Instruction Guide
First Grade Mathematics
Title
Geometric and Spatial Relationships
Suggested
Quarter
Third
Power Standard
Geometric and spatial knowledge of shapes, solids, and coordinate grids will deepen
the understanding of the 2 and 3 dimensional world in which we live.
M.O.1.3.1 draw, label, and sort circle, rectangles including squares, and triangles,
according to sides and vertices.
M.O.1.3.2 use physical materials to construct, identify, and classify three-dimensional figures: cube,
cone, sphere, rectangular solid, pyramid, and cylinder.
Content
Standards and
Objectives
M.O.1.3.3 recognize three-dimensional shapes in the environment.
M.O.1.3.5 create and describe simple symmetrical designs.
M.O.1.3.7 find and name locations on a first-quadrant grid.
M.O.1.3.8 predict the result of combining or decomposing two or more twodimensional/three-dimensional shapes.
M.O.1.2.1 sort and classify objects by more than one attribute, using various
strategies, Including Venn Diagrams.
21st Century Learning Skills &
Skills
Technology Tools
Teaching Strategies
Culminating Activity
21C.O.PK-2.1.LS2 Student
The teacher uses ‘Direct
can accurately interpret and
Instruction Strategies’.
create simple visuals (e.g.
Demonstration-how to
charts, maps, graphs and
create a coordinate
models) and use this
grid; how to use a
information to solve problems
visual to solve a
and communicate information.
problem and
Information and
Communication
Skills:
21C.O.PK-2.1.LS3 Student
articulates thoughts and ideas,
representative of real and
imaginary experiences, clearly
and effectively through oral,
written or multimedia
communication.
21C.O.PK-2.1.TT2 Student
demonstrates correct
keyboarding posture and
correct hand and finger
placement for the home row,
Page 1 of 22
communicate
information; how to
use Microsoft Word,
KidPix, or Kidspiration
to create an Animal
Zoo with 4 cages of
animals for the
culminating
assessment; and how
to use a concept map
and Frayer model.
Vocabulary Word Wall-
Evidence of Success
Students
successfully:
Take real-world 2-D
and 3-D digital
pictures and
describe the
shapes found in
the school
environment.
Use visuals to solve
problems and
communicate
information.
Use technology
(Microsoft Word,
Kid Pix, or
Kidspiration to
create a product
Handout 3.4
Instruction Guide
First Grade Mathematics
knows how to use keyboard to
create lower and upper case
letters, knows how to locate
and use the letters, numbers
and special keys (e.g., enter,
space bar, arrow keys, delete,
shift, punctuation keys,
number keys, left and right
hand position), knows how to
use a mouse to point and
click, place cursor at a
specified location, click and
drag, and right click.
21C.O.PK-2.1.TT3 Student
logs on to computer, starts
and exits programs, finds files,
and handles and uses output
devices (e.g., CDs, DVDs,
USB drives, diskettes) with
care. Student uses file menu
commands (e.g., New, Open,
Close, Save, Save as, Print)
and saves computer files to
diskette, hard drive and
server.
used by students to
help communicate
information and solve
problems.
Guided Practice-while
students are engaged
in symmetry activities
with paper folding,
hands-on
manipulatives (pattern
blocks, attribute
blocks, geoboards,
tangrams, geoblocks,
solid shapes,
interlocking cubes),
and Geometry
activities and games
online.
asked in the
Academic
Prompts.
Use Vocabulary
from the Math
Word Wall and
clearly and
effectively
communicate
through oral,
written or
multimedia
communication.
Use file menu
commands (e.g.,
New, Open,
Close, Save,
Save as, Print).
Seven Prompts will serve Students
as a starting point for successfully:
the students to
Create a photo
explore, create,
album explaining
explain, construct, and
the difference
demonstrate that
between a 2-D
geometric and spatial
and 3-D photo.
21C.O.PK-2.1.TT5 Student
knowledge of shapes
creates text, types words and
will deepen the
Write labels
sentences, and inserts images
understanding of the 2
describing and
using word processing
and 3 dimensional
comparing the
software. Student creates,
world in which we live.
shapes built for
saves, prints and opens
the Shape
The teacher uses
existing files. Student uses
Museum.
‘Independent Learning
editing functions in word
Strategies’.
Assemble a robot
processing software (e.g., font,
using the
Math Journal-Students
boldface, underline, font
information
write about math to
color). Student inserts
provided.
further develop and
graphics that enhance the
enhance their
Write and explain
understanding of the text.
mathematical thinking
the sorting rules
and communication
for the 10
skills in mathematics.
Creature Cards.
Journal entries will
Write a letter
provide opportunities
explaining the
for the students to selfproblems
assess what they have
stocking shelves
Page 2 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
learned. The math
journals are records of
the experience
received from the math
exercise or problem
solving activity. The
student has to think
about what he/she did
in order to
communicate it in
writing.
*The teacher uses
"scaffolding" to provide the
support and structure
necessary for students to
learn new information or
complete assigned tasks
successfully. For more
information on "scaffolding"
go to...
http://oops.bizland.com/diff.ht
ml
Thinking and
Reasoning
Skills:
Page 3 of 22
at Wal Mart.
Create a triangle
puzzle and fill in
information on
the puzzle sheet.
Write a report
describing where
dinosaurs were
found using
ordered pairs.
Design an Animal
Zoo, creating
animals using the
information in the
culminating
assessment and
creating a map
showing the
location of each
Animal Cage at
the zoo.
21C.O.PK-2.2.LS2 Student
The teacher uses ‘Thinking Students
identifies parts of a system
Skills Strategies’.
successfully:
and explains how those parts
Brainstorming-Students
Use concept maps
interact with one another.
may work in pairs for
and graphic
21C.O.PK-2.1.LS3 Student
the seven academic
organizers for
engages in a problem solving
prompts and the
comparing
process using objects to solve
culminating
shapes in order
problems and demonstrates
assessment to help
to help them
learning by explaining how
generate a larger
display their
they solved the problem.
number of ideas for the
geometric and
solutions of the
spatial
21C.O.PK-2.2.LS4 Student
problems.
knowledge of
engages in discovery,
Brainstorming
shapes and then
exploration and
enhances
the
solve problems
experimentation to reach
enjoyment of group
using their
unexpected answers. Student
work
and
improves
knowledge in the
makes unusual associations
morale. It may also
academic
and provides a variety of
serve
as
a
useful
prompts.
solutions to problems.
exercise for team
Justify how he/she
21C.O.PK-2.2.TT1 Student
building.
solved the
identifies procedures for caring
problem in the
for and using developmentally · Concept Mapping-Students
Handout 3.4
Instruction Guide
First Grade Mathematics
appropriate technologies (e.g.,
computers, CD/DVD players,
videotapes, diskettes, CDROMs, remote controls).
work in pairs on concept
maps (a technique for
visualizing) designed for
comparing shapes. They will
use the Frayer Model
21C.O.PK-2.2.TT3 Student
(adaptation of the concept
identifies different purposes
among software applications map) as a Visual/Graphic
Organizer to help them
(e.g., puzzles, writing tools,
compare and sort 2-D and 3graphing tools, concept
D shapes. An example can
mapping tools). Student
selects technology tools and be found in the Microsoft
Word files in the Resource
software to solve problems
(e.g., presentation software to Section.
explain and communicate
Kidspiration has Concept
information, drawing or paint Maps in the Teaching
software to make a picture,
Resources.
email software to send
Think Aloud to
messages, Internet browser to
demonstrate critical
access websites, and word
thinking, analysis, and
processing software to write a
synthesis.
story).
academic
prompts.
Use all the
information
processed during
this Geometry
unit, and
synthesize this
information in the
final product-The
Animal Zoo.
Use (Microsoft
Word, Kid Pix , or
Kidspiration to
create a final
product in the
culminating
assessment.
21C.O.PK-2.2.TT4 Student
identifies how technology
could be used to solve
problems in our everyday
world.
The teacher will
observe the students
using personal and
workplace skills
throughout the unit as
they are working and
The teacher uses ‘Direct
communicating as a
21C.O.PK-2.3.LS2 Student
Instruction Strategies’ when team to complete a
teaching Personal and
task. These are life
Personal and demonstrates ability to
Workplace Skills assume different roles and
Workplace Skills and
skills the teacher will
responsibilities as assigned by incorporates life skills into
observe as Evidence of
the teacher and abandons
his/her pedagogy.
Success.
ineffective strategies when
Leadershipintroduced to more effective
Students use
strategies for solving a
interpersonal(abl
problem or completing a task.
e to work with
21C.O.PK-2.3.LS5 Student
other students)
uses clearly defined teacher
and problem21C.O.PK-2.3.LS1 Student
manages negative emotions,
aligns his/her goals to the
goals of others, and works
cooperatively and productively
with others in small groups.
Page 4 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
directions and interpersonal
skills to move others toward
the goal.
21C.O.PK-2.3.LS6 Student
focuses on a project goal, and
with teacher guidance, frames
appropriate questions related
to the goal, considers possible
courses of action, selects a
plan of action and completes
the project.
21C.O.PK-2.3.TT3 Student
identifies how technology is
commonly used in homes,
community, and other
environments.
21C.O.PK-2.3.TT5 Student
demonstrates positive social
and ethical behaviors when
using technology. Student
identifies appropriate and
inappropriate use of
computers and describes how
to work collaboratively with
others when using technology
at home or in school.
Page 5 of 22
solving skills to
influence their
partner toward
an assessment
product (photo
album, shape
labels, shape
robot, a letter, a
puzzle, a report,
and a map of the
Animal Zoo) for
the culminating
assessment.
Personal QualitiesStudents will
display
responsibility,
self-esteem,
sociability, selfmanagement,
integrity, and
honesty.
Self DirectionStudents monitor
one's own
understanding
and learning
needs as they
progress through
the unit on
numeration. They
are able to
prioritize and
complete each of
the tasks. They
display
Accountability
and Adaptability
as they adapt to
the various roles
in the academic
prompts and take
on the
responsibility to
get the job done.
Handout 3.4
Instruction Guide
First Grade Mathematics
Personal
ProductivityStudents utilize
time efficiently
and manage the
task’s workload.
People SkillsStudents work
appropriately and
productively with
their partner.
Communication
Skills- Students
have the ability to
articulate
thoughts and
ideas clearly and
effectively.
TechnologyStudents work
with a variety of
technologies; use
computers to
process
information,
select technology
as a tool for
completing a
task, and are
able to apply
technology to the
task (understand
intent and proper
procedures for
setup and
operation of
equipment).
Basic SkillsStudents read
and understand
the written
information in
each task;
communicate
Page 6 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
their thoughts in
written work;
perform
mathematical
tasks, listen,
interpret, and
respond to verbal
messages from
the teacher and
other students;
and speak with
organized ideas
as he/she
communicates
orally a
justification for a
problem.
