Lesson II
Title : Where Do I Fit In?
Grade Level : 1-3
Subject: Mathematics// Geometry; Technology; Listening; Reading Comprehension
Learner Outcomes: Student will:
Venn Diagram
Overhead Projector
Attribute Block For Overhead Projector
Attribute Blocks for the Students
Frog and Toad Are Friends,
Arnold Lobel: Chapter: The Lost Buttons, Harper Trophy Division
of
Harper Collins
Video: Shapes For Sale, Scott
Foresman Addision Wesley 1998; Children’s Television Workshop
Duplicated Worksheet of Buttons (various Attributes)
Assorted Buttons
Scissors
Glue
Sentence Strips
Ziplock Bags of assorted buttons (one for each student)
Tape Player
VCR
Television
Technology/ Tools / Courseware
Computer Programs:
VCR
Television
Computer
James Discovers Math: Publisher: Broderbund
MECC Software- Flip Flop Grades 1-2
Logical Journey of the Zoombinis: Broderbund
Math Workshop Deluxe: Broderbund
Teacher Notes:
Duplicate button worksheet prior to beginning of lesson. Gather
assorted buttons for the sorting activity. Prepare Venn diagram,
overhead transparency or poster. Two large circles created with yarn
or rope.
Procedures:
1. Power Point Presentation: Introduction to Geometry Vocabulary.
2. Read Frog and Toad Are Friends, Chapter: 'The Lost Button'. Discuss concept of number of holes, shapes, etc.
3. Use 2 hole mat and four-hole mat. Sort buttons by number of holes, color, shape, etc. There will be buttons which do not fit into a category those can be places outside of the mat, discuss why they do not fit in.
4. Read Frog and Toad Are Friends once more. Children should each have a small bag of buttons (Ziplock snack bags). During the second reading students look through the bag at their desks working to identify the button which has all of the attributes in the story. A button, meeting all of the clues, should have been placed in each of the bags, and should be located using the clues from the reading.
5. Introduce this activity by creating a pattern (using buttons or shapes) on the overhead. The pattern is created beginning with the first shape placed, changing only one attribute before placing the next shape. The third shape would be added by changing only one attribute of the prior shape. The fourth would be added by again changing only one attribute. Discuss with the students the directions, continuing examples until the activity is understood. Hand out copies of the Button Worksheet. For older children, you could copy the worksheet using two colors of paper to increase the number of available attributes. Younger students may work in partnered groups. Hand out a sentence strip for each child or group. Students cut out buttons and place on sentence strips in following the same directions used on the overhead. Check patterns prior to gluing. Have students explain their pattern and which attributes they chose to change. Glue the patterns to the strip after all have been checked. Partner groups share, with the class, their pattern and discuss the attributes chosen to complete. Post in the classroom for further reference.
6. Overhead math activity. Overhead transparency of the Frog Pond. Divide one set of overhead attribute blocks evenly among students. Put transparency on the projector. Write a color word and shape in the speech bubble beside the frog’s head. Explain to the students that the shape and color can be found in their blocks. Allow students to come to the overhead and place their shape into the Frog’s Pond. Discuss the reason that the shapes were chosen. Reinforce that attributes are describing words for these shapes. An example would be “yellow, circle.” Continue giving clues for the shape and allowing students to place their shapes on the pond until all shapes have been explored. An extension of this activity would be to list attributes of a particular shape. Ex: Large, Red, Triangle; Small, Red, Triangle. Allowing students to determine attributes, write the clues, and take turns choosing the ways that the blocks should be alike.
7. Have students work in groups with a copy of the Frog’s Pond and a set of attribute blocks to play the game Guess My Rule. Have students take turns being the leader. The leader determines the attributes but does not tell the group. The leader then places one or two blocks that belong in the group into the pond. The other students take turns guessing the other blocks that they think belong in the pond. They place their choices into the pond and the leader tells the group whether the block fits the rule. The game would be over and a new leader chosen when everyone in the group knows the rule.
8. Place large yarn or rope circles on the classroom floor. (Could
also use Hula Hoops or a tablecloth with overlapping circles drawn onto
the front) Use sentence strip label for each circle. Examples
of labels could include:
Colors: Red, Yellow, Blue
Thick, thin
Large small
Number of sides: 4 sides, 3 sides, and no straight sides
Shape names
More than three sides, Less than four sides, etc.
