dismissed, the teacher will also go over the safety rules.

No throwing or tossing the shapes and students must move with calm bodies and stay in their own area.

The students will then be told their assigned groups and then be dismissed to pick which table they would like to sort at.

Once everybody is assigned their partner and at their tables, the teacher will go around and give the students a hand full of shapes both 2D and 3D.

The students will start sorting these shapes out.

As the students are working, the teacher should go around the room listening to the conversations the students have. This allows for the teacher to see if they are looking at different attributes as well as seeing if students are staying on task. The teacher can also stop and every group and ask questions.

Why are these shapes in a group?

Do you think other shapes could fit within that group?

What are some attributes you both are looking at to help with your sorting decisions.

Once students have finished, the teacher can go around with the bucket for students to put the different shapes in then ask the students to sit in their own seats. The teacher will then say, “now that you all got a feel for the different attributes a shape has. It’s time to do a mini shape hunt. On the paper I am handing out, there are a couple different questions. We will start in the room and then go into the hall to see if you can find some of the shapes. Once you do, you will need to list at least one attribute.”

The worksheets will all be a bit different for each student with different questions. The teacher will also give the students the clipboards and ask the students to take out a pencil. Then all together they will start within the room then go out into the hall to find the shapes.

Once done the students will hand the teacher the worksheet and we will do a whole class discussion talking about the different shapes they found, how they sorted shapes out, different attributes they really focused on.

After the discussion students will be encouraged to look around their houses as well as other places they may go to see if they can find some of the shapes they delt with during the lesson.

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The informal assessment would be the sorting out part of the lesson.

The summative assessment would be the worksheet that the teacher gets from the students where they have to find the shape and list at least one attribute. If the teacher wants to take it a step further, they can look over the worksheet and pull students one by one to ask then if the attribute is a defining or non-defining attribute.

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Once done, as a class they will have a discussion talking about the different shapes they found, how they sorted shapes out, different attributes they really focused on.

After the discussion students will be encouraged to look around their houses as well as other places they may go to see if they can find some of the shapes they delt with during the lesson.

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If a student can’t necessarily do the group project, then they can access a google doc the teacher created with shapes on it that would allow for the student to still be able to sort out different shapes.

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If technology was apart of this lesson then it would take the place of the sorting out part. This to be would be illustrating augmentation since students are still sorting and thinking about the different attributes but instead of hands on it would be done on an IPad.

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1.G.A.3

Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

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Students will be able to partition a circle (pizza) into two equal shares (halves) and four equal shares (fourths/quarters).

Students will be able to communicate using the terms half, fourth, and quarter to describe parts of a circle (pizza).

Students will be able to understand that dividing a whole into more equal parts creates smaller pieces by practicing sharing their pizza with classmates, seeing that their whole pizza is getting smaller the more you share.

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Teacher:

Image of a whole pizza on a piece of paper. Must have enough for each student to have 4/

White Board

Dry Erase Marker

Student:

Markers

Scissors

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Halves

Fourths

Quarter

Whole

Equal parts

Shares

Partition

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1.G.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape

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Introduction:

Begin by showing this story on the board. This is an introduction to how fractions are in our everyday lives and uses the vocabulary students will use in this lesson.

https://www.youtube.com/watch?v=GbWFfWwyB5s

Begin the lesson by telling students to imagine we are having a pizza party! But before we can eat the pizza, we have to divide the pizza into equal pieces so we can all get the same size slice. Since we have so many friends in our class, we are going to need to divide the pizza into smaller pieces. Today we are going to learn how to divide our pizza into halves and fourths!

Lesson:

Demonstrate a whole pizza on the whiteboard. You can either draw a pizza or project a whole pizza on the board. Announce that this is our whole pizza we are going to divide into equal parts. Label this pizza "whole."

Next, draw a new pizza and students get out another pizza paper. Ask students how we can split this pizza into 2 equal parts. Draw a line down the center and label each "half." Have students cut a line down the middle and label. Check for understanding: ask students how many halves make a whole.

Set aside and grab the third pizza paper. Draw another pizza on the board. Ask students how to divide a whole into fourths or quarters. Think about the word fourth and what number it correlates to. Divide the pizza into fourths and label each a fourth. Have students cut and label. Check for understanding: ask students how many fourths make a whole.

Serve a customer:

Students will be given a receipt that has a customer's order on it. Their job will be to decorate their pizza with the correct directions that the customer wants. They must also label each part of the pizza.

An example could be: Corinna would like a pizza with cheese on one half of the pizza, pepperoni on a fourth, and peppers on a fourth.

They must place their toppings evenly on the pizza. There can't be more than one topping on each quarter of the pizza! Show an example of my own pizza on the whiteboard.

