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. You will have to make up 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 at 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 how what you noticed helped you draw it."
In this activity, I want students to focus on the defining attributes of a shape (triangle has three sides, three vertices, and is 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.
Advanced Preparation: You will need to make enough copies of Venn Diagram Sheets for your whole class.
I call the students over to the carpet and have them sit in a circle.
"Today we are going to use the attribute blocks in a different way."
I then lay out one ring and use a rule form the Attribute Poster. I also spread the attribute blocks out on the carpet. I use plastic rings for Venn Diagrams. You could also use string and make your own rings.
"I want each of you to grab one attribute block and keep it in your hand. Now, I am going to choose one rule from the Attribute Poster. I have chosen 'Thick'. This will be our rule for this circle."
I then lay the rule card down on the circle. Note: The rule cards can be made by writing each attribute on an index card. Refer to the poster for each attribute.
"I now want you to decide if your shape fits the rule. If it does, I would like you to put it inside the circle. If it doesn't, I want you to put it in the discard pile."
There is a video, Sorting by One Rule, that models this part of the lesson.
I will repeat this process one more time (if needed).
"I now want to use two circles and two rules."
I lay out two rings on the carpet and have them overlap to create a Venn Diagram.
There is a video that models this part of the lesson (Venn Diagrams and Two Rules).
"You will now work on your own Venn Diagrams and Blocks by using the sheets that I have made (Venn Diagram Sheets.pdf)."
**It is important that, during this part of the lesson, you define the difference between defining and non-defining attributes of shapes. You want the students to understand what makes a shape triangle but that triangles can be different sizes and shapes.
"Let's look at the first sheet (see Venn Diagram Sheets from previous section). I would like each of you to quickly color each sunshine symbol yellow, each water symbol blue, and each apple symbol red. This will help you read the sheet.
You will see that each sheet already has two rules written in. Your job is to figure out where each block would go on the diagram. Instead of drawing the shape, you will simply write the number of the problem (i.e. they are numbered 1, 2, 3 . . .). After you finish 1 sheet, you will bring it to me and I will give you another one to work on."
I have included a video that demonstrates a student working on this activity (Completing A Page).
Note: You may want to model a few turns with the 1st page to make sure that the students truly understand how to complete the sheet.
The CCSS expects students to use appropriate tools strategically. In this situation the students are using the structure of a Venn Diagram appropriately and using the attributes of the blocks to correctly answer each scenario (CCSS.MATH.PRACTICE.MP5).
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.