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## Lesson Plan

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This lesson provided by:
 Author: Valerie Harden System: Mobile County School: Dixon Elementary School

General Lesson Information
 Lesson Plan ID: 26401 Title: Shape Makers Overview/Annotation: In this Five E’s AMSTI lesson, students discover relationships between shapes. Students discover multiple ways to combine shapes to fill the area of a given shape using real and virtual pattern blocks, and share their solutions with peers. Children create puzzles for a partner and play an online game to reinforce their learning.This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.

Associated Standards and Objectives
Content Standard(s):
 MA2015 (K) 17. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. [K-G1] MA2015 (K) 18. Correctly name shapes regardless of their orientations or overall size. [K-G2] MA2015 (K) 19. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). [K-G3] MA2015 (1) 19. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1-G1] MA2015 (1) 20. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1-G2] MA2015 (1) 21. Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1-G3] MA2015 (2) 24. Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2-G1] MA2015 (2) 25. Partition a rectangle into rows and columns of same-size squares, and count to find the total number of them. [2-G2] MA2015 (2) 26. Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3]

Local/National Standards:

2009 Mathematics ACOS Standards (Kindergarten):

8. Identify two-dimensional (plane) shapes, including rectangle, square, circle, triangle, hexagon, trapezoid, and rhombus, and three-dimensional (solid) figures, including sphere, cone, and cylinder.

· Combining shapes to fill in the area of a given shape

Example: covering a rectangle with two triangles

National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics:

Expectations for Kindergarten Students:

Geometry:

· Recognize, name, build, draw, compare, and sort two- and three-dimensional shapes

· Describe attributes and parts of two- and three-dimensional shapes

· Create mental images of geometric shapes using spatial memory and spatial visualization

Process Standards:

Communication: Communicate their mathematical thinking coherently and clearly to peers, teachers, and others

Problem Solving:

• Build new mathematical knowledge through problem solving
• Apply and adapt a variety of appropriate strategies to solve problems
• Monitor and reflect on the process of mathematical problem solving

Primary Learning Objective(s):

The student will be able to name shapes and combine them to fill in the area of another shape.

Students will develop problem solving skills by attempting to discover multiple ways to fill a given shape.Students will clearly communicate their reasoning strategies.

Preparation Information
 Total Duration: 31 to 60 Minutes Materials and Resources: Then and Now on Old MacDonald’s Farm by Dr. T. E. FosterPattern blocksPattern block puzzles (two of each puzzle)Paper pattern blocks (click pattern block templates) Triangle Challenge worksheet, from Pattern Block Puzzle site above (one per student)AMSTI Investigations users may choose to substitute the following: Pattern Block Puzzles:Unit 5, masters M20-29Paper Pattern Blocks: Unit 5, masters M14-19 Technology Resources Needed: Interactive white boardComputer with LCD projectorWeb accessStudent computer(s) with web access Background/Preparation: After downloading the pattern block puzzles above, you might want to white out the interior lines. This encourages students to find more than one way to solve the puzzles.

Procedures/Activities: