Students will make use of structure to gain a mathematical perspective and formulate generalized problem solving strategies. Students will gain an understanding of what shapes are and how they are connected to the world around them.

2-Dimensional Shapes

Square – a polygon with 4 equal sides

Circle – no sides or corners

Diamond – another name for a rhombus – all sides are the same length

Rectangle – a polygon that has two pairs of sides that the same length

Triangle – a polygon with 3 sides

Oval – looks like a squashed circle

Students will describe and name shapes using geo-blocks and their 2-dimensional faces.

Students will:

• Sort shapes to identify their similarities and differences.
• Use correct geometric terminology
• Investigate and discuss shapes.

45-60 minutes (3 Class Periods)

• Book: “Mouse Shapes” by Ellen Stoll Walsh – The mice play with two-dimensional shapes while hiding from a cat.  In the end, the mice build a big mouse to scare the cat away,
• Geo Blocks
• Environmental Print – to depict shapes
• Building Blocks
• Pre-Cut Shapes or Copies of Shape Page on Different colored paper. a_mouseshapes_p1.pdf  OR
  a_mouseshapes_p2.pdf
• Roll a Mouse Worksheet Roll a mouse shape activity.pdf
• Copies of Enrichment Sheet: a_candystoreshapes.pdf
• Copies of Teacher Assesment Checklist: Mouse Shape Assessment.doc

W:	Tell students that they will be learning about shapes and how shapes can be found everywhere around them.  They will also be using shapes to create pictures.
H:	Read the book “Mouse Shapes”. Point out the shapes that are used throughout the book and how they are put together to create the pictures.
E:	Divide the students into pairs.  Each group will be given a bag of geo-blocks to sort.  Students are to decide how they want to sort the shapes.  Walk around as students are working to observe their progress.  Have them sort in another way.
R:	Have students go on a field trip around the school to find shapes in their surrounding environment.  Once you return to the classroom, distribute materials so that students will be able to create their own shape picture similar to those that were in the story that was read aloud.  While checking on student progress, ask questions to assess their understanding.
E:	Gather pictures to create a class book.  As a whole group go through their “new book” and ask relevant questions about each picture to further gauge students’ knowledge.
T:	Additional exercises for this lesson can include identifying a shape by feeling it and describing it.  Have a station in which students can draw shapes in sand, foam, etc.  Students can also create new objects by combining several of the pattern blocks. For advanced students, they can “purchase” blocks using coins to create pictures.
O:	The focus of this lesson will be for students to be able to identify shapes through hands-on activities and observing the world around them.

Day 1:

10-20 minutes – Talk about each shape and its, characteristics, using models

• “Over the next few days, we are going to learn about shapes and how our world is made up of all kinds of shapes in different sizes.  Does anyone know any names that we give to shapes?”  Allow time for student responses
• Explain that shapes can be found everywhere in the world and show them some example pictures. “We can find shapes all around us.”  Go through the environmental pictures and see if the students can tell you a shape that they see.

 

15 minutes – Read the book Mouse Shapes to the students

 

15 -20 minutes – Using Large Laminated shapes – review the name of the shape; the number of sides and the corners.

• For example: Hold up the triangle.  “This is a triangle.  A triangle has 3 sides and 3 corners.  Can you name something that looks like a triangle?” Allow for student responses (repeat this with the Rectangle, Square, Circle and Oval).

10 minute – wrap up

• Hold up the shapes and call on students to provide the name of the shape and why it is called a ___________.

 

Day 2:

10 minute – shape review

• Hold up the laminated shapes and call on students to provide the name of the shape and why it is called a ___________.

30 – 40 minutes – Roll a Mouse Activity

• “Yesterday we read a story.  Does anyone remember what that story was called?”  Allow time for students to respond.  “Who were the main characters in the book?”  Allow time for students to respond.  “Who can tell me what the mice were doing in the story?”  Allow time for students to respond.
• “Today we are going to be making Mice from Shapes.” Model for the students how they are going to complete this activity.  (Roll the dice.  Count the dots on the dice and match to the key.  Get that shape from the pile and place on paper where it will go to make the mouse. ) Repeat this process several times.  Tell the student that once they have all the chapes to make their mouse then we glue the pieces down.  (Show students a finished product.
• Pass out Roll a Mouse Keys, precut shapes, and dice to the students.  (One dice per two students.)
• You will rotate around the room and provide remediation and assistance as needed.  For those students who are having difficulty, allow their partners to help them out.  For early finishers, provide them with Shape Counting Worksheet to Review shape ID and Counting concepts (Enrichment Piece: a_candystoreshapes.pdf)
• Once everyone is finished collected their art work to display.

 

Day 3:

10 minute – shape review

• Hold up the laminated shapes and call on students to provide the name of the shape and why it is called a ___________.

 

20minutes – shape scavenger hunt

• “You just named several shapes for me.  Today we are going to go on a scavenger hunt.  We are going to be searching for shapes.  As we walk around the school I want you to look around at all the things around you.  Do they look like certain shapes?  Do they have more than one shape?”  As you walk around the school grounds stop often to have students identify shapes in the environment.

 

20-30 minutes

• Pass out materials so that students can create their shape pictures.  Remind students that their pictures can be things that they saw on their walk or from the story Mouse Shapes.
• Circulate around the room providing re-direction/assistance as needed.
• Collect pictures to share with class the following day. You will need to put the pictures into a book format for the children.  (This book can then be put in a math center, when this lesson is completed, for them to investigate on an independent basis.)

Completion of a recognizable picture through the use of shapes.

Teacher Assessment Checklist

Teacher Observation

• Shape Clip Art http://www.akidsmath.com/clips/mathclips.html
• Printable – Cut out shapes to create a house - http://akidsmath.com/prek/cutpastehouse.html
• Online Game – match the toy to the shape - http://www.akidsheart.com/threer/lvl1/mixshapes2.htm
• Online Game – matching shapes memory game - http://www.akidsheart.com/threer/lvl1/mixshapes3.htm
• Book - “Shape by Shape” by Sose MacDonald.  A fun preschool book that uses dinosaurs to introduce shapes.
• Book – “The Greedy Triangle”- A funny story about a triangle who keeps adding more and more sides until he is confused, but your preschooler will be learning all about shapes while having fun.
• Video – 2D Shapes I Know - https://www.youtube.com/watch?feature=player_embedded&v=htcuPenTg38 - !

Shapes; Pre-K; Kindergarten

Michele Carbaugh-Grace, Forbes Road School District, RTII Coordinator