Thinking SkillsStudents think
creatively, make
decisions, solve
problems,
visualize, know
how to learn, and
reason.
Students will know…
· Vocabulary words: plane shapes, solid shapes, two/three dimensional, attribute,
symmetry, congruent, vertices/corners, sides, faces, edges, coordinate grid, and
pattern block names.
· the names, the number of faces, and the properties of solids (rolling, stacking, and
sliding).
· if one part of a figure matches the other part exactly when it is folded, the figure has
Performance line symmetry.
Objectives
· a solid figure is not like a plane figure.
(Know/Do)
· solid figures are all around you.
· the faces of a solid figure are in the shape of plane figures.
Students will be able to…
· recognize, identify, build, draw, label, and sort shapes and classify two- and threedimensional shapes by more than one attribute.
· describe attributes and parts of two- and three- dimensional shapes.
· compose and decompose geometric shapes.
Page 7 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
· recognize plane and solid shapes in the environment.
· construct symmetrical shapes.
· combine two or more shapes to make a congruent or a new shape
· find and name locations on a coordinate grid.
Big Idea
Geometric and Spatial Relationships
1. Geometry is the relationship of shapes and their attributes.
Enduring
Understandings
2. Two and three-dimensional shapes can be compared and classified by
common characteristics.
3. Geometric relationships help us to solve problems and makes sense of
our world.
1. How can you tell if a figure is 2-D or 3-D?
2. What are the properties of 2 and 3 dimensional shapes?
Essential
Questions
3. Why is symmetry important?
4. Why do people combine or decompose two or three dimensional shapes?
5. How are shapes used to describe the world around us?
Notes to Instructor
The intent of this unit is to teach students that geometric and spatial knowledge of
shapes, solids, and coordinate grids will deepen the understanding of the 2 and 3
dimensional world in which we live. The culminating assessment is an ageappropriate real-world task rather than the traditional chapter test on geometric
shapes. The knowledge, skills, and understandings resulting from this unit will help
the children develop the geometric and spatial sense needed in preparation for
second grade curriculum on geometric shapes. In order for all students to successfully
complete the learning activities, academic prompts, and culminating assessment,
Differentiated Instruction is integrated throughout the unit. Appropriate differentiation
Learning Plan &
of content, process, and/or product can accommodate diverse learners. Differentiated
Notes to
ideas will be in red text so you can see the possible modifications, accommodations or
Instructor
adaptations that may need to be made.
Support Children’s Mathematical Vocabulary Development
You play an important role in teaching your students the vocabulary in this
Geometry unit. Vocabulary words: plane shapes, solid shapes, two/three
dimension, attribute, symmetry, vertices/corners, sides, faces, edges, open and
closed figures, congruent, spatial relationships, coordinate grid, and pattern block
names) will be taught on a need-to-know basis. The fewer words introduced at the
beginning of the learning experience, the more quickly your class will engage in
DOING the geometry activities. The classroom teacher's aim is to motivate learning
new words when students see they are necessary. Present classroom activities, in
Page 8 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
which children read, write, draw, and explain mathematical ideas. Children can visit
this site for more vocabulary development.
http://www.harcourtschool.com/glossary/math_advantage/glossary1.html
Use Language Arts Strategies to Teach Vocabulary
Some strategies might include the following:
Use a Math Word Wall-with words, related pictures, definitions, and other images
to help make each new word meaningful
Have children write journal entries, stories, cartoons, bumper stickers, skits, raps,
songs or poetry about the terminology in this unit.
Have children invent their own terminology. They will realize that terms come from
people thinking about new ideas. We want them to be thinkers and creators in
the world of the future.
Writing about mathematics is another opportunity to understand mathematical
terminology and gives the teacher an opportunity to assess students’
understanding of the terms they use.
Use open-ended writing prompts that allow the students to use mathematical
vocabulary to share details about their understanding. Open-ended writing
prompts also give teachers information about students’ misconceptions.
Make a point of using mathematical terms in your own dialogue.
Have the students compile a list of key mathematical words by entering them into
a vocabulary book along with a description and an example of their meaning.
Have the students explain the meaning of mathematical terms to the class.
Some ideas to reinforce vocabulary with Differentiated Instruction:
Visual Aids. (Diagrams and Graphs) Encourage the use of diagrams and other
visual aids to help develop concepts and understanding. For written and verbal
communication, increase your focus on reasoning and decrease the focus on
language.
http://www.mcps.k12.md.us/curriculum/littlekids/archive/kidpix_thoughweb.htm
Frayer Model Map for the Visual Learner- The Frayer Model is an adaptation of
the concept map. The framework of the Frayer Model includes: the concept
word, the definition, characteristics of the concept word, examples of the
concept word, and non examples of the concept word. You might want to use
the Frayer Model Map for 2-D shapes and 3-D shapes. For more information
on this map go to this
website:http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/grap
hicorg/fraym.htm
Some ideas to reinforce vocabulary with Differentiated Instruction:
Note Cards. Encourage your ELL students to keep note cards to record math
terms and vocabulary in their own words, sometimes with the use of their
native language.
Page 9 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
Teach the concept in relation to known information.
Teach the vocabulary, which includes some or all of the following:spelling,
fingerspelling, sign, and pronunciation
Reinforce the meaning (multiple meanings) of the vocabulary in other
nonmathematical activities.
Kidspiration-(Inspiration Software, Inc.) Concept mapping for the visual learner.
Graphical ways of working with vocabulary, which teach the children how to
think and how to learn.
Please be aware that the Academic Prompts in the Lesson Plan are not in
sequence 1 through 7.
