Unit Plan

## Shapes Around Us

### Objectives

Students will describe and name shapes using building blocks, geoblocks, three-dimensional shapes, various boxes, and their two-dimensional faces. Students will:

• sort shapes to identify their similarities and differences.
• use correct geometric terminology.
• investigate and discuss shapes.
• find real-life examples of two-dimensional shapes and three-dimensional figures.
• recognize a shape by its appearance as a whole or through attributes.
• discuss shapes and figures in the classroom and be able to classify them based on attributes.

#### Essential Questions

How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems?
How can geometric properties and theorems be used to describe, model, and analyze situations?
How can mathematics support effective communication?
How can patterns be used to describe relationships in mathematical situations?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving?
How is mathematics used to quantify, compare, represent, and model numbers?
What does it mean to estimate or analyze numerical quantities?
• How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems?
• How can geometric properties and theorems be used to describe, model, and analyze situations?

### Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

### Formative Assessment

• View

1. Draw a line to connect each shape with its correct name.

2.  Color the shape shown in the three-dimensional figure.

3.  Color the shape shown in the three-dimensional figure.

4.   Look at the shapes. Decide how to sort them. Color each group a different color.

5.  Write down how many of each shape are in the picture.

6.  Color the shape that has 4 sides and 4 corners.

7.  Color the shape that has 3 sides and 3 corners.

8. How many trapezoids are needed to cover the hexagon?    __________

9. Use pattern blocks to cover the outlined shape. Color them with matching crayon colors, and then circle the blocks used.

10.  Look at the groups.

If the shape belongs, color it.

If the shape doesn’t belong place an X on it.

11.  Michael says all of these shapes can be in the same group. Is he right?

12.  Danielle pulled this shape out of the bag.

Which group would it belong to, and why? Explain your thoughts to your teacher.

1. Draw a line to connect each shape with its correct name.

2.  Color the shape shown in the three-dimensional figure.

3.  Color the shape shown in the three-dimensional figure.

4.   Look at the shapes. Decide how to sort them. Color each group a different color.

5.  Write down how many of each shape are in the picture.

6.  Color the shape that has 4 sides and 4 corners.

7.  Color the shape that has 3 sides and 3 corners.

8. How many trapezoids are needed to cover the hexagon?    2

9. Use pattern blocks to cover the outlined shape. Color them with matching crayon colors, and then circle the blocks used.

10.  Look at the groups.

If the shape belongs, color it.

If the shape doesn’t belong place an X on it.

11.  Michael says all of these shapes can be in the same group. Is he right?

Yes, all of the shapes have 4 sides and 4 corners.

12.  Danielle pulled this shape out of the bag.

Which group would it belong to, and why? Explain your thoughts to your teacher.

It would belong to Group B, because the shapes in Group B all have 3 sides.

# Performance Assessment:

Assess students’ understanding of the concepts in this unit by evaluating students’ performance on tasks A–D below. A Student Assessment Record has been provided for your convenience.

## Materials:

• set of shape flash cards: circle, triangle, square, rectangle, oval, rhombus, trapezoid, hexagon, star (M-K-4_Unit Assessment Shape Cards.doc)
• pattern blocks

A   Show the student each shape card from the set of unit assessment shape cards (M-K-4_Unit Assessment Shape Cards.doc). Circle the shapes the student names correctly.

B   Have the student choose two attribute blocks that are the same in at least one way. Circle yes or no to indicate whether the student answered correctly.

C   Ask the student to describe one way the attrilinks are the same. Circle yes or no to indicate whether the student answered correctly.

D   Give the student a hexagon pattern block. Ask the student to use other pattern blocks to make two additional hexagons. Circle yes or no to indicate whether the student answered correctly.

Student Assessment Record

Name

A

B

C

D

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

yes/no

# Performance Assessment Scoring Rubric:

 Attributes 4 3 2 1 0 Naming Shapes Correctly names all 9 shapes Correctly names 5–8 shapes Correctly names 1–4 shapes Attempts to but cannot name any shapes Will not participate; makes no attempt to answer Attribute blocks Correctly identifies 2 attribute blocks that are the same and identifies one way they are similar Correctly identifies 2 attribute blocks that are the same, but cannot identify their similarities Chooses 2 of the same block and identifies them as being similar Attempts to but cannot identify similar attribute blocks Will not participate; makes no attempt to answer Hexagon Creations Correctly creates 2 hexagons using pattern blocks Correctly creates 1 hexagon using pattern blocks Creates a shape that is not a hexagon Attempts to but cannot make a recognizable shape Will not participate; makes no attempt to answer
Final 3/7/14