Shapes, Length, Time, Data - [PPTX Powerpoint] (2024)

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Shapes, Length, Time, DataPowerpoint is on our Elementary MathResources K-1 wikiGoals for todayLearn the progression of geometricthinkingExplore activities related to the Common Core for geometry,measurement and dataConsider next stepsSharingGeometricThinkingMrs. Ellis is designing square swimming pools. Each poolhas a square center that is the area of the water. Mrs. Ellis usesblue tiles to represent the water. Around each pool there is aborder of white tiles. Here are pictures of the three smallestsquare pools that she can design with blue tiles for the water andwhite tiles for the border.

Sorting and CountingFor each square pool, sort the tiles intoblue tiles for the water and white tiles for the border.Count howmany tiles are in each pile.Are there more blue tiles than whitetiles?

Pattern in the Blue SquaresBuild each of the three blue squares.How many blue tiles are in each square?Build the next-biggestsquare that you can make out of the blue tiles. Then build thenext. Count the squares in each.What patterns do you see?What is asquare?

Blue square 1 Blue square 2 Blue square 3

T:Why do you call it a square? Whats a square to you?G:Ablock.T:If it were longer down like this, would it still be asquare?G:No, it would turn into a rectangle.T:So what makes it asquare?G:That its not as far down as a rectangle.T:Is thereanything else about the sides? How long is this side?G:Threesquares.T:How long is this side?G:Three squares.T:So what is asquare?

G:Can I try something? Im putting out three to see if I canscramble them around and make a square. [Grace is working withthree unit squares and trying to build a square. Notice that theteacher was trying to draw Graces attention to the equality of thesides. But, not unexpectedly, she became interested instead in thenumber 3 and its relationship to the square.]T:A square out ofthree? [Grace notices that she will need four squares to make asquare and builds it.]T:How can you be sure its a square?G:You can,because all the sides are the same length.

Found on Peace, Love and First Grade, a blog by LauraOriginal onAshley Hughes Teachers Pay Teachers storeColor the ShapesColor allthe triangles green.Color all the rectangles red.Color all thecircles blue.Are there some shapes you havent colored?

Shapes by gradeK: squares, circles, triangles, rectangles,hexagons, cubes, cones, cylinders, and spheres1st: rectangles,squares, trapezoids, triangles, half-circles, and quarter-circles2nd: triangles, quadrilaterals, pentagons, hexagons, and cubes3rd:rhombuses4th: parallelogram is implied by classifying figures basedon parallel linesShapes All Around Us

K.G.1 Describe objects in the environment using names of shapes,and describe the relative positions of these objects using termssuch as above, below, beside, in front of, behind, and next to.vanHiele Levels of Geometric ThoughtLevel 0: VisualizationStudentsrecognize and name figures based on the global, visualcharacteristics of the shape. Students at this level are able tomake measurements and even talk about the properties of shapes, butthese properties are not abstracted from the shape at hand. It isthe appearance of a shape that defines it for a student. A squareis a square because it looks like a square.Other visualcharacteristics may include pointy, fat, sort of dented in.Classification of shapes at this level is based on whether theylook alike or different.from Van de Walle and Lovin, 2006van HieleLevels of Geometric ThoughtLevel 1: AnalysisStudents are able toconsider all shapes within a class rather than a single shape. Byfocusing on a class of shapes, students are able to think aboutwhat makes a rectangle a rectangle (four sides, opposite sidesparallel, opposite sides equal, four right angles, etc.) Irrelevantfeatures (e.g. orientation or size) fall into thebackground.Students begin to appreciate that a collection of shapesgoes together because of its properties.from Van de Walle andLovin, 2006=K.G.2 Correctly name shapes regardless of theirorientations or overall size.AttributesGive each student a sheet ofshapes. Have them brainstorm ways to describe the shapes. Recordtheir responses on chart paper. Guide students to look for waysother than color and size when describing the shapes such as bynumber of sides, number of corners, or no corners. Describe thisshapeShow a shape. Ask students to say something about what theshape looks like. Write their descriptions on the board.If needed,guide them to be specific: How many sides? How many corners?Showtwo squares of different color. Ask, are these both squares? Whyare they squares? Can squares come in differentcolors?Attributes1.G.1 Distinguish between defining attributes(e.g., triangles are closed and three-sided) versus non-definingattributes (e.g., color, orientation, overall size); for a widevariety of shapes; build and draw shapes to possess definingattributes.2.G.1 Recognize and draw shapes having specifiedattributes, such as a given number of angles or a given number ofequal faces. Identify triangles, quadrilaterals, pentagons,hexagons, and cubes. (Sizes are compared directly or visually, notcompared by measuring.)Attributes