Content
1. K-W-L. At the beginning of the unit assess prior knowledge and skills. Readiness
for the Knowledge and Skills in the identified CSO's is determined by observation and
pre-assessment (K-W-L chart and a diagnostic skills test on 2-D shapes.) This preassessment will help identify those children who may need some differentiated
instruction in the unit.
Ask the students what they already Know (or think they know) about 2-D and 3-D
shapes. Secondly, ask them what they Want to know (or questions they have) about
these shapes. (Their questions may reveal interests or "hooks" to the topic. Their
questions may reveal misconceptions that will need to be addressed.) As the unit
proceeds, Learnings are summarized and recorded in the "L" column as they occur.
(This provides an opportunity to go back and correct any misconceptions that may
have been initially recorded in the "K" column.)
2. Children begin the unit by locating shapes in their everyday lives. Read the book
Shapes, Shapes, Shapes by Tana Hoban or Color Zoo by Lois Ehlert. Ask the
students to look around the classroom for examples of geometric shapes. Discuss the
shapes they identify. Ask each student to sketch a classroom object that resembles a
particular shape. By having each child describe how his or her shape is the same as
or different from a shape drawn by another student, you can encourage them to focus
on the properties of shapes such as the number of sides, the number of vertices,
whether the sides are the same length, etc. As students describe their shapes, you
can help refine notions they already have and can introduce useful vocabulary as
appropriate.
Exploration Stage
3. Provide materials (pattern blocks, geoboards, attribute blocks, interlocking cubes,
tangrams, pentominoes, and geoblocks to encourage the students to explore shapes
and their attributes. These sites will be useful in this Exploration Stage.
http://www.mathcats.com/explore/polygonplayground.html
http://www.mathcats.com/explore/polygons.htmlhttp://mathforum.org/varnelle/kgeo.ht
mlhttp://mathforum.org/varnelle/kgeo.html Introduction to Geometry for Primary
Students
Page 10 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
http://bright-productions.com/kinderweb/cir.html Review of 2-D shapes
4. Pattern Block Activities
Exploration-Children should have the opportunity to explore the shapes and
create geometric patterns. They investigate the results of combining shapes
and breaking them into smaller parts.
Comparing Blocks-Hide a pattern block in your hand. Describe the shape using
vocabulary words (sides, vertices) Remind the students that they cannot
describe the block using its color or name. They should concentrate on
the properties of the shapes. Ask a student to make a guess and explain
their thinking. Next, ask the children to explain how a square and a rhombus
pattern block are alike and different. Repeat using other pairs of shapes.
Students will be able to join pattern block pieces together to cover a region and to
identify and describe numerical relationships found among pattern block
shapes. Children’s work with pattern blocks will help develop the ability to
recognize relationships and visualize shapes. For instance, children learn that
the trapezoid can be formed with one blue rhombus and one triangle or with
three triangles. This observation can be used in making substitutions when
filling in a pattern block outline. Pattern Block Outlines can be found here. (It’s
a Perfect Fit-Part 2)
http://www.pbs.org/teachers/mathline/lessonplans/pdf/esmp/perfectfit.pdf
· Seven Ways to Make a Hexagon-Challenge the children to work with a partner and
try to find as many of the seven combinations as they can. Children use their spatial
sense to find multiple ways to fill in the same space. As they combine, construct, and
visualize shapes, they will acquire a deeper understanding of geometric shapes and
their properties. This helps them develop their sense of relationship in space. There
are many resource materials in Investigations, Everyday Math, and Pattern Block
Resource Books, which ask the students to find different ways to fill in an outline and
record the number of each shape in a table.
· Communication-Encourage the children to share their solutions. Discuss the largest
and smallest number of blocks used and the patterns they found. Ask them to explain
why they use a smaller number of pieces when they use the larger pattern blocks
(hexagons and trapezoids).
Pattern Block Exploration on the Computer Introduce QS_Shapes (Investigations
technology) on the computer. The children should use Free Explore to make their own
pictures or designs. They will explore symmetry with the Flip tools and equivalence
with the Hammer tool. If you hammer a shape (such as a blue rhombus) that is not
part of a group, it will break that single shape into smaller shapes (in this case, two
green triangles).
http://ejad.best.vwh.net/java/patterns/patterns_i.shtml
The children can build the shapes with yarn, rope, or elastic. You will need 3 children
to build a triangle, 4 children to build 4 sided shapes, etc. The children can use one
hand to represent the vertex.
Page 11 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
Do Assessment-Triangle Puzzles
Academic Prompt 6
5. Geoboards-The children can build 2-D shapes on the geoboard. The teacher can
make models on an overhead geoboard, and the children can copy the shape.
http://standards.nctm.org/document/eexamples/chap4/4.2/part2.htm Interactive online geoboard
6. Tangrams with a Literature Connection
Three Pigs, One Wolf and Seven Magic Shapes by Grace Maccarone is a
mathematical take on the classic fairy tale. Students are introduced to tangrams in this
leveled reader. The pigs use the seven magic shapes to form solutions to the
problems they encounter. Students will enjoy using tangrams to recreate the figures in
the book as well as creating their own tangram figures for classmates to solve.
