7.1 Attribute Rules
Objective:
To reinforce sorting attribute blocks according to the
attribute rules.
Key Vocabulary: triangle, square, rectangle, hexagon
circle, attribute
We will follow these instructions with the attribute blocks:
1. Children who have a circle, stand where the teacher says.
2. Children who have a triangle, stand where directed.
3. Children who have a rectangle, stand where directed.
4. Children who have a square, stand where directed.
5. Children who remain, what shape do you have?
In each group: What do the blocks have in common?
Are they all the same color in each group?
Are they all the same size?
Listen to your teacher's directions for more sorts. TG 623
Attributes of these blocks:
shape
color
size
Music has attributes such
as loud, soft, high, and low.
Stand up if your attribute block is:
a red square
not yellow
a small rectangle
a large circle
a small, blue hexagon
not red and not large
We will collect the attribute blocks
according to attributes.
large, red blocks
small, blue blocks
rectangular, yellow blocks
all yellow circles
Students, what are your ideas about collecting the
blocks?
Beat the Calculator
Materials: a calculator; a random-number generator
Number of Players: 3
Brain
Caller
Calculator
Graphics licensed through:
www.graphicsfactory.com
7.2 Exploring Attributes, Designs, and Fact Platters
Objectives:
To reinforce sorting by attribute rules; to facilitate the learning
of addition facts.
Math Master, Home Link page 200
Math Journal 2, page 139
Game Masters: Pages 357 and 358
Teaching Masters, Math Masters pages 197 and 198, 199, 201
My Reference Book, pages 152-153
Attribute Blocks
Fact Triangle, slate
Set of classroom objects that can be sorted by attributes, such as
crayons, books, and paper
Lesson 7.2
Math Message
Pick up one block to use today.
What shape is it? What color is it? Is it large or
small?
HOME LINK from yesterday 7.1
Which facts do you think you should know?
Be ready to write the fact family for the
numbers on your slate for the fact triangle.
8
3
11
Fact Platter
8
2
5
1
9
3
11
4
Which shape is largest of each set?
Exploration A
Exploration B
Exploration C
Playing the Attribute Train
Game
Making Attribute-Block
Designs
Using a Fact Platter
Fact Generator
Directions:
Teaching Masters:
1. The blocks are placed
Page 197
in the center of the playing
Page 198
surface.
Use these words to describe
2. The first player takes a your design:
block and puts it down to
start a train.
above
below
3. The second player
next to
chooses a block that is
in front of
different in only one way
behind
from the first block.
If time, rearrange your
4. Players continue taking blocks to form a new design.
turns until no more blocks Use only the blocks you
can be played.
used in the first design.
Work in partnerships
One partner writes the
fact generator in the
center of the platter.
The other partner
writes the sums around
the edge of the Fact
Platter.
Take turns as you
make more Fact
Platters.
Challenge: Write a
two-digit number in the
center of the Fact
Platter.
Play Time Match
Math Masters, pages 357 and 358
My Reference Book Pages 152 and 153
Math Boxes 7.2
Part of this lesson is to collect 2-dimensional
shapes at home. We will use the shapes to
organize and label objects.
Sorting Classroom Objects by Attributes
Partners will sort classroom objects provided
by the teacher.
How did you sort the objects?
Solving an Attribute-Train
Puzzle,
Math Masters 201
Math Master, page 199
Practicing Addition and
Subtraction
7.3 Pattern-Block and Template Shapes
Objectives:
To guide the identification of plane shapes; and to facilitate investigating some of their characteristics.
Math Master, Home Link page 203
Math Journal 2, pages 140 and 141 and 142
Math Masters 202 and 204
Teaching Aid Masters page 305
Pattern-Block Template
pattern blocks
slate
pattern-block shape posters (optional)
Round is a Mooncake by Roseanne Thong
Lesson 7.3
Math Message
Take a pattern block. Find another person who has
the same pattern-block shape.
HOME LINK from yesterday 7.2
Do you have an object to share for the Shapes
Museum?
triangle
square
trapezoid
hexagon
fat rhombus
skinny rhombus
Match the words and shapes.
Move the shapes.
square
trapezoid
hexagon
fat rhombus
skinny rhombus
triangle
We will follow these instructions with the pattern blocks:
1. Children who have a triangle, stand where the teacher says.
2. Children who have a square, stand where directed.
3. Children who have a trapezoid, stand where directed.
4. Children who have a hexagon, stand where directed.
5. Children who remain, what shape do you have?
A skinny or a fat rhombus.
