Ship Shape Geometry
1 Introduction (Whole Group)
Open the lesson with a class discussion on shapes. What shapes can we find in the classroom? What shapes have you seen on the playground? What common shapes do you see at home? Use Shape Lab (projected for sharing) to create the shapes named by students. Guide students to locate all grade level shapes found in the environment. Introduce the terms vertex, side, and equal when describing and comparing shapes. Revisit this whole group activity throughout the lesson flow as students notice more shapes in and around school and home.
2 Guided Practice with Clay (Small Group)
During a guided centers or choice time activity, challenge students to use modeling clay to create the shapes identified as a class during the lesson flow introduction. Use picture cards with shape names to support learning. Provide support as needed to develop appropriate math vocabulary needed to describe and compare shapes.
3 Independent Practice (Independent or Partner Work)
Following the hands on practice with clay, students will have ample time (preferably over many days) to practice shape skills with these two fun apps made available on classroom tablets. Prior to tablet time, remind students to look for the target shapes, and follow up after practice time with a discussion about what shapes they encountered to reinforce skills.
4 Pre-assessment (Small Group or One-on-One)
Working in small groups, or better yet one-on-one, led students through several levels of this app to assess student knowledge. Asking questions as gameplay progresses is a great way to check learning and determine where support is needed. If required, have students repeat the independent practice apps, or pull out the clay and give a guided practice refresher.
5 Assessment/Closing (One-on-One)
Assess student understanding by providing classroom materials (e.g. toothpicks and mini marshmallows, pipe cleaners, crayons/markers, etc.) to create, identify, and compare shapes. Asking questions in multiple ways will provide multiple opportunities to assess learning. For example, asking “Create and name the shape that has four equal sides?” and then later asking a student to “Draw a square.” Capture digital images of student creations to share with the class at the conclusion of the lesson flow.
Key Standards Supported
|K.G: Analyze, Compare, Create, And Compose Shapes.|
|K.G.4||Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).|
|K.G.5||Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.|
|K.G.6||Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”|
|Identify And Describe Shapes (Squares, Circles, Triangles, Rectangles, Hexagons, Cubes, Cones, Cylinders, And Spheres).|
|K.G.1||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.G.2||Correctly name shapes regardless of their orientations or overall size.|
|K.G.3||Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).|