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Mathematics TEKS Toolkit www.mathtekstoolkit.org Kindergarten Clarifying Lessons: Geometry in Our World (Centers) OLD Resources. These resources have NOT yet been updated to align with the revised elementary mathematics TEKS. These revised TEKS were adopted by the Texas State Board of Education in 2005, with full implementation scheduled for 2006–07. These resources align with the original TEKS that were adopted in 1998 and should be used as a starting point only. What is a Clarifying Lesson? A model lesson teachers can implement in their classroom. Clarifying Lessons combine multiple TEKS statements and may use several Clarifying Activities in one lesson. Clarifying Lessons help to answer the question "What does a complete lesson look like that addresses a set of related TEKS statements, and how can these TEKS statements be connected to other parts of the TEKS?" TEKS Addressed in This Lesson Geometry and spatial reasoning: K.8A, B, C; K9A, B, C Measurement: K.10A Underlying processes and mathematical tools: K.13A, B, D; K.14A, B; K.15A Materials Related Resources This lesson makes use of several learning centers. See the Learning Centers List for Geometry in Our World. TEXTEAMS Module 27, Prekindergarten– Kindergarten Mathematics Kindergarten Book: Addenda Series, NCTM (1991) Lesson Overview Students recognize geometry in their everyday world. Mathematics Overview Students identify attributes in real-life objects and models of solids and connect these attributes to characteristics of shapes such as circles, triangles, squares, and other rectangles. Kindergarten Clarifying Lessons: Geometry in Our World (Centers) page 1 Mathematics TEKS Toolkit www.mathtekstoolkit.org Set-up (to set the stage and motivate the students to participate) 1. With students working in groups of four, have each student place on their group's table an item from his or her pocket, purse, backpack, or school supply box. 2. Have students observe the set of objects and brainstorm possible physical attributes for sorting the objects. (Attributes could include size, shape, symmetry, ability to roll, number of edges, etc.) (K.8A, K.13A, K.14A) 3. Have each group select an attribute and sort their objects, repeating this activity as time and the number of attributes allows. (K.8A, B, C; K.13B) 4. Have groups share one of their sorting attributes with the whole group. (K.14A, B; K.15) 5. Select some of the center activities described on the following pages to set up in the classroom. Introduce each center to the students, then provide students access to the centers throughout the week (or following weeks) so that they can practice identifying attributes and sorting in various contexts. 6. As students are working at the centers, use the guiding questions to encourage them in their explorations. 7. Meet with the students each day after they have worked at the centers. Use the summary questions to identify misconceptions, evaluate their progress, and plan for appropriate follow-up activities. Teacher Notes (to personalize the lesson for your classroom) Guiding Questions (to engage students in mathematical thinking during the lesson) • How are these two objects alike? How are they different? (K.8A, B; K.9A, B, C; K.14A) • Where do you see a square? A circle? A rectangle that is not a square? (K.9B, C) • What can you use to determine which container holds the most sand? (K.10A; K.13B, D; K.15) • What can you do to figure out how to make this shape with the blocks? (K.13B, D; K.15) • Why does this object roll and this one doesn't? (K.9A, B; K.15) Teacher Notes (to personalize the lesson for your classroom) Kindergarten Clarifying Lessons: Geometry in Our World (Centers) page 2 Mathematics TEKS Toolkit www.mathtekstoolkit.org Summary Questions (to direct students' attention to the key mathematics in the lesson) To determine to what extent students were engaged in the activity at each center, ask questions such as: • How are these two objects alike? How are they different? (K.8A, B; K.9A, B, C; K.14A) • Where did you see a square today? A circle? A rectangle that was not a square? (K.9B, C) • What did you do to determine which container held the most sand? (K.10A; K.13B, D; K.15) • What did you do to figure out how to make this shape with the blocks? (K.13B, D; K.15) Teacher Notes (to personalize the lesson for your classroom) Assessment Task(s) (to identify the mathematics students have learned in the lesson) Look for the following behaviors as students work in centers: • Can students identify shapes and solids by their attributes? • Can students identify shapes and solids in real objects? • Can students describe the size, direction, and position of objects in space? Have students identify as many circles (triangles, rectangles) as they can find in the room. Teacher Notes (to personalize the lesson for your classroom) Kindergarten Clarifying Lessons: Geometry in Our World (Centers) page 3