Big Ideas K-3
Session 3
Marian Small
©Marian Small, 2010
Recall
• Our focus tonight is on shape and space
• We will, however, consider the betweensession work you did on number, pattern or
data.
©Marian Small, 2010
A fresh approach
• I thought I might try to approach our work a
bit differently tonight.
• We will start with the outcomes and look
for the big ideas by focusing on the
outcomes.
©Marian Small, 2010
3-D Objects and 2-D Shapes
• Kindergarten:
- Sort 3-D objects using a single
attribute
• Grade 1:
- Sort 3-D objects using one attribute and
explain the sorting rule
©Marian Small, 2010
©Marian Small, 2010
Think of a way
• to sort the shapes based on a numerical
attribute
• Take the pen and put the chosen shapes
together somehow on the next page.
©Marian Small, 2010
©Marian Small, 2010
Think of a way
• To sort the shapes based on a non-numerical
attribute
• Circle them to put them together somehow
on the next page.
©Marian Small, 2010
©Marian Small, 2010
©Marian Small, 2010
©Marian Small, 2010
How are the shapes you see
alike?
How are they different?
©Marian Small, 2010
For grade 2
• How would you alter the activity to suit the
Grade 2 outcome:
Sort 3-D objects using two attributes, and
explain the sorting rule.
• Raise your hand to share your idea.
©Marian Small, 2010
For grade 3
• How would you alter the activity to suit the
Grade 3 outcome:
Describe 3-D objects according to the shape
of the faces, and the number of edges and
vertices.
• Raise your hand to share your idea.
©Marian Small, 2010
Now let’s consider 2-D shapes
• Grade 1:
- Sort 2-D shapes using one attribute and
explain the sorting rule
• Grade 2:
- Sort 2-D shapes using two attributes and
explain the sorting rule
©Marian Small, 2010
For example…
• Which shape doesn’t belong?
• Vote for A, B, C or D.
A
B
C
• Then explain why.
D
©Marian Small, 2010
For example
• Sort these shapes so that you are thinking
about numbers.
• Use a “pen” string to put the shapes
together that you think belong.
©Marian Small, 2010
©Marian Small, 2010
For example
• Sort these shapes so that you are NOT
thinking about numbers.
• Put a “pen string” around them.
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©Marian Small, 2010
Grade 3
• Sort regular and irregular polygons,
including:
• Triangles
• Quadrilaterals
• Pentagons….
• According to the number of sides
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Building and describing
• Kindergarten
- Build and describe 3-D objects
• Grade 1
- Replicate composite 3-D objects
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Task
• You make a building using 2 cylinders and
a prism.
• What could it look like?
• Draw a sketch on next blank slide.
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©Marian Small, 2010
Task
• Copy my building.
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Task
• Could you make a building that’s like it
using more shapes? Draw on the slide.
©Marian Small, 2010
©Marian Small, 2010
Grade 2
• Describe, compare and construct 2-D
shapes, including:
• Triangles
• Squares
• Rectangles
• Circles
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Task
• How could you use the triangles to make a
square?
• Show us on next blank slide.
©Marian Small, 2010
©Marian Small, 2010
Task
• How could you use the triangles to make a
square? Show on next slide.
©Marian Small, 2010
©Marian Small, 2010
Square tiles
• Use 4 square tiles to make a rectangle.
• Do our rectangles all have to look the same?
• Draw on next slide.
©Marian Small, 2010
©Marian Small, 2010
What about…
• What if you used 5 tiles?
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©Marian Small, 2010
Cutting up shapes
• Build a shape on a geoboard.
• Can you always cut up your shape into
triangles?
• into squares?
• Let’s look at some examples.
©Marian Small, 2010
©Marian Small, 2010
©Marian Small, 2010
Puzzles
• Use pattern blocks to make the design.
©Marian Small, 2010
Describing
• Grade 1
- Compare 2-D shapes to parts of 3-D objects
in the environment
• Grade 2
- Describe and compare 3-D objects
- Describe and compare 2-D shapes
©Marian Small, 2010
Describing
- Identify 2-D shapes as parts of 3-D objects
in the environment
• Grade 3
- Describe 3-D objects according to the shape
of the faces and the number of edges and
vertices
©Marian Small, 2010
For example…
• How are these alike and different?