Seven Magic Shapes Shadow Templates
Grandfather Tang's Story by Anne Tompert also uses tangrams to illustrate the story
a grandfather tells his granddaughter. Students will enjoy recreating the tangram
creatures found throughout the book.
http://www.alfy.com/teachers/teach/thematic_units/Patterns_Shapes/PS_1.asp
http://www.mathwire.com/literature/litgeometry.html
The Shape of Things by Dayle Ann Dodds introduces the geometric shapes as they
are found in the world around us. Students will be challenged to locate all of the
triangles in the illustration or the squares, etc. Shape patterns form the border of each
page, prompting more discussion about shapes, color and size.
Students can create their own shape pages for a class book on "The Shape of
Things." Download the Shape of Things template so that students can choose a
shape, draw a picture, stamp the border and add their own words to the page prompt.
Do Assessment-Homework Robots
Academic Prompt 3
7. Symmetry
Guided Practice and Independent Practice. Use Manipulatives (Geoboards,
Mirrors, Pattern Blocks, and paper) where appropriate to demonstrate concepts
and/or processes. http://www.haelmedia.com/html/sg_m3_001.html (symmetry
practice online) Fold some paper up into many folds, grab the scissors and make a
string of paper dolls, or animals, or snowflakes etc. Visit this site for Symmetry
activities with letters. http://www.fi.edu/qa97/me3/ Place the edge of the mirror across
the vertical center of some of the letters in the alphabet and you see that the reflected
image in the mirror balances and exactly completes the letter.
8. Use Small Groups
Make a Shape Mural Students design and make a group shape mural where they
focus on relating 2-D shapes to real world objects; explore the relationship
between shapes; develop vocabulary to describe and name shapes.
Make a Book of Shapes Students work in groups and make a book representing
Page 12 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
different real world shapes.
The use of pairs or small groups is an instructional strategy that can be very effective
for some students. By grouping students, you can:
encourage communication and interaction in a non-threatening and more relaxed
setting.
help students feel more comfortable to ask questions or seek explanations.
promote a positive support system for your students.
manage large classes with diverse student needs more effectively.
9. Introduce Quilt Patterns
· Read the book The Quilt by Ann Jonas. The book Eight Hand Round: A
Patchwork Alphabet. New York: Harper Collins, 1991 shows how a quilt is made
from squares, and how patterns repeat on quilts.
· The children can design a Quilt Square in QS_Shapes. If you make six copies of the
Quilt Square and tape them together with colored masking tape, each child can create
his/her own quilt. Quilting Through the Year by Paula Symonds has a collection of
paper quilts for each month of the year. The children learn the term congruent easily
when it is given in a clear context of matching a paper shape to shape in the quilt
block.
10.Sorting 2-D Shapes
Guided Practice and Independent Practice. Use Manipulatives (pattern blocks,
attribute blocks, buttons, beads, lids, etc.)
http://www.ssww.com/store/product/sku=LR1078/cmc=CRS/ (Collapsible sorting
circles are 20" in diameter) Great manipulative(Venn Sorting Circles) to use to
introduce sorting by more than one attribute.
· You will need to offer a variety of sorting techniques that will familiarize them with the
way data are collected, sorted, analyzed, and used.
· As students become adept with sorting, play “Guess My Rule” with the blocks to give
students practice in using sorting rules. Make a circle on the board or with a loop of
yarn on the floor. Write a “rule” for the attribute blocks on an index card; for example,
“All blue blocks.” Turn the card over to hide the rule. Ask the students to guess the
name or sorting rule represented by the circle. They can do so by picking a block from
the base pile and testing for the rule by asking whether the block belongs inside the
loop. The student who guesses the rule correctly is allowed to make a new rule for the
next round.
What’s the Rule? http://mothergooseprograms.org/activities/2113.pdf
What's My Rule
http://www.csus.edu/indiv/p/pfeiferj/EdTe226/concept
%20attainment/WhatsMyRule.doc
Shape cards and directions
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Handout 3.4
Instruction Guide
First Grade Mathematics
Visual Learner Idea http://www.gcisd.net/~david.kinney/02087EC3-004C4BB8.1/Sorting_Circles.pdf
Do Assessment-Sorting Cards
Academic Prompt 4
11. Solid Shapes-Children will explore 3-D shapes and build on their understanding
of two-dimensional shapes. As children explore, describe, compare, contrast, and
classify geometric solids, their sense of spatial relationships is developed. Hands-on
experiences with Geoblocks, Solid Shapes, Interlocking Cubes, and threedimensional shapes in their environment will provide a base of understanding that is a
necessary foundation for the more abstract geometric relationships that the children
will encounter in the later grades.
Do Assessment-Shape Pictures Displayed in School Library
Academic Prompt 1
Do Assessment-Shape Museum Displays
Academic Prompt 2
12. It's a Perfect Fit—Part 3 Ship Shape (Lesson Plan)
http://www.pbs.org/teachers/mathline/lessonplans/pdf/esmp/perfectfit.pdf
Students will be able to combine three-dimensional shapes to make a threedimensional whole using Geoblocks.ETA/Cuisenaire: Geoblocks
Students are introduced to three-dimensional shapes as they use Geoblocks to
explore geometric concepts. Students use smaller Geoblocks to build congruent
three-dimensional figures. They continue geometric investigations using interlocking
cubes as they build cube buildings and make connections between numerical and
geometric relationships.
13. Comparing and Constructing 3-D Shapes
· Students can create block constructions, paper 3-D shapes using nets,
interlocking cubes, straws, pipe cleaners, marshmallows, clay, or Play Dough.
· Students describe the characteristics of the 3-D shapes.
· Students draw to make a 2-D representation of a 3-D-object.
· Students build houses with 3-dimensions on the internet.
http://www.mathsnet.net/geometry/solid/houses1.html
http://www.mathsnet.net/geometry/solid/houses.html
· The Outline of Things- This math activity is from the Math for All video series.