In each group: What do the blocks have in common?
Are they all the same color in each group?
Are they all the same size?
square
large triangle
small hexagon
trapezoid
small triangle
fat rhombus
large circle
skinny rhombus
large hexagon
Math Journal 2, page 140
Pattern-Block Template
The word:
polygon
comes from the Greek language:
poly- means "many"
and -gon means "angle"
Pattern-Block Template Shapes, continued
Math Journal 2, page 141
Draw shapes that have exactly 4 sides and 4 corners.
Write their names.
square
rhombus
trapezoid
rhombus
Math Masters, page 202
Fact Triangles and Fact Dominoes
Math Journal, page 142
Math Masters, page 203
Home Link
Polygons
Math Masters, page 204
Shapes Bar Graph
Use your pattern-block template to record a design on a piece of paper.
Then graph how many of each shape is in the picture.
Writing and Reasoning
What is a rectangle?
7.4 Pattern-Block and Template Shapes
Objective:
To extend children's familiarity with polygons.
Math Master, Home Link 7.4, Page 207
Math Journal 2, pages 143, 144
Math Masters page 205, 206, 329, 208, 209
Teaching Aid Masters page 305
3 for each per child: 8" straws, 6" straws, and 4" straws
15 twist ties per child
pennies
Class Data Pad
poster-sized sheets of paper
catalogs to cut apart
glue or tape, scissors
Lesson 7.4
Math Message
Take 3 straws from each box. Take 15 twist-ties. Don't make anything yet.
Look for as may different shapes as you can see in the room.
Be ready to talk about what you see.
HOME LINK from yesterday, 7.3 Review the names of the pattern
blocks.
Hold up the correct block when it is named.
hexagon
square
fat rhombus
skinny rhombus
trapezoid
triangle
Match the words and shapes.
Move the shapes.
square
trapezoid
hexagon
fat rhombus
skinny rhombus
triangle
Constructing Straw Polygons
What do we know about polygons, so far?
The sides of the polygon are all straight.
Polygons have corners, where two sides meet.
Sides meet only at their ends.
The sides are connected---there aren't any gaps.
After making polygons, tell how each shape is alike and
different.
new words:
concave polygons, open figures, closed figures
Math Masters, page 205
Coin Flips
Class graph on the next page.
Flip a penny 10 times while your partner records how many times it landed
head-side up and tail side up.
Partnerships will report how many times in all their pennies landed head-side
up.
Math Masters, page 329
Investigating Flipping Pennies.
Class data pad needed.
7
6
5
4
3
2
1
Partners with this total
8
9
Penny Flips
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15
Times Head Up
Name Collection Boxes, Math Masters, page 206
12
10
16
Math Journal 2, page 144
Math Masters, page 208
Comparing Shapes 1
Math Masters, page 209
Comparing Shapes 2
Math Master, page 207
Home Link 7.4
Finding 2-Dimensional Shapes
Activity
Cut out pictures from magazines to match polygons specified on the
tops of the poster paper.
Drawings of shapes, colored and cut out, are also fine.
7.5 Spheres, Cylinders,
and Rectangular Prisms
Objectives:
To guide the identification of spheres, cylinders, and rectangular prisms; and to facilitate
the investigation of their characteristics.
Math Journal 2, pages 145
Math Masters pages 210, 212
Math Master, Home Link 7.5, Page 211
My Reference Book, pages 128 and 129
base-10 blocks (longs and cubes)
slate
ball, can, and box
3" x 5" index cards
items for the Shapes Museum
3-D shapes
rectangular prism, cylinder
paper
tool-kit coins
2 dice per partnership
Mental Math and Reflexes, TG 645
Write the number. Circle the
number in the ten's place.
Write the number. Circle the
number in the ten's place.
Write the number. Circle the
number in the one's place.
Write the value of
each set on your
slate.
Lesson 7.5
Math Message
Which of these objects can roll?
Home Link 7.4 Follow-Up
What is necessary for a shape to be a polygon?
Describe the characteristics of spheres, cylinders, and
rectangular prisms.
sphere
cylinder
rectangular prism
corner
flat face
curved face
Starting a Shapes Museum with a Display of
3-Dimensional Objects
Let's sort our 3-D shapes into our Shapes Museum.
