Lesson III
Title: Experiencing the Shape of Things: Pattern Blocks
Grade Level: 1-3
Subject: Mathematics // Geometry: Listening: Reading Comprehension: Computer Technology
Learner Outcomes: Student will:
Materials:
KWL Chart
Markers
The Greedy Triangle: Marilyn
Burns
Overhead Projector
Overhead Markers
Blank Overhead Transparencies
Pattern Blocks For Overhead Projector
Pattern Blocks
Rope or Yarn
Sorting Mat
Paper Pattern Blocks
Scissors
Glue
Art Paper
Socks or Paper Bags
Math Journal: Notebook or other types of teacher generated forms
Graphing Software ex: Data
Wonder; Scott Foresman / Addison Wesley Publishers,
Tabletop or Tabletop Jr.
Broderbund Publishers
Computer: Multimedia
Printer
Browser
Technology/ Tools / Courseware
Computer: Multimedia
Printer
Browser
Computer Programs:
James Discovers Math:
Publisher: Broderbund
Word Processing Program: (Children’s
Writing and Publishing, Magic Slate, or other program as available)
Teacher Notes:
Cut construction paper shapes prior to beginning of lesson. Prepare KWL chart; overhead transparency or poster. (What We Know / What Do We Want to Learn /What We have Learned). One bucket of Pattern Blocks for each group of eight students sharing materials.
Procedures:
1. Introduce KWL Chart. Discuss Pattern Block shapes.
Identify students prior knowledge of the shapes. Record
these on the correct heading as the lesson progresses.
2. Picture walk through the book The Greedy Triangle: Marilyn Burns.
3. Read The Greedy Triangle by Marilyn
Burns. Discuss the shapes in the book, how they were changed on each
page.
Record information learned on the KWL Chart. Display the
book at a reading center to allow further student
exploration.
4. Display Overhead Pattern Blocks using the overhead projector.
Point to the blocks and discuss each shape. Direct students discussion
using terms such as all, some, none, every, or, and, many, and if… then.
Pattern blocks can be
classified in many different ways. Allow students time to explore
the differences. Can be used as a cooperative group
activity.
5. Hand out Pattern Blocks to students one of each shape (in groups
of students up to 4 if needed). Allow students to
explore and discover aspects of each shape. Group Discussion. Close
this section of the lesson with a review of what we have learned about
the shapes, record new information on KWL Chart.
6. Revisit the KWL Chart to introduce this session. Record any new information.
7. Provide groups of four children with a jump rope. Using the
jump rope as the outer line of each shape, students work together as a
group to represent the various geometric shapes selected by the teacher.
(triangles, rectangles, trapizoid,
rhombus, hexagon,square, and circle). Students work completing
the construction of each shape. Students place the rope
onto the ground/ floor and view the shape from above. Any changes
or modifications needed would require the rope to be
picked up from the floor and the process begun again. End this
session by adding new information to the KWL Chart at
the completion of this exercise.
8. Record experiences and information in Math Journals. Share.
9. Identify various attributes of the shapes by completing this activity.
Provide each child with a sock (paper bags can also
be used, but by using a sock the students must use their touch to identify
shapes rather that sight) containing a
complete set of Pattern Blocks: hexagon, triangle, trapezoid, square,
blue rhombus, and white rhombus. Pair the
students (Student A and Student B) to begin activity. Student
A begins the questioning with student B identifying the
shape in question. Student A reaches into their sock and chooses one
shape. After removing the shape, Student A
describes the chosen shape. Student B then inserts hand into their
sock and locates the correct shape prior to removing
it from the sock. Student B then attempts to describe the same shape
using a different attribute. If Student B describes the shape with
a different attribute, Student B will choose the next shape and play will
begin again. Pattern repeats until
all shapes have been described and identified. End this session
with discussion of discovered information. Add
information to KWL Chart.
10. The Sorting Mat Activity begins with students in groups of three or four. Each group of students is given a Sorting Mat sort their shapes according to their collective rule. After the sorting is complete in each group two students will rotate to another group, one member of each group remains with their original mat. Student who move to a different must observe the sorting mat prepared by the departing students and identify the rule used to sort the shapes. These rules are then discussed and the process begins again. One group sorting, students moving and identifying the new rule used. This continues until original groups are reunited. Record on KWL Chart various methods discovered for sorting the shapes.
11. Draw a circle on a blank transparency. Have students work
in pairs. Give each pair one of
each pattern block. Provide two sheets of paper, one sheet to
use for cover up and one with a
circle. Use one set of overhead Pattern Blocks. Place the transparency
on the overhead projector.
Arrange the blocks. Review the names of the Pattern Blocks and
rotate the blocks to show what
they look like in different positions. Turn off the overhead.
The activity continues as the teacher
places a block inside the circle on the transparency and describes
that block. Example: This block is
a hexagon. A hexagon has six sides. Students find the block being
described and move the other
blocks away, leaving the identified block inside the circle on their
paper. Turn on the overhead and
uncover. Students compare the block they have chosen with the one on
the overhead. The process
continues until all blocks have been identified.
12. 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 Pattern Blocks with the rest of the class. To create a further understanding of shapes, clay , craft foam shapes, or shapes cut from needle point 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 Volunteers, or Instructional Aides would assist during assignments.
Enrichment:
WEB Sites:
Kids Domain Activities:
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.
Introduction
to Plane Geometry using pattern blocks, geoboards, and connections
to the real world.
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 six sides and six
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 sides meet.
Attribute: An attribute is a characteristic that belongs
to a shape.
Extension:
Calendar Math: Scott
Foresman/ Addison Wesley; 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
Evaluation/Assessment:
Evaluation will be taken from the student’s word processing samples, math journal entries, and participation in classroom activities, graphing activities as well as construction of Glyphs.
State Standards:
West Virginia Instructional Goals and Objectives
Math: 1.19, 1.20, 1.27, 1.44, 2.23, 2.29, 2.34, 2.36, 2.49, 2.52,
3.25, 3.34,3.49
Listening: 1.1, 1.3, 1.6, 1.15, 2.5, 3.2, 3.9
Reading Comprehension: 1.21, 2.19, 2.50, 3.15
Computer Technology: 2.122, 2.123
References/Resources:
Teacher Created Worksheets:
1. KWL
2. Sorting Mat
3. Math Journal
4. Pattern Blocks
Patternables: Grades
K-6, Learning Resources
Pattern Block Task Cards:
Creative Publications
Amazon Books
Altavista Search
Yahoo Search
Created By:
Jeanne Beard
Linda Hull
Connie Miragliotta
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