Tree Mapping in 2D

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SWBAT identify 2D shapes in things they see.

Big Idea

Identifying 2D shapes in common objects and sorting according to shapes connects the real world to learning shape names and attributes.

Calendar & Daily Counting Practice

20 minutes

Each day we begin our math block with an interactive online calendar followed by counting songs and videos.

Calendar Time:

My class does calendar on Starfall.  This website has free reading and math resources for primary teachers. It also has a  “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of Daily Calendar math is included in the resources.

Counting with online sources:

We do daily counting practice to reinforce the counting skills. In the first two to three weeks of school, we watch two to three number recognition 0-10 videos (one to two minutes each) until all students can identify numbers correctly in random order. Depending on time, we may watch "Shawn the Train" and count objects with him. I may also choose to rotate songs, videos and counting depending on time and skill needs. As the students become more proficient at counting and number identification, I begin to add additional skills such as counting to 20 forward and back, counting by tens to 100 and counting to 100 by ones.


5 minutes

To jog our memories about 2D shapes, we review the bubble maps that we made for circle, triangle, square and rectangle. We then watch a video about 2D shapes. The video is pretty cheesy, but the kids like it. I stop the video to talk about each shape that we are looking at today. 


20 minutes

I show the students the two pages they will receive to make their own tree map. One is the map, the other are the environmental shapes that they cut and paste on to the map.

I demonstrate identifying the 2d shape I see in two of the objects and cut and paste them into the correct spots on the tree.

I answer any questions that they may have and then have a student hand out the two pages.

I walk around the room during the activity to clear up any misconceptions or confusion in the identification of shapes.


5 minutes

We gather on the floor and go over the tree map. We discuss how things all around us have the shapes we know in them. I collect the maps and hang them in the classroom on the student display board. See photo

Exit Ticket

5 minutes

The exit ticket for this activity is the completed map. As I collect the maps, I look for any students who may be having trouble recognizing shapes in objects.

Any kids that I see who are struggling are placed in a small group for further instruction and extended independent practice.