Playing Coin Exchange
My Reference Book, pages 128 and
129
Materials:
20 pennies
10 nickels
10 dimes
2 quarters
2 six-sided dice
1 sheet of paper labeled Bank
2 players
My Reference Book
Writing and Reasoning
What is a polygon?
Math Journal 2, page 145
Math Masters, page 211
Home Link 7.5
Math Masters, page 212
Sorting Shapes by Their Faces
Describing 3-Dimensional Shapes
Activity
Look at items in the Shapes Museum and describe some of the shapes.
Try to use these words:
side
corner
circle
flat
face
triangle
sphere
cylinder
square
rectangular prism
7.6 Pyramids, Cones, and Cubes
Objectives:
To guide the identification of pyramids, cones, and cubes; and to facilitate the
investigation of their characteristics.
Math Journal 2, pages 146, 147, and 148
Math Masters pages 210, 305, 214
Math Master, Home Link 7.6, Page 213
Cubes, Cones, Cylinders, & Spheres by Tana Hoban
slate
3-D models of a pyramid, a cone, and a cubes
3" X 5" index cards
items for Shapes Museum
Minute Math page 59
attribute blocks
several paper bags each filled with a different 3-dimensional shape, per small group
Lesson 7.6
Math Message
Name an object that s shaped like a cone.
Home Link 7.5 Follow-Up
Which facts have you just learned? Do you
know your +1, +0, and doubles facts?
Describe the characteristics of
pyramids, cones, and cubes.
cones
cubes
pyramid
vertex
flat face
curved face
Math Journal 2, page 146
Words to know and use: base, face, edge
Starting a Shapes Museum with a Display of
3-Dimensional Objects
Identify the shapes of the objects shown on journal page 147. Record
their names.
Math Journal 2, page 148
Writing and Reasoning
What patterns do you see on the number grid?
Minute Math, page 59
Practice identifying plane shapes and solid figures.
Identifying shapes using touch.
Each group has one bag. Without looking in the bag, each student
reaches in and feels the object. When everyone has had a turn, take
the object out and compare it to shapes pictured on journal page 146.
Comparing Prisms and Pyramids
Venn Diagram, next slide
Comparing Prisms and Pyramids
Math Masters, page 214
Venn Diagram
Reading about geometry . .
Cubes, Cones, Cylinders, & Spheres
by Tana Hoan
Exit slip:
Draw something shaped like a cube that is in the classroom.
Math Masters, page 212
Sorting Shapes by Their Faces
Math Masters, page 213
Home Link 7.6
Describing 3-Dimensional Shapes
Activity
Look at items in the Shapes Museum and describe some of the shapes.
Try to use these words:
side
corner
circle
flat
face
triangle
sphere
cylinder
square
rectangular prism
Art Link
Work in small groups to construct creatures out of
boxes and paper-towel tubes.
7.7 Symmetry
Objective:
To facilitate the exploration of symmetrical shapes.
Math Journal 2, pages 149
Teaching Math Masters pages 215
Math Master, Home Link 7.7, Page 216
My Reference Book, pages 122 and 123
slate
number grid
4" X 6" index cards (or 6" X 8")
Minute Math page 14, 21, and 37
number cards 0-9 (four of each)
half-sheets of paper
glue or tape; scissors
magazines to cut up
small mirrors
pattern blocks
folder
Lesson 7.7
Math Message
Take a sheet of paper with a picture of a heart.
Carefully but out the paper heart.
A fabulous online, free math video
about symmetry. It is short.
Each segment of the video pauses for visual practice problems for the class to solve.
Home Link 7.6 Follow-Up
What shapes did you find?
Where did you find them?
symmetrical
not symmetrical
What is the difference between the two groups of
shapes?
Addition Top-It: Who won?
Addition Top-It: Who won?
Addition Top-It: Who won?
Math Journal 2, page 149
Math Masters, Home Link, 7.7
Finding Symmetry in Nature
How would you divide
this shape in half?
1. Look over the symmetry cards made by
the teacher.
2.Try to complete the picture of what is on
the card by placing it on paper.
Draw and color.
3. Create your own symmetry cards. Use
mirrors to see the line of symmetry.
Drawing time!
Materials:
1. A piece of paper and your Pattern-Block Template
2. Divide the paper in half.
3. Draw two sets of shapes:
each set of shapes should go together in
some way
4. Show your drawings to a classmate, and have the classmate guess how each set of
shapes is different.
Minute Math+
Pages 14, 21, and 37
More practice with place value and measurements.