Turn their receipt and pizza in to the teacher and explain why and how they made their pizza.

Assessments:

Formative: Students will show understanding by answering the check for understanding questions after each making halves and fourths.

Summative: Students will use fraction vocabulary by labeling each part of the pizza they are serving and explaining how they made their pizza to the teacher. They are showing an understanding of partitioning by splitting their pizza into parts based on wanted toppings.

Closure: Eat Pizza!

During eating time, watch this video to wrap things up.

https://www.youtube.com/watch?v=lP1l5lOgjEs

Pause at each question and ask how many pieces they need to match the fraction.

Then ask students questions:

"What happens when we divide the pizza into two equal parts? What do we call these parts?"

"How many parts are in the pizza when we divide it into four equal parts?"

"How do the pieces change when we divide the pizza into more parts?"

If we divide our pizza, or any shape of something into more parts, does it make each piece smaller or bigger? Show an example of splitting a half into a fourth if they are struggling to understand the question.

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If wanting to incorporate ELA into this lesson, the next day, students could write a short story on how they made their pizza for their customer, using fraction vocabulary from this lesson.

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Students will be able to understand how to use 2D or 3D shapes to create new shapes called composite shapes. This allows them to be able to see that many things in real world life, are just made up of multiple shapes.

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Teacher

2D and 3D shapes

Grid paper

Clear mats

2D shapes to go underneath the clear mats

Bee Bots

Pencil or pen

Projector

Students

Pencils

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Composite shapes

Simple shapes

Names of shapes

Rectangles

Squares

Circles

Triangles

Combining

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Introduction:

We will start off doing a whole class discussion. This will mainly deal with reviewing just some simple shapes and then the teacher will ask the students where, whether in class or outside of school, do they see these shapes.

The students will hopefully raise their hands and answer with some examples.

Once some students have shared, the teacher will bring out some pictures of different composite shapes. These will then get shown to the students which hopefully some of the examples they gave are shown within these pictures.

The teacher will really emphasize the idea that, for example, the picture of a house is made up of 2 different shapes. Since there are 2 different shapes this is called a composite shape.

This will be done with multiple images of composite shapes but instead of the teacher telling the students what 2 or more shapes make up, the teacher will ask questions to allow the students to think about what shapes are creating this composite shape as well as if the image being shown is a composite shape or not.

The teacher should also share that composite shapes are made by combining 2 or more simple shapes together to form a new shape.

Lesson:

Students will then be given Bee Bots as well as a clear mat with different simple shapes on it.

The students will already be split into mini groups of 2 or 3.

Then the teacher will ask the whole class to show her any simple shape with the bee bots. The students should be able to make the bee bot move to said shape. The teacher will have a piece of paper as well as a pen or pencil drawing the shape they called out. As they call out shapes, the teacher will be creating different composite shapes to show the class. Once the teacher has made enough, the teacher will project her creations onto the board and tell the students, "look you've helped me create composite shapes, now it's your turn to create your own shapes!"

Students will be given multiple 3D shapes that they can trace.

They will get grid paper to allow them to lay their shapes down to create new shapes.

As they do so, the teacher can just walk around and see the different pictures the student are creating with these simple shapes to create their composite shapes.

At this time each student will be working on their own to create their own composite shapes.

After the students are done they will help put all the shapes back into the bucket of shapes the teacher has.

Then the will be told to sit back at their desks.

Assessments:

The informal assessment would be at the beginning then the teacher is showing the students an image and they have to tell the teacher if it's a composite image or not as well as what shapes make up the image.

Summative assessment would be the closure were the students shape the different images they created and if they believe it's a composite shape or not.

Closure:

After all the shapes are put away and all the students are sitting, the teacher will call up students and ask them to shape what they created as well as what simple shapes they used to create the picture.

The teacher can also take the time to ask the class if they believe the students picture illustrates a composite shape and how many different shapes did the student use.

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If the teacher wanted to create incorporate ELA within this lesson, they could ask their students to title their different images they created as well as write a mini sentence talking about what they created using simple shapes.

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The use of bee bots allows for task redesign as students are moving bee bots to different shapes to communicate instead of communicating with their mouths.

This technology allows students to apply their knowledge one step further and multitask by moving the bee not correctly and thinking about the shapes they are working with.

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The review video acts as a teacher asking questions to her students but is an improvement because it provides visual and auditory strategies for the students.

The online book acts as a substitution for the teacher reading the book to the class. This is very helpful for teachers as they can have a wider variety of books to show during lessons. Some books are also read in fun voices, which the students love.

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1.G.1

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

1.G.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape

K-2-ETS1-2.

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

1.G.A.3

Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.