grade k module 2 teacher edition - school district u-46€¦ · overview of module topics and...

Published by the non-profit GREAT MINDS®.

Copyright © 2015 Great Minds. No part of this work may be reproduced, sold, or commercialized, in whole or in part, without written permission from Great Minds. Non-commercial use is licensed pursuant to a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 license; for more information, go to http://greatminds.net/maps/math/copyright. “Great Minds” and “Eureka Math” are registered trademarks of Great Minds.

Printed in the U.S.A. This book may be purchased from the publisher at eureka-math.org 10 9 8 7 6 5 4 3 2

GK-M2-TE-1.3.1-06.2016

Eureka Math™

Grade K Module 2

Teacher Edition

Eureka Math: A Story of Units Contributors Katrina Abdussalaam, Curriculum Writer Tiah Alphonso, Program Manager—Curriculum Production Kelly Alsup, Lead Writer / Editor, Grade 4 Catriona Anderson, Program Manager—Implementation Support Debbie Andorka-Aceves, Curriculum Writer Eric Angel, Curriculum Writer Leslie Arceneaux, Lead Writer / Editor, Grade 5 Kate McGill Austin, Lead Writer / Editor, Grades PreK–K Adam Baker, Lead Writer / Editor, Grade 5 Scott Baldridge, Lead Mathematician and Lead Curriculum Writer Beth Barnes, Curriculum Writer Bonnie Bergstresser, Math Auditor Bill Davidson, Fluency Specialist Jill Diniz, Program Director Nancy Diorio, Curriculum Writer Nancy Doorey, Assessment Advisor Lacy Endo-Peery, Lead Writer / Editor, Grades PreK–K Ana Estela, Curriculum Writer Lessa Faltermann, Math Auditor Janice Fan, Curriculum Writer Ellen Fort, Math Auditor Peggy Golden, Curriculum Writer Maria Gomes, Pre-Kindergarten Practitioner Pam Goodner, Curriculum Writer Greg Gorman, Curriculum Writer Melanie Gutierrez, Curriculum Writer Bob Hollister, Math Auditor Kelley Isinger, Curriculum Writer Nuhad Jamal, Curriculum Writer Mary Jones, Lead Writer / Editor, Grade 4 Halle Kananak, Curriculum Writer Susan Lee, Lead Writer / Editor, Grade 3 Jennifer Loftin, Program Manager—Professional Development Soo Jin Lu, Curriculum Writer Nell McAnelly, Project Director

Ben McCarty, Lead Mathematician / Editor, PreK–5 Stacie McClintock, Document Production Manager Cristina Metcalf, Lead Writer / Editor, Grade 3 Susan Midlarsky, Curriculum Writer Pat Mohr, Curriculum Writer Sarah Oyler, Document Coordinator Victoria Peacock, Curriculum Writer Jenny Petrosino, Curriculum Writer Terrie Poehl, Math Auditor Robin Ramos, Lead Curriculum Writer / Editor, PreK–5 Kristen Riedel, Math Audit Team Lead Cecilia Rudzitis, Curriculum Writer Tricia Salerno, Curriculum Writer Chris Sarlo, Curriculum Writer Ann Rose Sentoro, Curriculum Writer Colleen Sheeron, Lead Writer / Editor, Grade 2 Gail Smith, Curriculum Writer Shelley Snow, Curriculum Writer Robyn Sorenson, Math Auditor Kelly Spinks, Curriculum Writer Marianne Strayton, Lead Writer / Editor, Grade 1 Theresa Streeter, Math Auditor Lily Talcott, Curriculum Writer Kevin Tougher, Curriculum Writer Saffron VanGalder, Lead Writer / Editor, Grade 3 Lisa Watts-Lawton, Lead Writer / Editor, Grade 2 Erin Wheeler, Curriculum Writer MaryJo Wieland, Curriculum Writer Allison Witcraft, Math Auditor Jessa Woods, Curriculum Writer Hae Jung Yang, Lead Writer / Editor, Grade 1

