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
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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
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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.
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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 _____.
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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
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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.
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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
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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
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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
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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.
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Justin Johnson