## Classroom Video: Developing a Conceptual Understanding - Section 2: What's My Rule?

*Classroom Video: Developing a Conceptual Understanding*

# Sorting Shapes

Lesson 6 of 10

## Objective: SWBAT identify common attributes of a group of shapes, and describe, compare, and name 2-D shapes.

### Thomas Young

## Big Idea: Clean Up this Mess! The classroom shapes are in one big heap. Students will work in teams to come up with a way to sort the shapes by attributes and create a visual representation to model their thinking

#### Warm Up

*5 min*

* To see this part of the lesson unfold, watch: *Classroom Video: Routines and Procedures

Using the established Quick Flash Routine, show the students the Image 4. Ask the students to describe the shape after it has been drawn. Repeat this with shape 13 and shape 15. Compare the shapes at the end of the activity.

#### Resources

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#### What's My Rule?

*20 min*

To see this part of the lesson unfold, watch: Classroom Video: Developing a Conceptual Understanding

Start by placing a string circle in the middle of the floor. Have the students sit around the circle. Hand out one card (see section resources) to each child.

Let the students know that they are going to play a game called What's My Rule? I have a secret rule for what shapes can go inside this circle. I am going to put two shapes inside. These shapes will be the same in some way. I will then place two shapes with straight sides inside the circle. To play this game, we need to put as many shapes as we can inside the circle before guessing the rule. Take a look at the card you are holding and decide if it is the same (in some way) as the two cards that I placed inside the circle. Then ask the students who has a shape that fits and let them know if it does or doesn't (CCSS.Math.Content.1.G.A.1). If it does they can place it inside the circle. If it doesn't, they can put it on the outside of the circle. You want students to notice the shapes that don't fit because it gives important clues about what can go in the circle.

Once everyone has placed their shape, ask them to think about what the rule might be. Then have them turn to a partner and whisper the rule to them. Then ask a student state the rule aloud.

Confirm the rule with the students. Then check the shapes inside and outside the circle to see if they all are int he right spot.

Then have the students each take a card back and play again.

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#### Sorting the Cards

*20 min*

**To see this part of the lesson unfold, watch:**

Classroom Video: Discourse and Questioning

Give each team a set of shape cards (Section Resources) and tell them that with their partner, they are going to sort the shapes into groups of shapes that go together. You can use anywhere from 2-4 groups and every shape must fit in a group. You can try a few ways and then choose the way you liek the best (**CCSS.Math.Practice.MP6**).

I will then model a few shapes with them. Then I have them work in teams to create their groups and I remind them that each group they create must have a name.

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#### Creating A Visual

*20 min*

** To see this part of the lesson unfold, watch: **Classroom Video: Checks for Understanding

When students have created groups and sorted their shapes, hand them a poster and have them glue their shapes on (in their groups). Make sure they label the groups and that each group is easily identified. When finished, the students can share the posters and explain how they sorted the shapes. This sharing will continue into the next lesson as well (if not enough time for everyone to share.

Here is a video of student examples from the lesson.

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#### Continued Practice

*5 min*

* To see this part of the lesson unfold, watch*: Classroom Video: Check for Understanding

Students will complete a fact sheet. I do this to keep the algebra work strung through this geometric focused unit. The sheet is in this section's resources.

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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