Math Lessons: Shapes and Addition

-Strategies Revisit:
(on going/when ready)
I can show my math thinking by using pictures, numbers, words.
Act it out.

Draw a picture.
I can identify, create, extend and transfer patterns.

Label. I can use math language (ex: more, less, equal).

Number sentence.
I can identify/describe 2D and 3D shapes.
Look for a pattern.
I can compose simple shapes to form larger shapes.
Word Problem: Addition

Focuses:
VOCABULARY

22.G.1 Describe objects in the environment using names of shapes and describe the relative positions of
Subitize
these objects using terms such as above, below, beside, in front of, to the left of, to the right of,
behind, and next to.
Two-dimensional

23.G.2 Name shapes correctly regardless of their orientation or overall size.

Three- dimensional

24.G.3 Classify shapes as two-dimensional or three-dimensional

Faces

25.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using
Vertices
informal language to describe their similarities, differences, parts, and other attributes.
Sides
27.G.6 Compose simple shapes to form larger shapes.

19.MD.1 Describe several measurable attributes of an object, such as length or weight; for example, an
object may be described as heavy or light or long or short.

26.G.5 model shapes in the world by building shapes from components (eg sticks and clay
balls) and drawing shapes

27.G.6 compose simple shapes to form larger shapes (e.g. Can you join these two triangles
with full sides touching to make a rectangle?)
Materials:

-2D and 3D shapes

-pattern blocks Lesson : Math Workshop Rotation —Practice from last week’s Mini
-tangram cutouts
-journals Lessons
-dominoes
-cups Group Rotations:
-counters
1.) 1-Building Shapes- Differentiate by pulling struggling students to work
together and providing them with the shapes they need to create.

Using the pattern blocks, create larger shapes using smaller ones. Record by
gluing paper pattern blocks on paper.

Assessment: Teacher observation

Math Lessons: Shapes and Addition
2.) 2 –Domino Math - Differentiate by providing dominoes with lower/higher
numbers.

Assessment: Teacher observation

3.) Rocket Design with tangrams

Using tangrams, have students create 2D shapes. Have students name the shape
and how many sides and corners (vertices).

Assessment: Teacher observation and recording sheet.

4.) 4-Shake and spill- Differentiate by providing more or less counters

Using the 7 tangram shapes, solve the tangram and record.

Assessment: Recording sheet

5.) Math Seeds Online Program

Assessment: Online Records

*Monday:

Connection: We have been working on identifying 2D and 3D shapes. Review

names of 2D and 3D. Review likenesses and differences.

Minilesson: Lesson 12-01 on Vision Math. Introduce measurement posters and talk
about measurement steps. (Measurement will be the primary focus of next week’s
centers).

Send students off to complete group work.

*Tuesday:

Connection: We have been working on identifying 2D and 3D shapes. Review

names of 2D and 3D shapes by playing “guessing” game. Hide shapes behind back
and use details to describe for students to guess.

Minilesson: Lesson 12-02 on Vision Math. Review measurement posters and talk
about measurement steps.

Send students off to complete group work.

Math Lessons: Shapes and Addition

*Wednesday:

Connection: We have been learning about measurement this week. Who can tell
me one thing that is important to do when measuring?

Minilesson: Lesson 12-03 on Vision Math. Review measurement posters and talk
about measurement steps.

Send students off to complete group work.

*Thursday:

Connection: I am going to hold up a shape. Whisper to your neighbor and explain

how you maybe would describe the shape.

Minilesson: Review shapes with power point. Focus on vocabulary- vertices, sides,
faces.

Send students off to complete group work.

*Friday:

Connection: I have an exemplar on the board. I am going to read it to you. Listen

to see if you can figure out what math strategy you with use to find the answer.

Minilesson: Read over exemplar. Discuss the number words in the problem. Allow
students to work out the problem in their journals and use at least one strategy.
After an appropriate amount of time, reconvene and discuss as a whole group.

Send students off to complete group work.