Tape 8 - "Shapes in Space", Activity #1 In this activity... your children will match
common household items to outlines which you have traced on the back of a
shopping bag. Go here for the lesson plan. Annenberg Media Learner.org
http://www.learner.org/catalog/resources/activities/mact9806/mact9806-1.html
· Welsh Castle Tasks-The aim of this resource pack is to give pupils the
opportunity to identify and investigate two-dimensional and three-dimensional
shapes in the context of a Welsh castle (Castell Coch). http://www.ngflPage 14 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
cymru.org.uk/vtc/castle_shapes/eng/Introduction/default.htm
Do Assessment-Problems at Wal Mart
Academic Prompt 5
14. Coordinate Geometry
An initial and very powerful purpose of coordinate graphing is that it permits
one to "find one's way around" in two-dimensional space. You can use a
shower curtain or clear plastic tablecloth to build a coordinate grid with colored
masking tape. This hands-on manipulative can be used with direct instruction
as a way to motivate students and help them to use ordered pairs to locate a
point to the right and up from an origin.
http://illuminations.nctm.org/LessonDetail.aspx?id=L280
Do Assessment-Dinosaur Dig
Academic Prompt 7
Questioning Ask questions to check for understanding throughout the unit.
Reduce questions that emphasize memory or recall. Ask questions that
promote higher level thinking.
Clarity Checks Be sure to check for understanding of the tasks and processes
involved before students get started working on the assignment. Some students
often do not seek clarification for fear of calling attention to them.
Time Frame The students will be involved in the Academic Prompt tasks for 1-2
class periods. Additional time will be provided for students to meet their needs.
Degree of Scaffolding If needed, students will be provided with instructional
support (scaffolding) as they work on the task.
Computers: Math games on the internet are a good way to incorporate learning,
and students will enjoy these games more than drills or paper and pencil
worksheets. You should preview games with the students to help them
understand the "game" and to explain the logistics. If needed, a script can be
kept near the computer to help the student with directions to particular sections
of the game. (Check for more Links at the end of the Instructional Guide).
Assessments Use a balance of assessment formats throughout the Geometry
unit, in order to provide a more balanced picture of students’ knowledge, skills,
and understanding.
1. Selected Response (Chapter Tests on Shapes) 2. Constructed Response
(Illustrations of Shape Comparisons, Creations of graphic organizers, short
answer quizzes or tests) 3. Performance Assessment (Academic Prompts and
Culminating Assessment) 4. Informal Assessment (Reflective journals, learning
logs, teacher-student conferences, listen-think-pair-share activities,
observation, oral questioning, self-evaluation activities)
Academic
Prompts
Page 15 of 22
Shape Pictures Displayed in School Library
Academic Prompt 1
Handout 3.4
Instruction Guide
First Grade Mathematics
You are a photographer. You have been hired by your school’s principal to take real
world digital pictures inside and outside of your school. Your pictures will be displayed
in a photo album for the school library or on a slide show using Kid Pix. The first
section of the album or slide show will include 2-D pictures with a description of the
shape and the real world object. The second part will include the 3-D pictures with a
description of the shape and the real world object.
Shape Museum Displays
Academic Prompt 2
You are a Curator in a Shape Museum. You have been given a very important job to
do with your partner. You will set up displays in 2 rooms of the museum. In the 2-D
room, you will build as many shapes as you can, with toothpicks, straws, pipe
cleaners, clay, and marshmallows on large index cards. Write the name and the
description of each shape you build. You will use the same materials to build displays
in the 3-D room. You will label each solid with its name and description. All the visitors
in the museum will be able to view your shapes and read all the descriptions.
Homework Robots
Academic Prompt 3
You are an Assemblyman working on Robotics. You have been asked to assemble a
robot to help children do their homework. You may use construction paper, crayons,
Microsoft Word, or Kid Pix to assemble your robot.
Homework Robots have:
· a square head
· triangle eyes
· a circle for a nose
· circles for the hands,
· rectangles for the body, legs, and arms
· 3 fingers, each shaped like a rhombus on each hand
· trapezoids for the feet
All robots that have been assembled according to the directions will be sent to stores
as soon as possible.
Sorting Cards
Academic Prompt 4
Yugioh Card Company is looking for new trading cards. You have been asked to help
sort these new Creature Cards. Go here to get copies of the creature cards and
record sheets. http://www.mecas.org/LAD/Tasks/MathK-2/CreatureCards.pdf
First, sort all 10 cards into two groups using one attribute. Write the attribute used
on the record sheet.
Next, sort all 10 cards into four groups by one attribute. Write the attribute used on
Page 16 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
the record sheet.
Last, sort all 10 creature cards into three groups. Is it possible? Why or why not?
Do you think Yugioh Card Company should use these Creature Cards in their new
Monster Deck? Why or why not? http://www.upperdeckentertainment.com/yugioh/en/
Problems at Wal Mart
Academic Prompt 5
You stock shelves at Wal Mart. They have just received a large shipment of goods
shaped like solids. You have been asked to sort the goods by special properties
before putting them on the shelves.
The items that stack will be on the first shelf.
The items that roll will be on the second shelf.
The items that slide will be on the third shelf.
If you have any problems deciding on which shelf to put the object place it on the
fourth shelf.