Board of Trustees Lynne Munson, President and Executive Director of Great Minds Nell McAnelly, Chairman, Co-Director Emeritus of the Gordon A. Cain Center for STEM Literacy at Louisiana State University William Kelly, Treasurer, Co-Founder and CEO at ReelDx Jason Griffiths, Secretary, Director of Programs at the National Academy of Advanced Teacher Education Pascal Forgione, Former Executive Director of the Center on K-12 Assessment and Performance Management at ETS Lorraine Griffith, Title I Reading Specialist at West Buncombe Elementary School in Asheville, North Carolina Bill Honig, President of the Consortium on Reading Excellence (CORE) Richard Kessler, Executive Dean of Mannes College the New School for Music Chi Kim, Former Superintendent, Ross School District Karen LeFever, Executive Vice President and Chief Development Officer at ChanceLight Behavioral Health and Education Maria Neira, Former Vice President, New York State United Teachers

Module2: Two-DimensionalandThree-DimensionalShapes

G R A D E MathematicsCurriculumGRADEK•MODULE2

TableofContents

GRADEK•MODULE2Two-DimensionalandThree-DimensionalShapes

ModuleOverview..........................................................................................................2

TopicA:Two-DimensionalFlatShapes.........................................................................9

TopicB:Three-DimensionalSolidShapes...................................................................66

TopicC:Two-DimensionalandThree-DimensionalShapes.......................................90

End-of-ModuleAssessmentandRubric....................................................................102

AnswerKey................................................................................................................109

A STORY OF UNITS

Lesson

NewYorkStateCommonCore

ModuleOverview K•2

GradeK•Module2

Two-DimensionalandThree-DimensionalShapesOV ERVIEWInModule1,studentsbegantheyearobservingtheirworld.Whatisexactlythesame?Whatisthesamebut…?Theymatchedandsortedaccordingtocriteriasequencedfromsimpletocomplex.Theirperceptionsevolvedintoobservationsaboutnumbersto10.“4ismissing1tomake5.”“4plus1moreis5.”“Therearethesamenumberofdogsandflowers,6.”

Inthismodule,studentsseekoutflatandsolidshapesintheirworld(K.G.1).Empoweredbythislens,theybegintomakeconnectionsbetweenthewheelofabicycle,themoon,andthetopofanicecreamcone.Justasthenumber4allowedthemtoquantify4mountainsand4miceasequalnumbers,learningtoidentifyflatsandsolidsallowsthemtoseetherelationshipofthesimpletothecomplex,amountain’stoptoaplastictriangleandconesittingontheirdesk.

ToopenTopicA,studentsfindanddescribeflatshapesintheirenvironmentusinginformallanguage,withoutnamingthematfirst(K.G.4).InLesson2,theyclassifytheshapes,juxtaposingthemwithvariousexamplesandnon-examples.Thisprocessfurtherrefinestheirabilitytotalkabouttheshapes,forexample,asclosedorhavingstraightsides.Thenamingoftheflatshapeasatriangleispartofthatprocess,notthefocusofit(K.G.2,K.G.1).

ThesameprocessisthenrepeatedwithrectanglesinLesson3andhexagonsandcirclesinLesson4.InLesson5,studentsmanipulatealltheflatshapesusingpositionwordsastheteachergivesdirectivessuchas,“Movetheclosedshapewiththreestraightsidesbehindtheshapewithsixstraightsides.”Thesepositioningwordsaresubsequentlywovenintotheinstructionalprogram,attimesinmathfluencyactivities,butalsothroughouttheentireschoolday.

ThelessonsofTopicBreplicatethoseofTopicAbutwithsolidshapes.Inaddition,studentsrecognizethepresenceoftheflatswithinthesolids.ThemoduleclosesinTopicCwithdiscriminationbetweenflatsandsolids.Aculminatingtaskinvolvesstudentsincreatingdisplaysofagivenflatshapewithcounter-examplesandshowingrelatedsolidshapes(K.G.3).

