To see this part of the lesson unfold, watch: Classroom Video: Routines and Procedures
Using the established Quick Flash Routine, show the students the Image 4. Ask the students to describe the shape after it has been drawn. Repeat this with shape 13 and shape 15. Compare the shapes at the end of the activity.
To see this part of the lesson unfold, watch: Classroom Video: Developing a Conceptual Understanding
Start by placing a string circle in the middle of the floor. Have the students sit around the circle. Hand out one card (see section resources) to each child.
Let the students know that they are going to play a game called What's My Rule? I have a secret rule for what shapes can go inside this circle. I am going to put two shapes inside. These shapes will be the same in some way. I will then place two shapes with straight sides inside the circle. To play this game, we need to put as many shapes as we can inside the circle before guessing the rule. Take a look at the card you are holding and decide if it is the same (in some way) as the two cards that I placed inside the circle. Then ask the students who has a shape that fits and let them know if it does or doesn't (CCSS.Math.Content.1.G.A.1). If it does they can place it inside the circle. If it doesn't, they can put it on the outside of the circle. You want students to notice the shapes that don't fit because it gives important clues about what can go in the circle.
Once everyone has placed their shape, ask them to think about what the rule might be. Then have them turn to a partner and whisper the rule to them. Then ask a student state the rule aloud.
Confirm the rule with the students. Then check the shapes inside and outside the circle to see if they all are int he right spot.
Then have the students each take a card back and play again.
To see this part of the lesson unfold, watch:
Give each team a set of shape cards (Section Resources) and tell them that with their partner, they are going to sort the shapes into groups of shapes that go together. You can use anywhere from 2-4 groups and every shape must fit in a group. You can try a few ways and then choose the way you like the best (CCSS.Math.Practice.MP6).
I will then model a few shapes with them. Then I have them work in teams to create their groups and I remind them that each group they create must have a name.
To see this part of the lesson unfold, watch: Classroom Video: Checks for Understanding
When students have created groups and sorted their shapes, hand them a poster and have them glue their shapes on (in their groups). Make sure they label the groups and that each group is easily identified. When finished, the students can share the posters and explain how they sorted the shapes. This sharing will continue into the next lesson as well (if not enough time for everyone to share).
Here is a video where you can see some examples of posters students created and hear some additional background on how I supported students in creating them.
To see this part of the lesson unfold, watch: Classroom Video: Check for Understanding
Students will complete a fact sheet. I do this to keep the algebra work strung through this geometric focused unit. The sheet is in this section's resources.