##
* *Reflection: Developing a Conceptual Understanding
Looking at the Similarities and Differences - Section 2: Discussion How are the Similar? How are They Different

During this discussion, I wanted to not only check for students ability to describe the attributes of each shape but also check for their understanding of the vocabulary and their ability to use the correct mathematical vocabulary in their discussion. The first two clips a examples of students describing how the two shapes are similar. The first student talks about the shapes both having vertices and straight lines. The second student refers to the sides being straight. The third clip demonstrates two students discussing how the shapes are different. The last student in this clip is trying to describe how the triangle has diagonal lines but obviously doesn't have that term in her vocabulary. I followed up her comment with a discussion about that term.

*Using Vocabulary*

*Developing a Conceptual Understanding: Using Vocabulary*

# Looking at the Similarities and Differences

Lesson 8 of 10

## Objective: SWBAT: Identify the differences between a square and a triangle. SWBAT: Identify the rule by which a group of shapes is categorized.

### Thomas Young

## Big Idea: La, La, La, La, La, sing a happy song! You will be signing like a Smurf as students use their new founded knowledge of shape characteristics to participate in a whole group discussion and to successfully participate in geometric learning.

#### Warm Up

*5 min*

Using the established Quick Flash Routine, flash a shape (see section resource) using the document camera. Have the students record the shape and then describe how they remembered what to record. Repeat with one or two more shapes.

#### Resources

*expand content*

*Advanced preparation: Have the square and triangle posters (shape talk) that you made (in a previous lesson) available for the discussion (see picture in resources section: *Comparing Shapes*.

I start by holding up a square and a right triangle (from the power polygon set).

* How are these two shapes similar? *I elicit responses and also refer the children to the observations that they made on the shape posters (in a previous activity). I then ask them:

*and again elicit responses. However, I will now add the differences to the shape posters as well. The CCSS ask that 1st graders try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning (*

**How are they Different?****CCSS.Math.Practice.MP6**). The discussion allows students to communicate their thinking by using established ideas/concepts from previous lessons.

I want to try and bring in the use of correct vocabulary (sides, vertices, angles,) as much as possible during the discussion. The CCSS require that students distinguish between defining attributes of shapes (CCSS.Math.Content.1.G.A.1). This activity is asking students to do just that. The students are using their knowledge of the attributes and vocabulary to describe the similarities and differences.

#### Resources

*expand content*

#### What's My Rule?

*20 min*

I will play the What's My Rule activity that was introduced in a previous lesson. However, I want to be a little more advanced with my rules today. Possible rules can be: *Quadrilaterals, Shapes with All Equal Sides, Triangles, etc.

*expand content*

#### Center Time

*35 min*

The students will have an opportunity to engage themselves in three different learning opportunities during center time.

1. Triangles and Quadrilaterals on Array Paper: The students circle three dots for triangle vertices and four dots for quadrilateral vertices. For a more detailed description, please refer back to yesterdays lesson, in the center time section.

2. Creating Geoboard Triangles: Click here for a description from the previous lesson. Look under the center time section.

3. Power Polygons: Click here for a description from the previous lesson. Look under the center time section.

*expand content*

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing

- LESSON 1: Student, Student, What Do You See?
- LESSON 2: Same But Different
- LESSON 3: Quick Flashes With Shapes
- LESSON 4: Well That's Different!
- LESSON 5: Filling Shadows With More and Less
- LESSON 6: Sorting Shapes
- LESSON 7: Introducing Quadrilaterals
- LESSON 8: Looking at the Similarities and Differences
- LESSON 9: Assessment of Triangles
- LESSON 10: Assessing Unit Concepts