Allow students time to place shapes several ways. Identify shapes,
which do not fit into either circle, and those which have attributes common
to both labeled circles.
9.Computer center set up with program: James Discovers Math. Students follow activity guide to further explore shape combining and shape attributes.
Modifications:
Adjust the lesson to meet individual needs. Visually Impaired students can experience the Attribute Blocks with the rest of the class. To create further understanding of shapes clay, craft foam shapes, or shapes cut from needlepoint plastic canvas, could be used to provide a tactile experience. Parent helpers or peers could be of assistance in providing a more one to one approach if necessary. Multiple Handicapped, MI, or EMI students, peer tutors, cross grade tutors, Parent Volunteer, or Instructional Aides would assist during assignments.
Enrichment:
WEB sites:
Kids Domain Math Activities: Multiple
skill games and supporting activities, not just geometry.
Activity coloring shapes following written directions. This activity
has four levels (screens) of difficulty.
Place other shape books in the classroom.
Place Pattern Blocks in a classroom center with art paper. Students
can trace designs or produce rubbings of shapes.
Give each child a shape. Line up to leave the classroom by matching
attributes called out by the teacher. Students must hand shape to
the teacher to take place in line.
Vocabulary :
Square: : A square is a polygon with 4 equal sides
and 4 vertices
Triangle: A triangle is a polygon with 3 sides and 3 vertices.
Rectangle: A rectangle is a polygon with 4 sides, 4 vertices,
with opposite sides that
have equal length.
Hexagon: A hexagon is a polygon with 6 sides and 6 vertices.
Rhombus: A rhombus is a polygon with 4 equal sides, 4
vertices, 2 acute angles,
and 2 obtuse angles.
Vertices: Part of a polygon where 2 sides meet.
Sides: A line segment in a figure or surface of a shape.
Corners: Part of a polygon where 2 side meet.
Attribute: An attribute is a characteristic that belongs
to a shape.
Extension :
Calendar Math: Scott Foresman/ Addison Wesley; daily patterning
activities
Every Day Counts; daily patterning activities
Logic Posters - Honi Bamberger,
Brenda Hammond and Josepha Robles
Read the room. Sentences written by students during this activity.
KWL Chart created during these activities etc.
Seasonal activities such as: Pumpkin Math -O- Lantern -
(October ’99 Issue of Mathematics) in October.
This activity uses the basic shapes experienced in this activity to create
the face of a pumpkin. (Paper or actual pumpkins could be used).
Pumpkin Glyph- Super Graphs,
Venns & Glyphs - Honi Bamberger and Patricia Hughes.
Use crackers to create patterns and identify attributes. Students
are able to create patterns and eat them later! Examples of crackers
would include Club or Graham Crackers for rectangles. Ritz Crackers
for circles. Doritos for triangles, etc.
Evaluation:
Evaluation will be taken from the students’ word processing samples, math journal entries, participation in classroom activities, graphing activities as well as construction of Glyphs and cooperative group activities. Further assessments could be made through the use of Kid Watching Sheets (Teacher note taking during class activities).
State Standards :
West Virginia Instructional Goals and Objectives
Math: 1.19, 1.27, 2.23, 3.25, 3.34
Technology: 1.44, 1.48, 2.34, 2.36, 2.49, 2.52, 3.49
Listening: 1.1, 1.3, 1.6, 1.14, 1.15, 1.16, 2.5, 2.10,
2.11, 2.12, 2.18, 3.2, 3.9
Reading Comprehension: 1.21, 2.19, 2.50, 3.15
References/Resources:
Teacher created worksheets:
Venn Diagram
Button Attribute Sheet
Button Sorting Sheets (4)
Frog Pond
Attribute Blocks
Math Journal I
Math Journal II
Power Point Presentation: Geometry
Vocabulary
Amazon Books
Altavista Search
Yahoo Search
Scholastic Books
Index:
NCTM Activities
Literature :
Frog and Toad Are Friends, by Arnold Lobel
Created By :
Jeanne Beard
Linda Hull
Connie Miragliotta
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