van Hiele Levels of Geometric ThoughtLevel 2: InformalDeductionStudents are able to develop relationships between andamong properties of shapes. They recognize sub-classes ofproperties: If all 4 angles are right angles, it is a rectangle.Squares have 4 right angles, so squares must be rectangles.from Vande Walle and Lovin, 2006Shape sortsTake any shape. Tell one or twothings you find interesting about the shape.Choose two shapes. Findsomething alike and something different about the two shapes.Thegroup selects one shape and places it in the center of theworkspace. Find all other shapes that are like this shape accordingto the same rule. Do a second sort with the same target shape butusing a different property.

Shape sortsGroups share their sorting rules with the class andshow examples. Everyone draw a new shape that will also fit in thegroup according to the same rule.Do a secret sort by selectingabout 5 shapes that fit a secret rule, leaving some similar shapesin the pile. Others find similar shapes and try to guess therule.

Match the Rule

Georgia Common Core first grade workbook p. 36AttributesIn yoursmall group, look at the pictures of the shapes on your page. Listall the attributes you can find that all the shapesshare.SidesCorners(Diagonals and symmetry are introduced in 4thgr.)

The rhombus has 4 sides4 cornersopposite sides are the samelengthOrientationDraw a triangle. Does it look like one of thesetriangles?

Is this a triangle? How do you know? If we turn this triangle,is it still a triangle?

Attribute Blocks

Which One Doesnt Belong?The Teacher will place attribute blocksin a brown paper bag. One student will come to the front of theroom and grab a handful of blocks from the bag. The student willshow the blocks to the class, describe the blocks and decide whichone(s) does not belong. The teacher will want to model this priorto the students completing in front of the class. The student willplace the blocks back in the bag and another student will repeat.Complete this activity several times until the students havegrasped the concept of which one does not belong. Georgia CommonCore first grade workbook p. 24

Build a ShapeRead The Greedy Triangle (on wiki)Ask students ifthey can make shapes with their bodies and a piece of yarn.Usestraws, pipe cleaners, or other manipulatives to create a triangle,rectangle, square and trapezoid. Model how you connect the strawsand pipe cleaners to create a shape (sample below). Read The GreedyTriangle again. Have students create the shapes as you come to eachshape in the book.

Georgia Common Core first grade workbook p. 29

K.G.5 Model shapes in the world by building shapes fromcomponents (e.g., sticks and clay balls) and drawing shapes.Build acubeIt is often difficult for students to visualize as it requiresa coordination of both two and three-dimensional shapes. Activitieswhich require students to think about, manipulate, or transform ashape mentally will contribute to students overall visualizationskills.

Making Shapes

National Library of Virtual ManipulativesWhat can students learnfrom using Geoboards?

Composing ShapesK.G.6 Compose simple shapes to form largershapes. For example, can you join these two triangles with fullsides touching to make a rectangle?

1.G.2 Compose two-dimensional shapes (rectangles, squares,trapezoids, triangles, half-circles, and quarter-circles) orthree-dimensional shapes (cubes, right rectangular prisms, rightcircular cones, and right circular cylinders) to create a compositeshape, and compose new shapes from the composite shape. (Studentsdo not need to learn formal names such as right rectangularprism.)

Composing Shapes1.G.2 Compose two-dimensional shapes orthree-dimensional shapes to create a composite shape, and composenew shapes from the composite shape.

Decomposing ShapesDisplay a large square to the students andask, What will happen if I cut this shape straight down the middle?What shapes will be created? Why do we call these two shapesrectangles, not squares?

Decomposing ShapesEmphasize the lines that students cut have tobe straight horizontal, vertical, or diagonal and then demonstratethese to the students. Example cuts should include ones that arenot just straight through the middle; instead the teacher shouldsnip off one corner demonstrating a small cut. This will showstudents their cuts can be of various lengths. Take turns havingone student demonstrate a cut and then other students model thesame cut.

