Shape Card Sort

Grade Level(s):  Kindergarten

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.K.G.A.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.

Targeted Needs of Student:

Recognizing and naming different shapes, sorting shapes by color and type, understanding different shapes, contrasting and comparing different shapes

Goal:

To challenge students to think about what makes a shape different and similar

Materials Needed:

1.      Sort for each student

2.      Paper

3.      Glue

Explanation/Summary:

Students will take all of their cards and organize them by shape and color. Then they will glue them on paper and use them for a reference as we start to discuss shapes and sorting objects.

Resource:                          

www.teacherspayteachers.com  

Shape Search of 2D and 3D Shapes

Grade Level(s):  Kindergarten

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.K.G.A.3: Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Targeted Needs of Student:

Recognizing 2D and 3D shapes around the room, drawing 2D and 3D shapes, comparing and contrasting 2D and 3D shapes

Goal:

To provide students with examples of 2D and 3D shapes

Materials Needed:

1.      Worksheets

2.      Clipboards

3.      Writing utensils

Explanation/Summary:

Students will be given the worksheet and allowed to put the worksheet on a clipboard. They will go around the room and draw at least 2 examples of certain 2D and 3D shapes that they find.  Then they will discuss in a classroom discussion about the similarities and differences of 2D and 3D shapes.

Resource:                          

www.teacherspayteachers.com

Solid Shapes in Marshmallows and Toothpicks

Grade Level(s):  Kindergarten

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.K.G.B.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Targeted Needs of Student:

Building 2D and 3D shapes, introduction of vertices and sides of a shape, contrasting and comparing shapes, seeing the difference between 2D and 3D shapes

Goal:

To challenge students to make 2D and 3D shapes

Materials Needed:

1.      Toothpicks

2.      Marshmallows

Explanation/Summary:

Students will be given a shape to create and then they will try to create the 3D shape out of marshmallows and toothpicks. In order to make the shape, they must first determine how many of each object they need. Students can work in groups or pairs.

 

Resource:                          

www.adventuresoffirstgrade.blogspot.com

Parallel and Perpendicular Lines

Grade Level(s):  4^th – 5^th Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Targeted Needs of Student:

Recognizing the difference between perpendicular lines and parallel lines, understanding the significance of parallel lines, integrating music into math

Goal:

To provide students with a fun way to understand perpendicular and parallel lines

Materials Needed:

1.      Way to project video

Explanation/Summary:

Students will listen to this video after learning about perpendicular lines and parallel lines. This video serves as a great way to show the differences of these lines in a personified way.

Resource:

www.youtube.com by jconde1

Halving Shapes

Grade Level(s):  1^st – 2^nd Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.1.G.A.3: 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.

Targeted Needs of Student:

Dividing shapes into smaller shapes, introducing language such as halves, fourths, quarters, and whole, working with shares of an object, decomposing

Goal:

To provide students with practice decomposing rectangles and circles into equal shares

Materials Needed:

1.      Worksheets

2.      Coloring utensils

Explanation/Summary:

Students will be given the worksheet and told to cut each shape into halves, quarters, wholes, and fourths. They may do this using coloring utensils or just shading with their pencil.

Resource:                          

www.teacherspayteachers.com

Building 2D Shapes

Grade Level(s):  1^st Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.1.G.A.2: 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.

Targeted Needs of Student:

Creating 2D shapes, decomposing shapes into triangles, understanding the concept of triangles, introducing angles

Goal:

To challenge students to create more shapes using different shapes

Materials Needed:

1.      Sticks or long manipulatives

Explanation/Summary:

Students will be given long rods or sticks and told to make a triangle. Then they will be challenged to make more shapes where they can only make more triangles. Then they will be prompted to make different shapes such as squares, hexagons, and rectangles.

Resource:                          

www.kokokokids.ru

Cookie Curcumference

Grade Level(s):  7^th Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Targeted Needs of Student:

Finding the area and circumference of various circles, understanding the relationship between radius and diameter, practicing how to find these various things

Goal:

To provide students with practice finding area, circumference, and diameter of various circles

Materials Needed:

1.      Worksheets

2.      Scratch paper

Explanation/Summary:

Students will be given this worksheet and asked to find the circumference, area, and diameter of each circle. They may use this for homework, classroom, or in groups.

 

Resource:                          

www.education.com

Coordinate Plane Four Fold

Grade Level(s):  5^th – 6^th Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.5.G.A.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Targeted Needs of Student:

Representing the four coordinates on the coordinate plane, organization of ideas around the coordinate plane, showing negative and positive numbers for the coordinate plane

Goal:

To provide students with a reference of coordinate plane points and their location on the plane

Materials Needed:

1.      Colored Paper

2.      Markers

3.      Square of Graph Paper

4.      Scissors

5.      Glue

Explanation/Summary:

Students will take a square piece of colored paper and cut four squares from the points. Then they will fold in the sides to make flaps. These four flaps should cover the middle of the paper. Next the students will cut the each of the flaps to make 8 square flaps. In the middle large square, the students will glue the square piece of graph paper. This will be the coordinate plane so they will use a marker to make the four quadrants. Then above and beside each coordinate plane there should be a flap for the x and y points. See pictures for reference.

Resource:

www.journalwizard.blogspot.com.au

Body Shapes and Lines

Grade Level(s):  Kindergarten – 4^th Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.4.G.A.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

CCSS.MATH.CONTENT.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Targeted Needs of Student:

Representing shapes in a kinesthetic way, reviewing shapes, introducing polygons, observing angles and lines, recognizing patterns of lines and angles of several shapes

Goal:

To provide students with a kinesthetic way of identifying angles and lines in shapes

Materials Needed:

1.      Elastic bands or Chinese jump ropes

Explanation/Summary:

Students will represent different shapes using the elastic bands as the sides. Also they will represent different line relationships such as perpendicular, parallel, and line segments. Students can put their arms out for rays (never ending lines) and keep their arms by their sides for segments. There are many possibilities for this strategy.

 

Resource:

www.mrshallifabulousinfourth.blogspot.com