Write a letter (on paper, Microsoft Word, Kid Pix or Kidspiration) to your boss at Wal
Mart explaining why you had problems stocking the shelves. Draw a Venn diagram in
your letter which represents how you could solve the problem. Go here to draw a
Venn diagram in your letter using Kid Pix.
http://www.mcps.k12.md.us/curriculum/littlekids/archive/kidpix_venn.htm
Go here to use this page to write a letter using the Venn diagram.
http://www.louisianavoices.org/Unit8/edu_venn_diagram_blank.html
Triangle Puzzles
Academic Prompt 6
You are a Puzzle maker. You will be designing a puzzle for the Puzzle Center in the
classroom. Please follow these directions while constructing a puzzle.
1. Construct a triangle puzzle with a least 10 pattern blocks.
2. Trace the outline of your triangle puzzle when it is completed with a black
crayon.
3. Write the number of each block you used on the recording sheet which can be
found in the Microsoft Word files in the Resource Section of the guide.
4. Trade puzzles with a partner Puzzle maker.
5. Fill your partner’s Triangle puzzle with Pattern Blocks.
6. Write the number of each block you used on the same recording sheet.
7. Compare your record sheet with your partner’s. Do you have the same
information? Why or Why not?
Dinosaur Dig
Academic Prompt 7
Page 17 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
You want to be a future paleontologist. You have just practiced a Dinosaur Dig on the
internet. Go here to find the Dig. http://funschool.kaboose.com/timewarp/dinosaurs/games/game_dinosaur_dig.html
It is a fun exercise in mapping coordinates that also ties into earth science, rocks and
minerals as well as exploration. You already know that you have to first be able to
locate points on a grid in order to use a map.
Pretend that you dug up five dinosaurs. Get a sheet of graph paper from your teacher.
Graph paper can be found in the Microsoft Word files in the Resource Section of the
guide. Write 5 letters (A, B, C, D, E) going from left to right at the bottom of the graph.
Write the numbers (1, 2, 3, 4, 5) starting from the bottom to the top on the left side of
the grid. Use dinosaur stickers, stamps on Kid Pix, or small dinosaurs and place them
anywhere on the grid. Write a report for other future paleontologists, describing where
the dinosaurs are located. Be sure to use ordered pairs in your description.
5
4
3
2
1
A
B
C
D
E
The Animal Zoo
Culminating Assessment
You are an architect. You are designing the Animal Zoo, which will open this summer.
There are many children excited to visit the new Animal Zoo in town. You will be
designing and building shape animals for 4 cages in the zoo.
Culminating
Assessment or
Product
In Cage 1, build an animal with pattern blocks, the pattern block stickers or
stampers, or design your animal using online pattern blocks at
http://ejad.best.vwh.net/java/patterns/patterns_i.shtml.
Investigations has QS_Shapes software where the children can design pattern block
animals and print them. Name the animal and the number of each block you used.
In Cage 2, build an animal with only circles and rectangles. Can you use the
square? Be sure your animal is symmetrical. You may use attribute blocks,
paper shapes, Kid Pix, or draw the animal.
In Cage 3, use 3-D shapes that stack and slide to build an animal.
In Cage 4, use thick attribute blocks with 4 sides and 4 vertices to build an animal.
The zoo will need a map showing the location of each Animal Cage at the zoo. Draw
and label a coordinate grid. Graph paper can be found in the Microsoft Word files in
Page 18 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
the Resource Section of the guide. Write 5 letters (A, B, C, D, E) going from left to
right at the bottom of the graph. Write the numbers (1, 2, 3, 4, 5) starting from the
bottom to the top on the left side of the grid. Write the coordinate pair where each
cage is located.
Websites
2-D Shapes
http://www.storyplace.org/preschool/activities/shapesonstory.asp
http://nlvm.usu.edu/en/nav/frames_asid_270_g_2_t_3.html?open=instructions
http://standards.nctm.org/document/eexamples/chap4/4.2/index.htm
http://www.primarygames.com/puzzles/match_up/shape_match/shape_match.htm
http://www.harcourtschool.com/activity/solid_figures_plane_shapes/
Pattern Block Exploration on the Computer
http://math.rice.edu/~lanius/Patterns/
http://nlvm.usu.edu/en/nav/frames_asid_169_g_1_t_2.html?open=activities
These shape poems and songs will help the auditory learner.
http://www.canteach.ca/elementary/songspoems82.html
http://www.mrsjonesroom.com/songs/shapes.html
http://harcourtschool.com/jingles/jingles_all/1what_am_i.html
Links and Other
Resources
http://www.littlegiraffes.com/shapes.html
http://www.amazon.com/Irresistible-Mini-Plays-Teaching-MathGrades/dp/0439043867
http://www.harcourtschool.com/jingles/jingles_all/1what_am_i.html
Geoboard sites
http://illuminations.nctm.org/WebResourceReview.aspx?ID=516
http://nlvm.usu.edu/en/nav/frames_asid_277_g_1_t_3.html?open=activities
Tangram sites
http://www.kidscom.com/games/tangram/tangram.html
http://britton.disted.camosun.bc.ca/tangram.swf
http://pbskids.org/cyberchase/games/area/tangram.swf
http://www.tygh.co.uk/tan/tan.htm
Activities with the Tangrams
http://www.funorama.com/sheet1.html
http://www.funorama.com/sheet2.html
http://www.funorama.com/sheet3.html
Page 19 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
Quilt Sites on the Internet
http://www.licm.com/shtml_content/s_quilt.shtml
http://wwwz.protozone.net/ASHOCK/AJQuil.html
http://britton.disted.camosun.bc.ca/quiltref_embed.html
http://www.mathwire.com/quilts/quilts.html
http://illuminations.nctm.org/ActivityDetail.aspx?ID=27 Quilters and other designers
sometimes start by producing square patches with a pattern on them. These square
patches are then repeated and connected to produce a larger pattern. Create your
own patch using the shapes in the tool below.
