Bridges Grade 2 Unit 4 Session 1-25 Overview Session 1 Objective: We will name and tell about shapes. We will put together shapes to make other shapes. Vocabulary: Hexagon Trapezoid Rhombus Triangle Combination Sentence Frames: I think this shape is a ______ because _______. I think this shape is not a _______ because _______. Session 2 Objectives: We will look at and tell about 3-dimensional shapes. We will learn the names of some 3-dimensional shapes and the tearms face, edge and corner. We will compare and contrast features of 3-D shapes. Vocabulary: Corner (vertex) point where edges of a solid meet Face – flat surface of a solid Edge – a line segment (part) where 2 faces of a solid intersect Record sheet Geoblocks (blocks) Sentence Frames: I notice that ______________. I see ____________. The ___________ block and ____________ block are similar because they both have _______ _________________. (name of shape) (name of shape) (number) (faces, edges, corners) The ___________ block and ____________ block are different because the _______ has ______ __________ and the _______ has _____ _________. Session 3 Geoblock sorting Objectives: We will sort 3 dimensional objects. We will look at and tell about 3-dimensional shapes. We will learn the names of some 3-dimensional shapes and the tearms face, edge and corner. We will compare and contrast features of 3-D shapes. Vocabulary: Unifix cubes Geoblocks Size 2011 Justin Johnson Face shape Corner Features (attributes) Sentence Frames: How should we sort these blocks? We should sort them by __________. This group of blocks has similar features because ________. We sorted these blocks into this group because _____. The features (attributes) of this group are __________. How many sorting methods did the class come up with altogether? We came up with about ______________ methods. I estimate that we came up with __________________ methods. Session 4 “Faces of Mystery Guess My Block” Objectives: We will learn about the ideas of similarity and congruence. We will sort 3 dimensional objects. We will look at and tell about 3-dimensional shapes. We will learn the names of some 3-dimensional shapes and the terms face, edge and corner. Vocabulary: Rectangle Square Triangle Face Sentence Frames: The mystery block is _____________ because ___________. _________ fits the shape on the overhead. The mystery block has a __________ for one face and a ________ for another face _________. It could be __________________ shape. It has a ______________, ______________ and ___________. The mystery block has _____ kinds of faces. It must be/It has to be the ____ block! Session 4 “Last Shape In Wins” Objectives: We will combine shapes to make other shapes. We will Vocabulary: Pattern blocks Triangles Trapezoids Hexagons Rhombus Rotate Flip 2011 Justin Johnson Sentence Frames: I see _______. I notice ________. I observe ______. One observation I have is ___________. There are _____. That is a ______. It has _______. I think we should go first because ______. What block do you think your team should choose now? I think we should choose a _________ because _______. I think we should put a _________ (preposition) ___________. If we put in a ________, then ________ (cause and effect) Session 5 “Caterpillar Fill and Add” Objectives: We will play a game .. We will learn about area and fractions. We will add numbers to 24. We will tell each other about equivalent shapes. Vocabulary: Triangles Dice Rhombus Trapezoids Hexagons Equivalent Sentence Frames: I get to take _____ triangles to cover the caterpillar, or I can take _______ _______ which is the equivalent. ________ (number) ___________ is the equivalent of _________ (shape) (number) ______________. (shape) It takes _____ triangles for a _______. (number) (shape) We can only take ______ _________. (number) (shape) Then we’ll have _____ left over. Let’s take that ______ in a ______ and a ________. (number) (shape) (shape) First I’ll get a _____ and cover up _____. Then I’ll get a _____ and ______ and keep going. Next I’m going to record the score in the Team __ box. I’ll need to color _____ _________ _______, _____ _______, and ______ ______. (number) (shape) (color) (number) (shape) Session 6 “Build-4-Less” Objectives: We will combine shapes to make other shapes. We will tell each other about equivalent shapes. 