TOPIC: Geometric Shapes and their Properties
GRADE LEVEL: 1st Grade and 2nd Grade
FOCUS QUESTIONS:
- What are the names of geometric shapes and what do look like?
- What properties do geometric shapes have?
GOALS: To identify geometric shapes by name; To be able to match pictures of geometric shapes with their names; To define properties of geometric shapes
1st Grade Shapes: rhombus, hexagon, trapezoid, spheres, rectangular prism
2nd Grade Shapes: Triangular Prism, Rectangular Prism, Pyramid, Cylinder, Cone
EDUCATION STANDARDS:
TEKS:
§111.3. Mathematics, Grade 1
(b) Knowledge and Skills
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(6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:
- (A) classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;
- (D) identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;
- (E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;
§111.4. Mathematics, Grade 2
(b) Knowledge and Skills
-
(8) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:
- (B) classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;
- (C) classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices
Common Core State Standards:
Mathematics Grade 1
Geometry
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Reason with shapes and their attributes
- (1) Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Mathematics Grade 2
Geometry
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Reason with shapes and their attributes
- (1) Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
MATERAILS:
- Large Paper
- Markers
- Postit notes or cards with shapes on them
Poster Dialogue
Have students break into groups and let each group take a shape then give them 4 minutes to write as many things about their shape as they can remember. Then have groups switch posters to see if they can think of anything to add to shape. Emphasize that they are working together to write down as many things as they can. Then tape posters to the board and share out what we came up with for each shape.
Transition: “Since we’ve seen our shapes and talked about their properties I am going to invite you to become a shape so we can play a game called the truth about me.”
The Truth about Me (My Shape)
*Note: Mark each student's place in the circle with tape, a chair or a carpet square to help them identify open spaces
“For this game I am going to give everyone a post-it note to stick on their shirt that has a picture of one of our shapes on it.” Hand out post-it notes and have students stick to the front of their shirts, teacher can take one to start off. “In this game you are going to be the shape you are wearing 1 person will stand in the center of the circle and say something that is true about them as their shape. For example If I was a sphere I might say ‘The truth about me is I have no sides’ then anyone else whose shape had no sides would cross the circle then whoever is left in the middle will be the next to give a truth about their shape." Ask the groups for ideas on how we can cross the circle safely and help make the game fun and fair for everyone. "Remember the posters we created are on the board if you need ideas for a truth about your shape. Give me a thumbs up if you understand.” (Check for thumbs, address any questions then ask for a volunteer to be in the center first). Give a warning when you are ready to end that you will have 2 more, then 1 more then have everyone return to their places sitting on the carpet.
Potential Side coaching:
- Do we have any facts that are true for more then one shape?
- Let’s try to make our next truth more(or less) specific?
- How can we include other shapes in the truths?
Transition: “We have lots of thoughts and ideas for our shapes. I need to see everyone sitting back on the carpet quietly in their spots with eyes on me while we answer 2 final questions."
-What is your favorite shape from today and why?
-What is one thing you remember from today’s class?