Math First Grade Geometry (Shapes) Where’s My Shape? State Objectives Covered



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Math


First Grade

Geometry (Shapes)
Where’s My Shape?
State Objectives Covered

M1G1. Students will study and create various two and three-dimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them.


Materials

Avermedia Document Camera

Data projector

Triangle, square, rectangle, diamond, hexagon and pentagon manipulative shapes placed in a bucket for each person at each table



The Greedy Triangle by Marilyn Burns

Construction paper

Pencils

Crayons
Activating Strategy – Word Splash



Using the document camera and projector the teacher will write the word “Shapes” on a piece of paper. The students will be asked to share what they know about shapes. The words the student’s share will be written on the paper around the “Shape” word. The teacher will take what the students have shared and introduce the story The Greedy Triangle. The book is about a triangle that wants to be made into different shapes because he would be found in more places in the world. Let’s read the story to see if the Greedy Triangle really wants to be a different shape.

Cognitive Strategy

Using the document camera, projector, dry erase white board and shape manipulative the teacher will read the story The Greedy Triangle by Marilyn Burns to the students.

Start reading the story. (Capture the picture on page two in the story to refer back to later in the lesson.) Stop after reading the second page in the story to point out the different characteristics of a triangle and where triangles can be found in the world around us. Use the document camera to point out that a triangle has three sides. Continue to read the story stopping on page four where the triangle is eating cake with friends. Ask students to look in the buckets that are on their tables and find a triangle. Students should place the triangle on their desk. The teacher will remove the book from the document camera and will display a triangle using the document camera. The teacher will ask the students to verbally list the characteristics of a triangle. Place the book under the document camera and show the picture of the man and woman that is beside the picture of the shapes eating cake (pg.4). (By using the document camera, projector and dry erase board the pictures can be circled by using dry erase markers.) The picture of the man and woman will be displayed on the dry erase board using the document camera/projector. Selected students will be asked to use a dry erase marker and circle the triangles in the picture. Once the triangles have been circled the teacher will talk about how triangles are around us in the world and the triangles that were just circled is an example. The teacher will erase the board.

Place the book under the document camera and continue reading the story. Stop on page six to discuss the characteristics of a quadrilateral (any shape that has four or more corners). Point out to the students using the document camera that an example of a quadrilateral is a square because it has four sides. After reading page seven and eight capture the picture on page eight to refer to later in the lesson. Ask students to look in the buckets that are on their tables and find a square. Students should place the square on their desk beside the triangle. The teacher will remove the book and will display a square using the document camera. The teacher will ask the students to verbally list the characteristics of a square. Te students will be instructed to look in their bucket to see if they see any other quadrilaterals. As student locate the rectangle, diamond, hexagon and pentagon the teacher will display these shapes using the document camera.

Place the book under the document camera and show the picture of the baseball field and checkerboard (pg. 8). The picture of the baseball field will be displayed on the dry erase board using the document camera/projector. Selected students will be asked to use a dry erase marker and circle the quadrilaterals in the picture. Once the quadrilaterals have been circled the teacher will talk about how quadrilaterals are around us in the world. The teacher will erase the board.
Place the book under the document camera and continue reading the story until page twelve (the page with the pentagon and the word Poof ). Ask students to look on their desk and see if they can locate a pentagon. Remove the book from the document camera and display the pentagon so every child will be able to see if they are holding the correct shape. The teacher will ask the students to verbally discuss the characteristics of a pentagon making sure the students refer back to the shape being a quadrilateral. Place the book under the document camera and show the picture of the soccer ball and baseball plate holding a bat (pg. 13). The picture will be displayed on the white board using the document camera/projector. Selected students will be asked to use a dry erase marker and circle the pentagons in the picture. Once the pentagons have been circled the teacher will talk about how the shape is around us in the world. The teacher will erase the board.

Place the book under the document camera and continue reading the story until page eighteen in the story (the page with the bees and people standing on a floor with hexagons). Ask students to look on their desk and see if they can locate hexagon. Remove the book from the document camera and display the hexagon so every child will be able to see if they are holding the correct shape. The teacher will ask the students to verbally discuss how a hexagon and pentagon are similar and different. Place the book under the document camera and show the picture of the people standing on a floor with hexagons and hexagon snowflakes (pg. 17). The picture will be displayed on the dry erase board using the document camera/projector. Selected students will be asked to use a dry erase marker and circle the hexagons in the picture. Once the hexagons have been circled the teacher will talk about how the shape is around us in the world. The teacher will erase the board.

Place the book under the document camera and continue reading the book until the end.
Once the story has ended. Ask students to look at the shapes on their desk. They are going to use one of the shapes on their desk to create a picture they would see in their world using that shape. To help the students with this assignment the teacher will display two of the pictures that were captured during the reading of the story. The teacher will talk through the process of thinking about what she/he could draw with one of the shapes. The teacher may say, “I think I will use a pentagon because it is a quadrilateral and it reminds me of when I play softball. I am going to draw me playing baseball and I am standing on the home plate getting ready to hit the ball.” The teacher will pass out construction paper to each child. The students will be given time to draw their picture.


Summative Strategy – Walking Gallery

Students will use the document camera to display their picture to tell about the shape they used and why. Each student will be given an opportunity to show his or her picture and tell why he or she chose that particular shape.



How a Document Camera is used in the lesson:

  • Word Splash – paper place under document camera teacher writes student responses

  • Reading the book The Greedy Triangle

  • Capture picture on certain pages to refer back to when students are drawing their pictures

  • Show various shapes

  • Show pictures in the book and have students go to the dry erase board and use a dry erase marker to circle the shape they see in the picture
  • Students will display their real world shape drawings using the document camera for the walking gallery


Other Technologies:

Data projector


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