## Shape Cards.png - Section 1: Warm Up

# Discussing Attributes

Lesson 1 of 5

## Objective: SWBAT identify names and attributes of two dimensional shapes.

### Thomas Young

## Big Idea: Today your students will identify attribute rules and then short shapes by those attributes by building "trains."

*65 minutes*

### Thomas Young

#### Warm Up

*10 min*

You will be using Shape Cards for this activity. I have included a sample copy from the Investigations Program. The cards have a copyright so I could not include all of the shapes from the set. The sample should give you an idea, but you will have to make up the rest on your own.

I have the students sit on the carpet and face the Smart Board. They will each need a pencil, blank sheet and a clipboard.

*"I am going to show you a shape. I will flash it for a few seconds. I want you to look t the shape and then draw it. I want you to think of the features of the shape as you draw it. I will flash the shape twice (15 seconds between each time). This way you will be able to check your work. When you are done, I will display the image again and ask you to tell me what you noticed about the shape and who it helped you draw it." *

There is a video (Warm Up) that models a student explaining what she noticed with a triangle. I will repeat this process with a square, circle, and a half circle.

In this activity, I want students to focus on the defining attributes of a shape (triangle has three sides, three vertices, it's closed). Later on in the lesson the students will focus on non-defining attributes (color, width, size). This allows students to meet CCSS.MATH.CONTENT.1.G.A.1.

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#### Attribute Rules

*15 min*

I then have the students sit in a circle on the carpet. You will need a set of attribute blocks for this part of the lesson.

**"I want you to take a look at these blocks. They are called attribute blocks. We will be working with these shapes over the next two days. Before we start, I want to figure out ways that we could sort these shapes. Doe anyone have a suggestion?"**

You are looking for them to suggest color, size, shape, and width. As students suggest a way, have them sort all of the shapes by that category. I have included an example of this sorting (Sorting By Big or Small). You will then record the rules on a Attribute Poster that will be used for reference throughout the lesson.

"We are now going to use the attribute rules that we have created to create trains. Each shape will represent a train car. Your job will be to create a train that is 5 "cars" long and each car can only be one attribute different from the previous car. Let's do a few trains together. I have included an video example (Attribute Train) of this part of the activity.

It is important to discuss the idea that a big, green triangle is the same as a small red triangle (and other examples like this). This discussion and activity has students sorting and distinguishing shapes through non-defining attributes. THis meets the expectation of CCSS.MATH.CONTENT.1.G.A.1

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#### Making Trains

*35 min*

The students will now work in groups of two or three as they make trains and check each other's work. It will be a great benefit to you to have multiple sets of blocks. This way they can work in small groups (see Groups Working on Trains).

*"You are now going to work on making your own trains. One person will go and the other person(s) will check to make sure that each train car is exactly one attribute different then the previous car. You will take turns being the builder and the checker. You can use the poster we created to check for accuracy."*

#### Resources

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#### Continued Practice

*5 min*

I will ask the students to meet me on the carpet and hand out their sheet for today's Mad Minute exercise. This routine was introduced in a previous lesson. Please check out the link to get a full overview of this routine.

I want to really focus on fact fluency and build upon the students ability to solve within ten fluently (CCSS.MATH.CONTENT.1.OA.C.6). I am going to use the Mad Minute Routine. This is a very "old school" routine, but I truly feel students need practice in performing task for fluency in a timed fashion. Students need to obtain fact fluency in order to have success with multiplicative reasoning. Students who don't gain this addition fact fluency by the end of 2nd grade tend to struggle with the multiplicative reasoning in third. Having this fluency also allows them to work on more complex tasks because the have the fact recall to focus on the higher level concepts.

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*This is a great lesson. I am going to use it tomorrow in first grade. Thank you! ~Wanda | 2 months ago | Reply*

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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