2011 Justin Johnson (number) (shape) We will try make the larger shape with the fewest possible pieces. We will share our solutions and strategies with our partners and the class. We will compare and contrast similar shapes using comparatives and superlatives. Vocabulary: Equivalent Solution Strategy Minimum Few(er)(est) Minimal collection Combination Sentence Frames: I see _______. I notice _____. I observe _______. There are _____. What is the minimal collection? The minimal collection is the fewest number of shapes. The minimal collection is ____ _________. How many blocks did it take to build the _____? It took _____ blocks to build the ______. Can you think of a way to make the shape with a less blocks? Can you think of a way to make the shape with fewer blocks? Can you think of a way to make the shape with the fewest blocks? This shape has few pieces. This shape has fewer pieces. This shape has the fewest possible pieces. I found the minimal collection by _________. My strategy was __________. I solved it by ___________. Session 7 Objectives: Vocabulary: Sentence Frames: Session 8 “If a Triangle is Worth 1 Exploring Area with Pattern Blocks” Objectives: We will figure out the area of pattern blocks using the triangle as 1 unit. We will create a shape of our own with pattern blocks and have a partner find the area. Vocabulary: Area Value/worth Combine Unit Sentence Frames: If the area of the triangle is 1, then the area of ______ is ______. How do you know the area of the shape? It takes _____ triangles to cover the _______. That means the area of the ____ is _____. 2011 Justin Johnson What was your strategy? I covered the whole thing with triangles and then counted them. So the area of this shape is ______. I covered this shape everywhere I could with ____. Since each ___ is worth ____, I can count by ____ and then 1s for the rest. Session 9 “If the 4-Peg Square is Worth 1 Exploring Area with Geoboards” Objectives: We will use squares as units to measure the area of other shapes. We will discuss how to find the number of square units in a larger shape. Vocabulary: Geoboard (square) unit area 4-peg square Sentence Frames: The area of this shape is _____. It has _____ squares ________ and ______ ___________. (number) (preposition) (number) (preposition) If you put the 2 triangles together, you get another square! If you put a square on the board and then go from corner to corner, you get 2 triangles! I made the shape, drew the lines to make square units and recorded it on my Square Measuring Sheet. The area of the shape is _____. Session 10 A Cloak for the Dreamer Exploring Tessellation Objectives: We will read the book, A Cloak for the Dreamer. Vocabulary: Tessellations (a design that covers a plane with no gaps or overlaps) Quilt blocks Sentence Frames: None Session 11 8-Part Inventions Creating Patchwork Quilt Blocks Objectives: We will use triangles or rectangles to invent our own quilt blocks leaving no holes or gaps. We will orally describe our tessellations to partners. Vocabulary: Tessellations Quilt Block Right Triangles Rectangles Gaps Overlap Halve squares 2011 Justin Johnson Corner Sentence Frames: I predict _______________. We could cut _____________(from corner to corner). Then you’d get 2 triangles. We could cut _____________(straight down the middle). That would make 2 rectangles. I used my_________ to make my quilt block (tessellation). I arranged my ___________ to make my quilt block (tessellation). Session 12 Exploring Symmetry in Quilt Blocks Objective: We will look for lines of symmetry in the quilt blocks we created yesterday. We will sort blocks into groups by the number of lines of symmetry. We will create and discuss our graph results. Vocabulary: Symmetry Rotational Symmetry Graph Sentence Frames: How many lines of symmetry can you find in your quilt block? I’ve tried up and down. I’ve tried sideways. I’ve tried diagonal. I notice ____________. I see ___________. Session 13 Making Patchwork Invention Mini-Quilts Objectives: We will use the quilt blocks to make mini-quilts. We will explore all the possible mini-quilts we can make from our quilt blocks. We will Vocabulary: Arrange Rearrange Rotate Quarter turn Sentence Frames: I am going to take the blocks and arrange them in a different way. I am going to start with one facing up. Then I’m going to take the next one and turn it, or rotate it 90 deg.