Overview: Two and three dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. Doing mathematics involves a variety of processes including problem solving, reasoning, communicating, connecting, and representing.

TEKS and SE's

TEKS 1.6: The student uses attributes to identify

two- and three-dimensional geometric figures.  The student

compares and contrasts two- and three-dimensional geometric

figures or both.

SE 1.6A: The student is expected to describe and identify

two-dimensional geometric figures, including circles,

triangles, rectangles, and squares (a special type of rectangle).

Critical Vocabulary:

rectangle, triangle, circle, square, plane shapes,

sort, side, vertices

Enduring Understandings (Big Ideas)

Students need experience with a rich variety of two-dimensional shapes to identify common shapes, notice likenesses and differences
among shapes, become aware of the properties that different shapes have, and to use these properties to further define and
understand the geometric world.

Essential Questions

How do you know that is a triangle? square? rectangle?

How did you decide the name for this shape?
How are these two shapes the same?  different?

Learning Goals and Objectives

Students will gain a beginning understanding of basic geometric shapes

and terms, as well as an opportunity to use a different type of mathematical thinking.  Although geometric thinking is related to numerical thinking, becoming

familiar with shapes and developing spatial reasoning skills will lay the foundation for understanding in math, science, art, and social studies.

Materials Needed:

Geoboards (1 per pair)

rubber bands (4 per pair)

Shape Recording Sheet (BLM 7;1 per pair)

Performance Tasks - The student will correctly identify plane figures

based upon a given description of a specific shape's attributes.

Engage: Introduce the day's activity by showing a Geoboard to students.

Explain that this math tool can be used to show many shapes by carefully placing rubber bands around the pegs.  Demonstrate and state the expectations for using this new tool with students.

Explore: Assign partner pairs, distribute Geoboards and rubber bands, and allow students to briefly

explore using the Geoboard.

Explain: The students will investigate a problem that involves

identifying plane shapes. Problem - "During story time, Brandon's teacher

told the children to sit on the floor.  The children were to form

a shape that has three straight sides and three corners. 

How can Brandon and his classmates figure out what shape

they are to sit in?" Introduce the problem, then have children do

the activity to solve the problem.  Distribute Geoboards, rubber

bands, and Shape Recording Sheets (BLM 7).  Instruct children to use

the rubber bands to make a shape that has four straight sides of equal

length and four corners.  Tell children to count how many units each side

is to be sure they are equal.  Guide children to identify the shape as

a square.  Ask: "Is this the shape that the children are to sit in?" 

Have children write "square"on their recording sheet and record

the number of sides and corners this shape has.  Repeat this activity

for a rectangle and a triangle.  After each shape has been made,

ask: "Is this the shape that the children are to sit in?"

Elaborate: Have children look at their Shape Recording Sheets (BLM 7). 

Ask: "How many corners does a square have? How many sides?" Repeat

for triangles and rectangles.  Have children compare and contrast two shapes.

For example, ask: "How is a square the same as a rectangle? How is a square

different from a rectangle?"  Repeat with other shapes.

Evaluate:  With children, reread the problem.  Then have the students to

label on their recording sheet the shape that matches the description

given by the teacher to Brandon's class.  For further evaluation,

have children draw a picture consisting of only squares, rectangles,

and triangles.  Instruct children to label each shape in their drawing

and describe each shape.

Time:

5 minutes

5 minutes

15 minutes

5 minutes

• use attributes other than color to identify shapes
• determine relevant information
• use deductive reasoning
• create an original 2-dimensional design using pattern blocks
• recreate a 2-dimensional design from attribute and positional clues

TEKS and SE's

Mathematics
K.7 The student describes the relative positions of objects.
The student is expected to:
(A) describe one object in relation to another using informal language such as over, under, above, and below; and
(B) place an object in a specified position.
(K.9) The student recognizes attributes of two- and three-dimensional geometric figures.
(C) describe, identify, and compare circles,triangles, rectangles, and squares (a special type of rectangle).
Art
K.2   The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
(A)  create artworks, using a variety of colors, forms, and lines;
(B)  arrange forms intuitively to create artworks

Critical Vocabulary

above, below, left, right, square, triangle, quadrilateral, parallelogram, trapezoid, rhombus, hexagon, sides

Enduring Understandings (Big Ideas)

Students need experience with a rich variety of two-dimensional shapes to identify common shapes, notice likenesses and differences among shapes, become aware of the properties that different shapes have, and to use these properties to further define and understand the geometric world. This activity helps children focus on the attributes of the Pattern Blocks and their relationships in the creation of a two-dimensional design.

Essential Questions

Which did you like more, creating designs, writing clues or solving puzzles? Why?
When you were trying to identify another pair’s block, were all the clues helpful? Why or why not?
 Did you need all of the clues? Could you have used more clues? Explain.
Do you have enough information to solve this posted design? If not, what clue could you add?

Learning Goals and Objectives

The students will re-create a 2-dimensional design and identify specific blocks based upon attributes of the pattern blocks following the descriptions provided by a classmate.

Materials Needed

Pattern Blocks, 1 set of 6 per pair
Overhead Pattern Blocks (optional)

Performance Tasks

The student will successfully re-create a
2-dimensional design based upon descriptions and attribute clues provided by a classmate.

Other Evidence

The student’s ability to create a design utilizing smaller polygons to make larger polygons will demonstrate an understanding of the attributes of polygons.

Engage: Review with children the pattern blocks, their names and attributes. Then, show children your pre-arranged Pattern Block design. 

Explore: Allow children to manipulate and investigate with pattern blocks 

Explain: Explain that you are going to pretend to be one of the three blocks in
this design. Tell children that you will describe yourself and give your position. Point out that you would like children to pick out the block that you are pretending to be and recreate the design. 

Elaborate:  Give the following clues, pausing after each to give children a moment to work with the clue: “I have four sides. I am not the biggest block. I am at the top of the design. Who am I?”

Evaluate: After children have identified the blue block, point out that you did not use color in your description because it would have given away the answer too soon. Then call on a few volunteers to pretend to be one of the blocks and to give clues to his or her identity. Help children to model their descriptions after yours giving a few clues and then asking, “Who am I?”

Time:

 5 minutes

10 minutes

5 minutes

5 minutes

10 minutes