Geometry Grade/level: First Grade______ I.

SOL Content: Math_________ Child/Group: Whole class_________

Math 1.12 The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles. Students will identify triangle, square, rhombus, trapezoid, and hexagon Students will describe triangle, square, rhombus, trapezoid, and hexagon based on the number of sides and corners Students will fill in an outline using paper pattern blocks and be able to fill in the same shape three different ways Students will be able to count the number of blocks used during their activity.

II. Objective(s)

III. Materials

Math workbooks (Unit 2, p. 18) Three copies of the same outline Pattern block paper cutouts Glue Shape posters Clip boards if working on the floor Background: Students have been working with pattern blocks to fill in shape outlines for a week. Students have learned about key characteristics of triangles, squares, rectangles, circles, rhombuses, trapezoids, and hexagons (i.e. number of sides, number of corners, briefly discussed parallel lines). Students have also been playing math games that encourage them to fill the outline of hexagons with other pattern blocks (they roll a dice with the different shapes and have to fit those shapes into the outlines of hexagons). Students have also learned that some of the pattern block shapes can be composed of other pattern blocks (i.e. a trapezoid can be made with three triangles, two squares together can make a rectangle, etc.). Class starts with Mrs. M (TA) doing calendar with the students in a large group. In a large group, students will review the key attributes (how many sides, corners, etc.) of seven familiar geometric shapes (listed below). This will take place as the teacher displays each shape in front of the class. Student volunteers will supply the information. Triangle o How many sides?

IV. Presentation

Geometry o How many corners? Square o How many sides? o How many corners? o What do you notice about the four sides? (Looking for students to say that they are equal) Rectangle o How many sides? o How many corners? o How is it different from a square? (Not all sides have to be equal, two sides the same, two other sides the same) Circle o How many sides? o How many corners? Rhombus o How many sides? o How many corners? o How is it different from a rectangle or square? (sides opposite each other are parallel, slanted) o Whats another name for it? (diamond) Trapezoid o How many sides? o How many corners? o What do you notice about the top and bottom? (one is bigger than the other) o What do you notice about the sides? (Not parallel) Hexagon o How many sides? o How many corners? Note: We will review all of these shapes, but will only assess for the shapes used during the activity. Circle and rectangle are not included and therefore, will not be assessed during this activity. Still in a large group, students will be given instructions for the activity: 1. They will be working on Unit 2, page 18 in their math workbook (or a copy of the same sheet so it lays flat and is easier to work with). 2. They will need to fill in the same shape outline in three different ways using paper cutouts of pattern blocks 3. Their work will need to be checked by Mrs. M or the teacher. The students will need to raise their hands to indicate they are done or have a question. 4. They will then record how many blocks were used for each version 5. They will glue their answers into their notebooks

Geometry 6. If they finish early, they will be able to complete the same activity with a different shape (p. 19) or they will be challenged to think of how they could fill the first shape with the greatest number of blocks or the least number of blocks. Students will then be asked if they have any questions. They will return to their seats or find a quiet place around the room where they can work independently (the floor, back table, and circle table are all fine). The TA and teacher will circulate around the room answering student questions and checking student work. If the student has not come up with three correct solutions, the student will be asked to try again. The student can also be given assistance. When students have come up with three correct possible solutions, the teacher or TA will probe for understanding, asking questions about the number of sides and corners for triangle, square, rhombus, trapezoid, and hexagon. The teacher and TA will make a record of student answers for those five shapes. They will also record if they correctly completed the activity without assistance. After the assessment has been completed, the student will be asked to glue in his or her answers and count and record the number of blocks. The students will then work on page 19 (same activity, different shape) or be challenged to find the solution with the fewest blocks and the solution with the most blocks. Math will conclude with a short wrap-up. The teacher will ask students how it went. Students who would like to share their solutions can bring their workbooks to the circle. They will leave them on the ground and the class can circulate to look at their friends work. V. Assessment Students knowledge will be assessed with a short question and answer session. The students answers will be recorded on a checklist. The workbook will serve as evidence of counting ability. Students will correctly identify the number of sides and corners for triangles, squares, rhombuses, hexagons, and trapezoids 4 out of 5 times. Students will correctly count the number of blocks used. Students will be able to fill in the same shape 3 different ways with no assistance. VI. Differentiation Students who finish early will be prompted to complete the same

Geometry activity with a different outline on the following page. Students who finish early can also be challenged to fill in the shape using the least number of blocks or the most. M. (esol student, receiving intervention for math) will have increased supports during this activity including frequent scaffolding from either the teacher or TA. This can include anything from reminders that the shapes have to stay in the lines and all of the inside of the shape should be filled to creating one example for him and asking him to come up with a solution Stone-Robinson Elementary uses a responsive classroom method for discipline. Students who call out repeatedly (three times) on the rug will be asked to Take a Break to regain control of themselves. This will also be the case for students who are not sitting correctly on the rug. They can rejoin the group and the teacher will briefly address the behavior when the class transitions to individual work. N. will also be given two reminders before he has to Take a Break. In addition, N. earns marbles for each subject (or loses marbles if he is disruptive, off-task) and will be reminded of this. His mother also receives an email at the end of each day that can serve as motivation to follow instructions. VII. Technology None for this lesson