http://www.quilt.com/QuiltBlocksPage.html
http://www.learner.org/teacherslab/math/geometry/shape/quilts/index.html
Quilt Literature Books
"The Patchwork Quilt" by Valerie Flournoy
"Tanya's Reunion" by Valerie Flournoy
"The Quilt Story" by Tony Johnson
"The Bedspread" by Sylvia Fair
"The Keeping Quilt" by Patricia Polacco
"The Quilt" by Ann Jonas
Sorting Shapes on the Internet
Attribute Blocks Sorting http://lsit.coe.ecu.edu/project/stevensn.htm (Good
article to read on sorting) Attribute Blocks-Practice sorting blocks by color,
shape, and size.
http://nlvm.usu.edu/en/nav/frames_asid_270_g_2_t_3.html?open=instructions
Venn Diagram Shape Sorter
http://www.shodor.org/interactivate1.0/activities/venndia/index.html
Guess My Button http://www.learner.org/teacherslab/math/patterns/buttons/
What’s the Rule? Tangrams Sorting
http://cpscia.k12.ar.us/Curriculum/Math/Math%20K4/Second%20Grade/NO.3.2.4/What's%20My%20Rule.pdf
Sorting by Two Attributes
http://www.mcps.k12.md.us/curriculum/littlekids/archive/kidpix_classification.htm
http://illuminations.nctm.org/LessonDetail.aspx?ID=L494
Other Symmetry Sites
http://www.figurethis.org/challenges/c05/challenge.htm NCTM site
http://www.adrianbruce.com/Symmetry/index.html
http://www.adrianbruce.com/Symmetry/16.htm
Page 20 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
http://www.adrianbruce.com/Symmetry/power/power.htm
http://www.symmeter.com/symfacer.htm
SymFace lets you see how your face would look if it was perfectly symmetrical.
http://www.trafficsign.us/
http://educ.queensu.ca/~fmc/june2002/PaperDoll.htm
http://www.protozone.net/ASHOCK/AJSNOW.html
http://www.zefrank.com/snowflake/
http://britton.disted.camosun.bc.ca/snow/art.html
http://www.snowflakebentley.com/
http://snowflakes.barkleyus.com/make-a-flake.swf
http://www.montessoriworld.org/Handwork/foldingp/snowflak.html
http://www.ushistory.org/betsy/flagstar.html
http://www.anbg.gov.au/flags/flags.html (symmetry in flags)
Other Coordinate Geometry Sites
http://www.beaconlearningcenter.com/WebLessons/GridGraph/default.htm#page10
http://www.funbrain.com/cgi-bin/co.cgi?A1=s&A2=0
http://interactive2.usgs.gov/learningweb/teachers/mapadv.htm
http://www.harcourtschool.com/activity/follow_a_path/
Student Materials:
Computers with internet access and printer
Computer Kidspiration software
Computer Kid Pix software
Computers with Odyssey access
Digital Camera
Odyssey-Level 1 Shapes (Plane and Solid Shapes, Special Plane Shapes,
Attributes of Plane Shapes, Name Solid Shapes, Attributes of Solid Shapes,
Congruent Shapes)
Manipulatives: Pattern Blocks, Attribute Blocks, Interlocking Cubes, Tangrams,
Geoboards, Geoblocks, Solids, Symmetry mirrors, and toy dinosaurs
Toothpicks, straws, pipe cleaners, clay, marshmallows, pattern block stickers,
pattern block stampers, and dinosaur stickers
Index cards, construction paper, paper letters of the alphabet, and record sheets
Math Literature
Circles, Triangles and Squares by Tana Hoban
Captain Invincible and the Space Shapes by Stuart J. Murphy
Page 21 of 22
Handout 3.4
Instruction Guide
First Grade Mathematics
The Silly Story of Goldie Locks and the Three Squares by Grace Maccarone
The Straight Line Wonder by Mem Fox
When a Line Bends… A Shape Begins by Rhonda Gowler Greene
The Shape of Things by Dayle Ann Dodds
Squarehead by Harriet Ziefert
Bear in a Square by Stella Blackstone
The Quilt maker’s Gift by Jeff Brumbeau
Shape Up! by David A. Adler
The Boy and the Quilt by Shirley Kurtz
The Quilt Story by Tony Johnston and Tomie dePaola
Three Pigs, One Wplf, and Seven Magic Shapes by Grace Maccarone
Grandfather Tang’s Story by Ann Tompert
Let’s Fly a Kite by Stuart J. Murphy
Twizzlers Shapes and Patterns by Jerry Pallotta
The Greedy Triangle by Marilyn Burns
A Cloak for the Dreamer by Aileen Friedman
Grandma’s Button Box by Linda Williams Aber
The Button Box by Margarette Reid
A String of Beads by Margarette Reid
Kid Pix Information
http://www.edzone.net/~mwestern/KidPix/KPS.html
http://www.marcias-lesson-links.com/kidpix.html
http://www.lttechno.com/links/kidpixmath.html#Number%20Sense
Inclusive Technology for the Special Needs People
http://www.inclusive.co.uk/catalogue/acatalog/exclusive.html
http://www.lttechno.com/links/kidpixmath.html#Number%20Sense
Page 22 of 22
Handout 3.4