- just a quarter turn- and slide it over. Then I’m going to give the next block another quarter turn. The last one gets a quarter turn too. No matter which way you turn those blocks, they look the same. There will only be 1 way you can make that quilt. _________ are different. They look different each time you turn them. 2011 Justin Johnson Session 14 If a Square is Worth 1 Exploring Area with Patchwork Quilts Objectives: We will try to find out how many squares of each color we need to make quilt blocks. Vocabulary: 1 unit of area Sentence Frames: If a square is worth 1 unit of area today, what is the area of the white region? Gray region? How many squares would you need to cover the white region? Gray? There are _______ squares. There are _______ triangles. We need to add the triangles together. Session 15 (OPTIONAL) What’s It Worth? More Area Explorations with Pattern Blocks Objectives: We will measure a shape with a triangle pattern and again with a rhombus. We will explore the idea of unit changing. We will define what a unit is. We will Vocabulary: Unit of measure Rhombus Triangle Area Hexagon Sentence Frames: The area of the caterpillar is 18 if you measure it in triangles. What if you measure it in rhombuses instead? It only takes ________ because the rhombuses are ________. 9 and 9 makes 18. 9 is half as much as 18. It took half as many rhombuses to cover the caterpillar. It will take ____ triangles to cover the star. It will take ___ rhombuses. 6 is half of 12! Session 16 & 17 Getting Started with Work Places 7 Session 18 Triangle Sorting Finding Many Ways Objectives: We will sort different triangles as many ways as we can by their characteristics. Vocabulary: Sort Triangle 2011 Justin Johnson Symmetry Congruence Similarity Angle Side Corner Right triangle Equilateral triangle Isosceles triangle Scalene triangle Size Height Number of pegs in the interior Sentence Frames: What are some ways these triangles might be sorted? I see ____________. I estimate ____________. Session 19 Guess My Shape Objectives: We will guess the name of the shape using clues about that shape’s characteristics. We will describe 2-dimensional shapes. We will orally describe shapes using geometrical vocabulary. Vocabulary: Trapezoid Right Triangle Hexagon Rhombus Sides Corners Quadrilateral Length Parallel Symmetry Sentence Frames: Session 20 (OPTIONAL) The Shape Riddle Writing Challenge Objectives: We will observe and describe 2-dimensional shapes using geometrical vocabulary orally and in writing. Vocabulary: Sides Corners Straight Curved Symmetrical Lines of symmetry Equal Parallel 2011 Justin Johnson Right angle Length Line Cut in half Opposite Triangular Square Rectangular Round Sentence Frames: My Shape Riddle by _________. My shape is not _____. My shape has ______. It is ______. It has _____. There are ____. There is ____. Session 21(Assessment) Thinking About Shapes, Revisted Session 22 Getting Ready to Make Snow People The Paper Circles Problem Objectives: We will find a way to solve a big story problem. You will figure out how many paper circles I will need to cut if each of you is to have 3. We will talk about our strategies and solutions using words, pictures and numbers. Vocabulary: Sentence Frames: It will be _____+______+_______. It’s _______ times ________. I solved it by __________. My strategy was to ________. Session 23 Growing Patterns Making a Chart of 3s with Snow People Objectives: We will make our snow people and glue them to the chart to see the growing pattern. Session 24 Growing Patterns What Do You Notice About the 3’s Chart? Objectives: We will count by 3s. We will talk about what we see on the chart. We will write about what we see on our record sheets. We will predict the pattern. Vocabulary: Predict Multiply Multiplication Total 2011 Justin Johnson Sentence Frames: I notice _____. If our chart had ___ rows, we would see _____ snow people in the _th row. If our chart had ___ rows, we would see _____ circles in the _th row. It is growing by ___, because _____. It is counting by ___ because each snowman has ___ circles. Session 25 Growing Patterns Extending the 3’s Chart Objectives: We will count by 3s. We will use patterns to solve problems. We will Vocabulary: Column Row First, second, third, fourth… Grid Multiples of 3. Even Odd Pattern Sentence Frames: How do you find the multiples of 3? You need to add on 3 more each time. I predict that ___________. I discovered the pattern ___________ on the grid. 2011 Justin Johnson