Today I will make a slight change in the Start At/ Stop At routine. I will take the 1-30 cards that have been used (in section resource if you need them again). I will put the 1-15 cards in one container and the 16-30 cards in another. Label the first basket A and the second basket B. Choose a Start At Number from basket A and a Stop At number from basket B. Mark the numbers on the number line and rote count as a class. Continue this process as time allows.
Advanced Preparation: Create 4 posters with a big shape in the middle of each one. You should make a triangle, a circle, a square, and a rectangle. The posters should be big enough to allow for descriptors to be written on each one (see section resource for a photo example).
I start by introducing the concept of geometry. I let them know that we will spend the next few weeks looking at shapes and discovering how they are formed. I also explain that they will be looking for shapes, drawing shapes, making designs, and playing games with shapes.
I then show them the first poster (the circle one). I ask them how they would describe this shape? I will record their responses on the poster. I will continue this process with the remaining posters. Once we have completed all four posters, I will then ask them if they see these shapes anywhere in the room. As they identify items, ask them which poster it would be placed on? (i.e. the window is a rectangle). The students are distinguishing between defining attributes of the shapes (CCSS.Math.Content.1.G.A.1).
I finish this discussion by explaining that all of the shapes on the poster are 2-D shapes, and that the are flat and can be drawn on paper. Also explain that the posters will be hung up and can be added to as more objets are discovered during the unit.
I have the students sit in front of the Smart Board as I introduce this game. I want them all to be able to see how it works and the projected visual (document camera) quickly engages them. I project Fun WIth Pattern Blocks: Sheet (see photo in section resource). I tell them that this activity is called Fun With Pattern Blocks. I explain that you have to use pattern blocks to fill in the puzzle outline. I then start modeling the procedure for covering the outline. However, I don't do the whole thing. Just enough so that they get the idea. I then point out the recording chart on the bottom of the page. I show them how to fill in the number of pieces that I used. I then show them how to use the shape template to mark up how they filled in the outline (see video in section resource titled Introduction to Fun With Pattern Blocks 1 & 2. These are links int he resource section). There is also a photo of a child working on this activity (Fun With Pattern Blocks.png) in the resource section.
I then explain that we will spend the next part of class playing this game. For kids that finish early, I will encourage them to find a second way to fill in the same outline (with a new sheet). The students are using the pattern blocks as tools to solve a problem (CCSS.Math.Practice.MP5)
**The Fun With Pattern Blocks Sheet Is A Template. You should create your own outlines as need be. In order to create an outline do the following:
1. Place a pattern block design on the sheet.
2. Trace the outline of the shape.
3. Label the sheet with a number. This is near the top of the template (Fun With Pattern Blocks: Sheet ____).
4. Photo copy enough copies for the class.
Since the next few weeks will be focused on geometry, I will use the end of each lesson (when time allows) to focus on a variety of Number and Operation skills. Today I will have the students play Penny Flip and continue to focus on compliments of 10. The recording sheet for this is in the section resources.