##
* *Reflection: Connection to Prior Knowledge
Filling the Shadow - Section 2: Filling the Shadow In Different Ways

While students are working on the Filling the Shadow activity, I am looking for a few things. First of all I want to see if the students can recognize what shapes will fill a piece of the outline. I also want to find out how the use of the vocabulary is developing. By asking them to explain their work (as they are engaged in the activity) I can see gain an understanding of their use of the vocabulary (trapezoid, hexagon, etc.) This observation time also allows me to see if the students can decompose shapes in different ways to change their design. The videos Explaining Her Thinking and Explaining Her Thinking 2 are examples of this observation and conversation that I had with two students. In the first video, you will see that the student is secure with a couple of the terms but still doesn't know the term Hexagon. Now that I know this, I can use this information to touch base with her throughout the rest of the unit (until she gets it).

*Connection to Prior Knowledge: Reflection on Vocabulary Use*

# Filling the Shadow

Lesson 1 of 4

## Objective: SWBAT find different combinations of shapes that fill the same area. SWBAT decompose shapes in different ways.

### Thomas Young

## Big Idea: Variety is the spice of life and the concept of the day as students fill the same pattern block outline three different ways.

*70 minutes*

### Thomas Young

#### Warm Up

*5 min*

Using the established Start At/Stop At routine, pick a start at number and a stop at number and mark them on the number line. Then have students take turns saying a number as they go around the circle.

*expand content*

I gather the students in front of the Smart Board and use the document camera to model this part of the lesson. This way everyone will be able to see the modeling that is going on.

I start by projecting Activity Sheet 1 (see section resource). I tell them that I would like them to look at the shape outlines that are on the page. I refer back to all of the work that they have done so far with Fun With Pattern Blocks and How Many Ways?. I ask if they think they can fill in this outline in more than one way? I also ask them why?

As I listen to students responses, I am looking for the idea of shape equivalencies. The students are using smaller shpaes to compose bigger shapes (CCSS.Math.Content.1.G.A.2). If it doesn't get mentioned, I will refer them back to the poster we made in a previous lesson (about different ways of making the same shape).

I then tell them that their goal is to cover this outline in three different ways. They will record the shapes they used with the templates and crayons (similar to activities in previous lessons). Once they have recorded the shapes they used, I will remind them to write the total number of shapes they used for each image (The students are making use of the structure of the shapes by decomposing and composing shapes from other shapes **CCSS.Math.Practice.MP7**). The counting and recording of a number (of the total blocks used) is an example of CCSS.Math.Content.1.NBT.A.1.

If students finish, they can work on Activity Sheet 2.

**I have include the template for the activity sheet. In order to create the design you will have to build and image on the paper and then trace the outline. Then make copies of the outline for each child int he class. This will allow you to create a variety of design if you choose or add more sheets for your "high flyers."

*expand content*

#### Wrap Up

*15 min*

I ask all of the students to gather on the carpet and for them to bring Activity Sheet 1 with them. I then ask the students to tell me the total amount of blocks they used to cover the pattern block outline. I record all of the different totals on the board. I then ask the students what they notice about the number of blocks that people used. After a few comments, I ask them what was the least amount of blocks used? What was the greatest number of blocks used? I then ask them, What if I wanted to use the fewest number of blocks possible, what would I do? After, I ask the same about using the greatest number of blocks. The idea is that students will discuss the concept of decomposing bigger shapes into smaller ones to use more blocks.

*expand content*

#### Extra Practice

*5 min*

Students work with ten or twenty sticks with a partner. I assign the sticks based on each students need. Some students are still working on compliments of 10 and others are working on compliments of 20. There are two videos (in resource section)to show how the activity works.

*expand content*

##### Similar Lessons

###### Counting by ones to 120

*Favorites(16)*

*Resources(13)*

Environment: Urban

###### Missing Numbers

*Favorites(14)*

*Resources(15)*

Environment: Urban

###### Kicking Off the Year With Counting

*Favorites(3)*

*Resources(12)*

Environment: Urban

- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing