## How Many Ways.MOV - Section 3: Center Time

# Quick Flashes With Shapes

Lesson 3 of 10

## Objective: SWBAT replicate visual images of 2-D shapes. SWBAT use mathematical language to describe 2-D shapes.

### Thomas Young

## Big Idea: Learning a new way to FLASH! Today students will focus on replicating 2-D shapes that are flashed before their eyes and then continue working with pattern blocks activities.

#### Warm Up

*5 min*

I gather the students in a circle to introduce the 20 stick. This is something that I will use for the students who have mastered their complements of 10. It is a way to differentiate your instruction. Although not all students will be ready for this, it is appropriate for them to be introduced.

I will start by asking the students to count the number of beads on the stick with me. We will then look at how many groups of 5 there are. I will then show them an amount and ask them how many are behind my hand. This warm up is meant as an introduction and the concept will need to be continually taught and discussed as the year progresses.

*expand content*

#### Quick Flash with Shapes

*15 min*

This is a continuation of the quick flash routine that the students have been doing throughout the year. I start by gathering the students in front of the Smart Board and give them a piece of paper, pencil and a clipboard. I explain:

*We are going to look at some more quick flash images. However, we will no longer be looking at dots but rather shapes. I will show you the shape for a few seconds and then ask you to draw what you saw. I will give you a second chance to look at the image and check your work. Then we will discuss what you saw, and I will ask you to describe the shape.*

**The shape cards for the quick flashes are in the resource section.

*expand content*

#### Center Time

*30 min*

The goal of center time is for the students to work with pattern blocks in a variety of ways. These activities will be available over the next few lessons Students can choose which activity he/she wants to do based in interest. All three of these activities have students building and drawing 2-D shapes (CCSS.Math.Content.1.G.A.1). Students are also using pattern blocks, recording sheets, and templates to produce a product and record their thinking (CCSS.Math.Practice.MP5**)**

Center Time Choices:

1. **How Many Ways?**: This activity was introduced in a previous lesson.

2. **Fun With Pattern Blocks**: This activity was introduced in a previous lesson. You will have to print the Fun With Pattern Block Template and create 4 new designs. Read through the description from the linked lesson to learn how to do this. As you create each sheet label it a new number. There is a spot to do this near the top of the template.

3. **How Many Pattern Blocks?**: This activity was introduced in a previous lesson.

NOTE: Each activity requires you to create recording sheets using the templates that are in each link. Make sure to read the entire section and print the template.

**There is a short video clip of each activity in the section resource. Each clip is labeled by the name of the activity.

*expand content*

#### Lesson Wrap Up

*15 min*

I gather the students back on the carpet area. I will tell the students that they are going to help me figure out the total number of blocks that a student used in one of his pictures. I then read the following to the students:

Ben finished his picture and recorded that he used 1 hexagon, 2 trapezoids, 1 rhombus, 0 squares, 2 skinny rhombuses, and 7 triangles. I am not going to tell you his total. I want you and a partner to figure out how many pattern blocks he used. I will also post a chart of the number of shapes from the story.

After a few minutes, I will ask students to share how they figured out the total.

*expand content*

#### Extra Practice

*5 min*

The students should solve the story problem: How Many Rocks? You can find this problem in the section resource.

#### Resources

*expand content*

##### Similar Lessons

###### Three Dimensional Shapes

*Favorites(4)*

*Resources(12)*

Environment: Urban

Environment: Urban

###### Identifying Plane Shapes

*Favorites(6)*

*Resources(18)*

Environment: Urban

- 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