• Raise your hand to share your idea.
©Marian Small, 2010
©Marian Small, 2010
For example..
•
•
•
•
•
Here is a cube.
Describe it.
What big idea might we be addressing?
A: qualitative vs quantitative attributes
B: cutting up a shape or building brings out
attributes
• C: 2-D properties like 3-D properties
©Marian Small, 2010
©Marian Small, 2010
©Marian Small, 2010
©Marian Small, 2010
Last big idea
• How are these shapes different?
• Raise your hand to share.
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©Marian Small, 2010
©Marian Small, 2010
Yarn shapes
• Provide 4 children with a piece of string.
• Ask them to form a square.
• Ask: What do you have to do to be sure it’s
a square?
• Do you see how this relates to Big Idea 4?
• Raise your hand to share.
©Marian Small, 2010
Measurement
• Gr 1 and K focus on comparison based on
length or height, mass or volume or
covering.
©Marian Small, 2010
Task
• Which shape is bigger?
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©Marian Small, 2010
Grade 2
• Measure length to the … by using multiple
copies of a unit or a single copy of a unit
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Task
• Do you think this path is more or less than
20 red Cuisenaire rods long?
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Task
• How would you check?
• How could you check if you had only 2 red
rods?
• Only 1 red rod?
©Marian Small, 2010
©Marian Small, 2010
Task
•
•
•
•
Susan’s shoe is 8 paper clips long.
Marcie’s shoe is 2 pencils long.
Do you know whose shoe is longer?
What would help you figure it out?
©Marian Small, 2010
©Marian Small, 2010
Grade 3
• Relate the passage of time to common
activities using non-standard and standard
units
• Demonstrate an understanding of measuring
length (cm, m) by:
- Selecting and justifying referents for the
units cm and m
- Estimating length using referents
©Marian Small, 2010
Grade 3
• Demonstrate an understanding of measuring
mass by:
- Selecting and justifying referents for g and
kg
- Estimating mass using referents
©Marian Small, 2010
Task
•
•
•
•
•
Close your eyes.
I will play some music.
I will tell you when 1 minute is up.
Then I will play music again.
Raise your hand when you think 2 minutes
is up.
©Marian Small, 2010
Task
• This is a metre stick.
• What else in the room is about that long?
• How would knowing that help you figure
out how far away my desk is from yours?
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Task
• Hold this 250 g balance to get a feel for
how heavy it is.
• Now I want your to put 500 g worth of fruit
on the balance.
• Which of these fruits would you use? Why
those?
©Marian Small, 2010
©Marian Small, 2010
Grade 2
• Relate the size of a unit of measure to the
number of units used to measure length and
mass
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Grades 2 and 3
• Relate the number of days to a week and…
• Relate the number of seconds to a
minute….
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Task
• This can be covered with about 4 identical
shapes.
• What does one of the four shapes look like?
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Task
©Marian Small, 2010
Task
• Jeff said that his birthday is 2 weeks away.
• Andrea said that hers is 12 days away.
• Do you agree or disagree? Andrea’s
birthday is farther away since 12 is more
than 2.
©Marian Small, 2010
Cuisenaire rods
• A table is 8 orange rods long.
• How many pink rods long will it be? OR
• How many yellow rods?
©Marian Small, 2010
©Marian Small, 2010
Grade 3
• Relate the passage of time to common
activities using non-standard and standard
units
• Demonstrate an understanding of measuring
length (cm, m) by:
- Selecting and justifying referents for the
units cm and m
- Estimating length using referents
©Marian Small, 2010
Task
• Read the story The King’s Foot.
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Task
• You have to cut a piece of wood to fit a
space on the floor.
• Your dad tells you that the wood should be
4 steps long.
• What’s the problem?
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©Marian Small, 2010
Grade 3
• Demonstrate an understanding of perimeter
by….
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Task
• Two shapes both have a perimeter of 50 cm,
but they look a lot different.
• How could that be?
• Draw on the next slide what you might
expect to see.
©Marian Small, 2010
©Marian Small, 2010
©Marian Small, 2010
So…
• Do you have stories to share about what you
tried?
©Marian Small, 2010