Decomposing ShapesGive each student a set of shapes (p. 36) Tellthem to cut out each shape and see what shapes can be made bymaking one cut. Have the students glue their pieces down puzzlestyle. Have each student share how they cut one of their shapes andidentify the new shapes they made.

Georgia Common Core first grade workbook p.33DifferentiationExtension Ask students, What kind of shapes wouldbe created by making two cuts? Allow students to explore withcombining three shapes to create a new shape.

Intervention Allow students who may be having a difficult timedescribing or making the shapes extra time with pattern blocks as amodel. Students could also use tangram pieces if they are havingdifficulty with the cuts.

Pattern Blocks - Composing

Pattern Blocks - Composing

Illuminations at NCTM.orgNational Library of VirtualManipulatives

Math Playground

Tangrams

Fractions of a shapePart I Gather students in a common area.Hold up one sheet of paper. Tell students that the paper representsa cake that four students won at the fair and then fold itunevenly. Tear off three small pieces to give to the three randomstudents and then give the one big piece to a fourth student. Ask,Is this fair? Why do you say that? What should I do to make itfair? Invite further discussion with students about situationswhere they have had to share things such as cookies, candy or toys,and listen for them to verbalize the importance of making sureeveryone gets a fair share. Fractions of a shapePart II Read A FairBear Share by Stuart J. Murphy or similar book on fractions. Afterthe story, remind students of the cake scenario you discussedbefore reading. Ask Is there a way to cut the cake so it will befair? Allow students to share ideas. Give each student 3 sheets ofconstruction paper that are the same size. Tell the students thatthese represent 3 whole cakes. Have them label one of the sheetswith the number one (because it represents one whole cake). Itshould also be labeled one whole. Next, tell the students they aregoing to share the second cake (piece of construction paper) withone friend. Tell them to fold the paper in a way that it willcreate two equal pieces. Keep in mind some students may fold theirpaper vertically, horizontally or diagonally. Allow allrepresentations to be shared and discussed. Ask questions such as:Are these two representations of the same size? How do you know?Fractions of a shapeFor the third sheet of construction paper, tellthe students they are going to share this cake with 3 friends andfold it in a way that creates four equal pieces. Some students mayfold it vertically (like a fan) or vertically and horizontally(making a grid). Allow both representations to be shared anddiscussed. The discussion for should be similar to the one you hadrelated to . Label each part of the third cake with both thefraction and the words fourths and quarter. Make sure to askstudents What is happening to our pieces as we add more folds tothe paper? Why is this happening? What if we shared this cake withten people, would we get more or less cake? How do you know? Whichis bigger or ? (Or ask in this way, Which is larger, one half orone quarter?) Can you prove it? Fraction Fill In Game Students willwork with a partner to play Fraction Fill In to develop proficiencywith fractions. To use spinner, put a paperclip in the middle. Holdit in place with the tip of the pencil. Have the student thump thepaper clip to spin and see where it lands.

pp. 55-56 Fractions from ComposingWhat simple fractions can bemade from pattern blocks?

1.G.3 Partition circles and rectangles into two and four equalshares, describe the shares using the words halves, fourths, andquarters, and use the phrases half of, fourth of, and quarter of.Describe the whole as two of, or four of the shares. Understand forthese examples that decomposing into more equal shares createssmaller shares.

VideosCleverCarhttp://www.youtube.com/watch?v=4idPhHinb_gClassify, Sort andGraphK.MD.3 Classify objects into given categories; count thenumbers of objects in each category and sort the categories bycount.

2 APPLES4 ORANGES5 BANANASClassify, Sort and Graph1.MD.4Organize, represent, and interpret data with up to threecategories; ask and answer questions about the total number of datapoints, how many in each category, and how many more or less are inone category than in another.

2 APPLES4 ORANGES5 BANANAS

1.MD.3 Tell and write time in hours and half-hours using analogand digital clocks.

This is an introduction to clocks and how we use them to telltime. Student look at make-believe clocks that are set to hours orhalf-hours and learn the pattern of 12:30, 1:00, 1:30, etc.

MeasuringOrder objects by lengthMeasure using same-size lengthunits

Goals for todayLearn the progression of geometricthinkingExplore activities related to the Common Core for geometry,measurement and dataConsider next steps