Assessing Unit Concepts

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Objective

SWBAT find different number of shapes to fill the same area. SWBAT sort shapes into categories based on common attributes.

Big Idea

THIS IS GEOMETRY (Picture the Jeopardy guy announcing that)! Today's contestants will be showing off their knowledge and skills as they work on the two part end of unit assessment.

Warm Up

10 minutes

I will start today's lesson with the game POP!  This is a game that I have introduced to them in a previous lesson.  Today, I will focus on the concept of counting from 35 back to 10.  

Please make a circle on the carpet.  Today, we are going to play Pop.  We will start with the number 35 and count back until we get to 10.  However, instead of saying 10 the person will say POP! and then sit down.

The game is over when there is only one person left standing.  There is an video in the resource section of the students playing.  Continue to play as time allows.

This warm up is something that I add in to continually practice the number and operations skills that the CCSS are asking of the students by the end of 1st grade.  

Assessment of Unit Concepts

50 minutes

The students will work on two different assessment tasks.  These will each be done individually and the students will need pattern blocks, scissors, glue, and markers to complete the tasks.

I start this section by sitting in a circle with the students.

Today we you are all going to demonstrate your shape smartness to me.  I am going to ask you to use some of your shape knowledge to complete two different tasks.

I then show them the two assessments and explain which one they will do first and which one they will be doing second.  I don't explain the second one in depth, because I just want them to be thinking about the 1st task to start.

Let's look at the first task together (Assessing Shape Knowledge, see section resource). In this task, I am going to ask you to fill the image in with pattern blocks.  I would like you to use the least amount of blocks, that you can, on the top image and the most amount of blocks, that you can, on the bottom image.  I also ask that you right how many blocks you used for each image.

I then show them all of the materials that are available to use during this task and ask them to get to work.  This 1st task is asking students to make fill an image with pattern blocks and then decompose that image by replicating the shape but with more blocks.  The CCSS expect that 1st grade students  compose two-dimensional shapes to create a composite shape, and compose new shapes from the composite shape (CCSS.Math.Content.1.G.A.2).

As students finish, I collect their work and then give them the second task (see section resource).  I ask the students to cut out the shape cards and sort the cards into at least two different categories. The CCSS ask that students be able to distinguish shapes by defined attributes and/or characteristics (CCSS.Math.Content.1.G.A.1).  During this unit the students have had ample opportunities to engage themselves with this skill.  Obtaining this beginning attribute skill will benefit the students as they start looking at three dimensional shapes in 2nd grade.