1. Topic-
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2. Content-
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Ways of Working:
- Identify math in everyday situations.
Knowledge and Understanding: Space
- Describe and analyze shapes and objects and use their properties
to solve problems.
Key Vocabulary:
-Circles, Squares, Triangles, Rectangles, Natural and Built Environment,
Round, Equal |
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3. Goals: Aims/Outcomes-
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1. Students identify, name, model and draw 2D shapes with up to
4 sides.
2. Locate these shapes within the school grounds, built and natural
environment
3. create a Shape Book with hand drawn shapes and labeled properties
for future reference (ongoing) |
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4. Materials and Aids-
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| stopwatch, paper, pencil, timer, shape book |
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5. Procedures/Methods-
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A. Introduction-
1. Introduce 2D shapes; squares, circles, triangles, rectangles.
2. Activate prior knowledge about these shapes, do students know properties
of shapes? (triangle has 3 sides, circle is smooth and round, square
has 4 equal sides, rectangle is long with 4 sides.
(5 min) |
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B. Development-
1. Discuss with students how geometric shapes can be found in everyday
life (playground, school buildings, at home)
2. Have students brainstorm places they have noticed these shapes
in the 'real world'
3. Show pictures of these shapes in the real world ( sun is a circle,
building shaped like a rectangle, tree is triangular, tiles are square)
(10 min) |
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C. Practice-
1. Break the class into small groups of 4, each group member assigned
a different role:
- group leader (makes sure everyone is quiet and on task)
- presenter (present information found to the class)
- reporter (tells recorder what information has been found)
- recorder ( records all information found)
2. explain the class is going on a 'School Shape Scavenger Hunt',
provide each group with a list of shapes they need to find, they must
identify both natural and built objects that hold the specified shape
properties
3. give each group a stopwatch and timer and set a time for the activity
(30mins)
4. organization of parent volunteers or teacher aides will be needed
to monitor each group of children while they hunt. |
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D. Independent Practice-
1. students record shape they found and what it is. e.g.; rectangle-
the school flag, triangle- the pine tree outside classroom A
2. once time is up, groups return to classroom and the assigned presenter
shares the shapes their group found and where they were located to
the whole class
3. once each group has presented, discuss the most common shapes that
were found, which were the most difficult shapes to find
4. students return to their desks and begin their Shape Book, drawing
shapes, labeling properties and giving examples (square, 4 equal sides,
tile)
(20 min) |
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E. Accommodations (Differentiated Instruction)-
1. assign student roles according to learning levels and personalities
(high level learners can report information, shy students can be group
leaders or presenters, low level learners can be recorders
2. provide an extension sheet for gifted students who may like to
identify extra shapes (pentagon, hexagon, etc.)
3. provide guided help for low level learners when creating their
Shape Book (what's an object that is round? what do we call that?) |
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F. Checking for understanding-
1. observational- during hunt are students locating and identifying
the specified 2D shapes? are they naming correct properties? are they
finding natural and built shapes?
2. formative- checklist- are they able to draw, name, label and give
example of shapes in their Shape Book?
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G. Closure-
1. What am I (Shape Game)
2. quick question and answer (I have smooth sides, I am even, what
am I? circle) etc. |
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