Today we are going to review 2D and 3D shapes.
I display the 2D and 3D anchor charts that we have been using all week on the board.
Let's start by playing a game of "Who am I" using our white boards. This time, instead of me giving clues, I'm going to pick a student to give the clues.
I pick a student who has a clear conception of shapes to give clues, coaching him or her to give challenging clues using the "Who am I?" framework:
I am a shape that has four angles. Who am I?
After this student gives clues other students draw the shape on their white boards. Then, students present their work defending their choices and explaining the shape they drew. (MP1)
As students work, I circulate reminding students of the clue and coaching students who are struggling to find a correct answer by asking guiding questions:
1) Why did you choose that shape?
2) Is there another shape you could have chosen as well? (Some clues have more than one right answer!)
3) Explain why your shape fits the clue...
If time permits, I choose another student to lead the game and keep playing for about 8-10 minutes.
Since this is a review lesson, I want to give students maximum time to practice and review their understanding of 2D and 3D shapes.
During the introduction to new material, my students complete a gallery walk.
I set up the gallery walk by posting pictures of shapes on chart paper around the room. I number these shapes 1-10.
I give students a worksheet numbered 1-10 (or ask them to label a blank piece of paper 1-10) and then model how to complete the gallery walk:
1) Choose a poster to start with (not everyone should start at poster 1!)
2) On your worksheet, write down the name of the shape and HOW YOU KNOW which shape it is (i.e: I know this shape is a square because it has four equal sides and four right angles).
3) When you are finished writing down the name of the shape and your justification, go to another poster that is not crowded and do the same.
I give students about 8-10 minutes to write about as many posters as possible. As students work, I circulate and check for understanding. I also push students to explain in greater detail (i.e: your explanation doesn't prove that that shape is _______. Use more detail... OR how can you prove that this shape is ______?)
After the gallery walk is over, I bring my class together and we go over a few of the posters. I ask students to share their answers and explanations.
Since we are reviewing shapes today, you are going to make a shapes poster where you can record all of the information you know about the shapes that we have learned about this week.
I give students a poster template and allow them to work independently for 8-15 minutes on this project. For students who have shown mastery of this skill, I give them a blank piece of construction paper instead of the poster template and have them create their own representation of the material we have learned about this week.
As students work, I spend most of my time with my students who have struggled with shapes and shape attributes this week, focusing on pushing them to explain the attributes of each shape.
After reviewing shapes, I give my students an assessment which covers all of the concepts that we have learned about this week. The assessment also includes a review question and math fluency practice.
As students work on the assessment, I circulate to make sure students are on task and showing their best work.