ThefluencycomponentsinthelessonsofModule1includedactivitieswhereinstudentsusedavarietyoftrianglesandrectanglestopracticethedecompositionsof3and4.Flatsandsolidswillcontinuetobeincludedinfluencyactivitiesinthismoduleandthroughouttheyearsothatstudentshaverepeatedexperienceswithshapes,theirattributes,andtheirnames.Dailynumberfluencypracticeinthisnewmoduleiscritical.Therearetwomaingoalsofconsistentfluencypractice:(1)tosolidifythenumbersofModule1and(2)toanticipatethenumbersofModules3,4,and5.Therefore,studentscontinuetoworkextensivelywithnumbersto10andfluencywithadditionandsubtractionto5.

A STORY OF UNITS

Lesson

TheKindergartenyearclosesinModule6withanothergeometryunit.Bythattime,havingbecomemuchmorefamiliarwithflatsandsolids,thestudentscomposenewflatshapes(“Canyoumakearectanglefromthesetwotriangles?”)andbuildsolidshapesfromcomponents(“Let’susethesestrawstobetheedgesandtheseballsofclaytobethecornersofacube!”).Thismodulewillallowthemtobringtogetherallthattheyhavelearnedthroughouttheyearastheymanipulateshapesandtheircomponents(K.G.4,K.G.5).

NotesonPacingforDifferentiationIfpacingisachallenge,consideromittingLessons5and8.Instead,embedexperienceswithpositionwordsinothercontentareasandthroughoutthestudents’day.Itisnotessentialthatstudentsbeintroducedtopositionwordsthroughthecontextofshapes.

A STORY OF UNITS

Lesson

FocusGradeLevelStandardsClassifyobjectsandcountthenumberofobjectsineachcategory.

K.MD.3 Classifyobjectsintogivencategories;countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.(Limitcategorycountstobelessthanorequalto10.)

Identifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres).

K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.

K.G.2 Correctlynameshapesregardlessoftheirorientationsoroverallsize.

K.G.3 Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).

Analyze,compare,create,andcomposeshapes.1

K.G.4 Analyzeandcomparetwo-andthree-dimensionalshapes,indifferentsizesandorientations,usinginformallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberofsidesandvertices/“corners”)andotherattributes(e.g.,havingsidesofequallength).

FoundationalStandardsIdentifyanddescribeshapes(squares,circles,triangles,rectangles).

PK.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchastop,bottom,up,down,infrontof,behind,over,under,andnextto.

PK.G.2 Correctlynameshapesregardlessofsize.

Analyze,compare,andsortobjects.

PK.G.3 Analyze,compare,andsorttwo-andthree-dimensionalshapesandobjects,indifferentsizes,usinginformallanguagetodescribetheirsimilarities,differences,andotherattributes(e.g.,color,size,andshape).

PK.G.4 Createandbuildshapesfromcomponents(e.g.,sticksandclayballs).

1ThebalanceofthisclusterisaddressedinModule6.

A STORY OF UNITS

Lesson

FocusStandardsforMathematicalPracticeMP.1 Makesenseofproblemsandpersevereinsolvingthem.

Studentsdistinguishshapesfromamongvariants,palpabledistractors,anddifficultdistractors.2(Seeexamplestotheright.)

MP.3 Constructviableargumentsandcritiquethereasoningofothers.Studentsareincreasinglyabletouseshapeattributestodefendidentificationofaplaneorsolidshape.

MP.6 Attendtoprecision.Studentsusepositionwordstoclearlyindicatethelocationofshapes.Also,whenKindergartenstudentsareanalyzinganddefiningattributessuchas“3straightsides,”theyareattendingtoprecision.

MP.7 Lookforandmakeuseofstructure.Studentsuseexamples,non-examples,andsharedattributesofgeometricfiguresinordertodeveloparicherconceptimage(GeometryProgressions,p.6)ofeachgeometricshape.Thisconceptimageallowsformoreacutediscernmentoftheshapewithintheenvironment.

2ThisimageplusfurtherclarificationisfoundinGeometryProgressions,p.6.

A STORY OF UNITS

Lesson

OverviewofModuleTopicsandLessonObjectivesStandards TopicsandObjectives Days

K.G.1K.G.2K.G.4K.MD.3

A Two-DimensionalFlatShapesLesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,

andcirclesusinginformallanguagewithoutnaming.

Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.

Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.

Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.

Lesson5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.

K.G.1K.G.2K.G.4K.MD.3

B Three-DimensionalSolidShapesLesson6: Findanddescribesolidshapesusinginformallanguagewithout

naming.

Lesson7: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.

Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.

K.MD.3K.G.3K.G.4K.G.1K.G.2

C Two-DimensionalandThree-DimensionalShapesLesson9: Identifyandsortshapesastwo-dimensionalorthree-

dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.

Lesson10: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.

End-of-ModuleAssessment:TopicsA–C(Interviewstyleassessment:2days) 2

TotalNumberofInstructionalDays 12

A STORY OF UNITS

Lesson

TerminologyNeworRecentlyIntroducedTerms

§ Above,below,beside,infrontof,nextto,behind(positionwords)§ Circle§ Cone(solidshape)§ Cube(solidshape)§ Cylinder(solidshape)§ Face(flatsideofasolid)3§ Flat(two-dimensionalshape)§ Hexagon(flatfigureenclosedbysixstraightsides)§ Rectangle(flatfigureenclosedbyfourstraightsides)§ Solid(three-dimensionalshape)§ Sphere(solidshape)§ Square(flatfigureenclosedbyfourstraight,equalsides)§ Triangle(flatfigureenclosedbythreestraightsides)

FamiliarTermsandSymbols4

§ Match(groupitemsthatarethesameorhavethesamegivenattribute)§ Sort

SuggestedToolsandRepresentations§ Three-dimensionalshapes:cone,sphere,cylinder,andcube§ Two-dimensionalshapes:circle,hexagon,rectangle,square,andtriangle

3Inthecontextofpolyhedra,facesmustbepolygonal.However,inmoregeneralcontexts,afacemaybecircular(suchasthebaseofarightcircularcylinder),orevenirregular.ItisthismoreinclusiveinterpretationoffacethatisusedinthisKindergartenmodule.4Thesearetermsandsymbolsstudentshaveseenpreviously.

A STORY OF UNITS

Lesson

HomeworkHomeworkattheK–1levelisnotaconventioninallschools.Inthiscurriculum,homeworkisanopportunityforadditionalpracticeofthecontentfromtheday'slesson.Theteacherisencouraged,withthesupportofparents,administrators,andcolleagues,todiscerntheappropriateuseofhomeworkforhisorherstudents.Fluencyexercisescanalsobeconsideredasanalternativehomeworkassignment.

Scaffolds5ThescaffoldsintegratedintoAStoryofUnitsgivealternativesforhowstudentsaccessinformationaswellasexpressanddemonstratetheirlearning.Strategicallyplacedmarginnotesareprovidedwithineachlesson,elaboratingontheuseofspecificscaffoldsatapplicabletimes.TheyaddressmanyneedspresentedbyEnglishlanguagelearners,studentswithdisabilities,studentsperformingabovegradelevel,andstudentsperformingbelowgradelevel.ManyofthesuggestionsareorganizedbyUniversalDesignforLearning(UDL)principlesandareapplicabletomorethanonepopulation.ToreadmoreabouttheapproachtodifferentiatedinstructioninAStoryofUnits,pleasereferto“HowtoImplementAStoryofUnits.”

AssessmentSummaryType Administered Format StandardsAddressed

End-of-ModuleAssessmentTask

AfterTopicC InterviewwithRubric K.MD.3K.G.1K.G.2K.G.3K.G.4

CulminatingTask Lesson10 CollaborativeProject K.MD.3K.G.1K.G.2K.G.3K.G.4

5StudentswithdisabilitiesmayrequireBraille,largeprint,audio,orspecialdigitalfiles.Pleasevisitthewebsitewww.p12.nysed.gov/specialed/aimforspecificinformationonhowtoobtainstudentmaterialsthatsatisfytheNationalInstructionalMaterialsAccessibilityStandard(NIMAS)format.

A STORY OF UNITS

KGRADE MathematicsCurriculum

GRADEK•MODULE2

TopicA: Two-DimensionalFlatShapes

TopicA

Two-DimensionalFlatShapesK.G.1,K.G.2,K.G.4,K.MD.3

FocusStandards: K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.

InstructionalDays: 5

Coherence-Linksfrom: GPK–M2 Shapes

-Linksto: G1–M5 Identifying,Composing,andPartitioningShapes

Studentsbegantheyear,inModule1,developingnumberconceptsbyobservingtheirworld.Now,theybegintodevelopspatialreasoningandgeometricconceptsbyexperiencingflatandsolidshapesintheirworld.Thismoduleexamineshowshapesandobjectsaresimilartoordifferentfromoneanotherwithrespecttoorientationandrelativepositionstoobjects.InLesson1,studentsusetheinformallanguageoftheireverydayworldtonameanddescribeflatshapeswithoutyetexpressingmathematicalconceptsorusingthevocabularyofgeometry.Atthispoint,studentsarenotyetabletoconsistentlydistinguishbetweenexamplesandnon-examplesofdifferentgroupsofshapessuchastriangles,circles,squares,rectangles,orhexagons.Atthisstage,afigureisasquarebecauseitlookslikeabook;anotherfigureisacirclebecauseitisroundlikethewheelofacar.Studentsmaketheseobservationswithoutexplicitlythinkingabouttheattributesorpropertiesofsquaresorcircles.InLesson2,studentsbuildontheirexperientiallearningbyrelatingittothemathematicalconceptsandvocabularyofgeometry,allowingthemtoenhancetheirexperiencesofshapes.Studentsbegintoclassifythree-sidedshapesbyidentifyingthemasexamplesofatriangle.Usingvariousexamplesandnon-examplesoftriangles,theysortandclassifydifferentshapesasexamplesofatriangleornotatriangle.Havinglearnedtoidentifyshapesastriangles,theyexplaintheirdecisionsaboutclassifyingsomeshapesastrianglesandothershapesasnottrianglesbyfocusingoncommonattributesorpropertiesoftheshapestheyhaveidentifiedastriangles.Lessons3and4continuetheworkofLesson2inthesameveinbyidentifyingshapesasrectangles,hexagons,orcircles.InLesson5,studentscommunicateabouttherelativepositionofshapesbyusingtermssuchasabove,below,nextto,beside,infrontof,andbehind.

A STORY OF UNITS

TopicA K•2

TopicA: Two-DimensionalFlatShapes

ATeachingSequenceTowardMasteryofTwo-DimensionalFlatShapes

Objective1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.(Lesson1)

Objective2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.(Lesson2)

Objective3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.(Lesson3)

Objective4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.(Lesson4)

Objective5: Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.(Lesson5)

A STORY OF UNITS

Lesson1: Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.

Lesson1 K 2

Lesson 1 Objective:Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.

SuggestedLessonStructure

n FluencyPractice (17minutes)

n ConceptDevelopment (25minutes)

n StudentDebrief (8minutes)

TotalTime (50minutes)

FluencyPractice(17minutes)

§ Making5with5-GroupMatsK.OA.1 (6minutes)§ DrawMoretoMake5K.OA.3 (8minutes)§ 5-GroupHandsK.CC.2 (3minutes)

Making5with5-GroupMats(6minutes)

Materials: (S)5-groupmats(FluencyTemplate1),5linkingcubes

Note:Whilestudentsareworkingwithgeometry,thefluencygoalthroughoutModule2willbetomaintainandfurtherdevelopnumberconceptsto10(seeFluencyPracticenoteinKindergartenModule1Lesson1).

T: Touchandcountyourcubes.S: 1,2,3,4,5.T: Touchandcountthedotsonyourmat.S: 1,2,3,4,5.T: Ourjobistomake5.Put4cubesonthedotsofyourmat.(Checktoseethatstudentsplacethe

cubesfromlefttorightwithoutskippinganydots.)Raiseyourhandwhenyouknowhowmanymorecubestomake5.(Waituntilallhandsareraised,andthensignal.)Ready?

S: 1.T: Wecantellhowtomake5likethis:4and1make5.Echome,please.S: 4and1make5.

Continueworkingthroughthedecompositionsof5inasystematicway.Asstudentsbegintodemonstratemastery,scalebacktheamountofguidance:“ShowmeXcubes;saythenumbersentence.”

A STORY OF UNITS

Lesson1 K 2

DrawMoretoMake5(8minutes)

Materials: (S)Drawmore(FluencyTemplate2)

Note:Goovertheanswers,anddirectstudentstoenergeticallyshout“Yes!”foreachcorrectanswer.

Aftergivingclearinstructionsandcompletingthefirstfewproblemstogether,allowstudentstimetoworkindependently.Encouragethemtodoasmanyproblemsastheycanwithinagiventimeframe.

5-GroupHands(3minutes)

Materials: (T)Large5-groupcards(5–7)(FluencyTemplate3)

T: (Showthe6-dotcard.)Raiseyourhandwhenyouknowhowmanydotsareontop.(Waituntilallhandsareraised,andthensignal.)Ready?

S: 5.T: Bottom?S: 1.T: Wecanshowthis5-grouponourhands.Fiveontop,1onthebottom,

likethis.(Demonstrateonhands,oneabovetheother,asshowntotheright.)

S: (Show5and1onhands,oneabovetheother.)T: Pushyourhandsoutasyoucountonfrom5,likethis.5(extendthe

tophandforward),6(extendthebottomhandforward).Tryitwithme.

S: 5(extendthetophandforward),6(extendthebottomhandforward).

Continuewith5,6,and7,steadilydecreasingguidancefromtheteacher,untilstudentscanshowthe5-groupsontheirhandswithease.

ConceptDevelopment(25minutes)

Materials: (T)Largecutoutsofeachshape(tobeaffixedtotheboardwithtape)(Template)(S)Clearbagcontainingsmallercutoutsofvariousshapes(allofonehuetolimitdistractionsfromvariationincolor),blanksideofProblemSetaffixedtoclipboard,pencil,realortoymagnifyingglass(ifavailable)

Suggestionsforshapecutoutsarepicturedasfollowsbutneednotbelimitedtothese.Besuretoinclude,atminimum,atriangle,circle,square,rectangle,andhexagonfordiscussionpurposes.

Note:Today’slessonfocusesontheattributesoftheshapesbutnottheirspecificnames.Assurestudentsthattomorrow’sworkwillincludenamingtheshapessincemanymaybeveryeagertosharetheirknowledge.

Astudentdemonstrates7as5ontopand2onthebottom.

A STORY OF UNITS

Lesson1 K 2

NOTESONMULTIPLEMEANSOFREPRESENTATION:

Englishlanguagelearnersbenefitfromhavingthewordscurved,straight,pointy,round,sides,andotherattributesintroducedbeforethelessonsothattheycanparticipateinthediscussionwiththeclass.Afterintroducingthem,postthevocabularyonthewordwallwithvisualssothatstudentscanrefertothem.

T: Youhaveamysterybag!Openyourbag,andcarefullyshakeoutthesurprisesinside.Whatdoyou

see?(Givestudentsamomenttoexplorethecontentsofthebaganddiscusswiththeirfriends.)S: Differentshapes!T: (Selectashapefromthebag.)Lookatmyshape.Can

youfindtheonethatlookslikemine?(Affixtheshapetotheboard.)Tellmeabouttheshape.(Inordertoencourageadiscussionpurelyaboutgeometricattributes,selectoneofthemoreunusualcutoutstobegin.)

S: Itisround.àBut,itispointy!àIthasapiecemissing.àIthasthreesides.

T: Ilikeyourobservations!(Writestudentresponsesonchartpaper,andcontinuetheexercisewiththerestoftheshapes,encouragingstudentstoverbalizeattributessuchascorners,curves,straightlines,numberandlengthofsides,“missingpieces,”etc.)

T: Arrangeyourshapesonyourdesktop.Dotheyhaveanythingincommon?(Responseswillvary.)Now,benddownsothatyouarelookingacrosstheedgeofyourdesktop.Canyouseeyourshapesnow?Areanyofthemstickingup?

S: Wecan’tseethem.àTheyareallflat!T: Yes,theydohavethatincommon!Theseareallflatshapes.Putyourshapesbackinthebag.

A STORY OF UNITS

Lesson1 K 2

NOTESONMULTIPLEMEANSOFENGAGEMENT:

Pushstudentsworkingabovegradelevelbyaskingthemquestionsandassigningactivitiesthatengagethinkingathigherlevels.“Whatwouldthatshapelooklikeifitwasnotflat?”“Canyoumakeapictureofthatshapebutmakeitsothatitisstickingup?”

T: It’stimetoplayshapedetectives!Detectivesneedtohavespecialequipment,soIamgoingtogiveyouandapartneramagnifyingglasstouseifyouneedit.Youaregoingtogoonashapehuntaroundtheroom.Wheneveryouseeaninterestingshape,tellyourpartneraboutit,anddrawitonyourpaper.Takeyourbagofshapeswithyoutouseasclues.Maybeyouwillseesomeshapesintheroomthatmatchshapesinyourbag!

S: (Withpartners,searchforshapes,andre-createthemontheirclipboards.)

T: (Afterfiveminutes,callstudentsbacktotheirseats.)Doesanyonewanttoshareoneoftheshapestheyfound?Tellusaboutit!(Allowtimeforsharinganddiscussion.)

T: Maybeyouwillfindmoreshapestoaddtonight.TurnyourProblemSetsoversothatwecandosomeshapecoloringandmatching.

ProblemSet(10minutes)

StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.

Forsomeclasses,itmaybeappropriatetomodifytheassignmentbyspecifyingwhichproblemsstudentsshouldworkonfirst.Withthisoption,letthepurposefulsequencingoftheProblemSetguideyourselectionssothatproblemscontinuetobescaffolded.Balancewordproblemswithotherproblemtypestoensurearangeofpractice.Assignincompleteproblemsforhomeworkoratanothertimeduringtheday.

InthisProblemSet,allstudentsshouldbeginwithsortingtheshapesthatclearlyhaveordonothavecurvesandpossiblyleaveanyquestionableshapestotheendiftimepermits.

Suggestionsforotherwaysyoumayaskstudentstosortarelistedbelow:

§ Shapesthathavecurvesandsharppoints.§ Shapesthathaveonlycurves.§ Shapesthathavefourorfewercorners.§ Shapesthathavefourormoresides.

A STORY OF UNITS

Lesson1 K 2

StudentDebrief(8minutes)

LessonObjective:Findanddescribeflattriangles,squares,rectangles,hexagons,andcirclesusinginformallanguagewithoutnaming.

TheStudentDebriefisintendedtoinvitereflectionandactiveprocessingofthetotallessonexperience.

InvitestudentstoreviewtheirsolutionsfortheProblemSet.Theyshouldcheckworkbycomparinganswerswithapartnerbeforegoingoveranswersasaclass.LookformisconceptionsormisunderstandingsthatcanbeaddressedintheDebrief.GuidestudentsinaconversationtodebrieftheProblemSetandprocessthelesson.

Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.§ Whichobjectsdidyousortthatwerecurved?Whichobjectsdidyousortthatwerenotcurved?§ Whichflatshapeswerethehardesttosort?Why?§ Explaintoyourpartnerwhichshapesyoudrewonthebackofyourpaper.Canyouthinkofother

objectsaroundyouthathavethesesameshapes?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Howcanyoutellabouteachshapewithoutusingtheshape’sname?

Homework

HomeworkattheK–1levelisnotaconventioninallschools.Inthiscurriculum,homeworkisanopportunityforadditionalpracticeofthecontentfromtheday'slesson.Theteacherisencouraged,withthesupportofparents,administrators,andcolleagues,todiscerntheappropriateuseofhomeworkforhisorherstudents.Fluencyexercisescanalsobeconsideredasanalternativehomeworkassignment.

A STORY OF UNITS

Lesson1ProblemSet K 2

Name Date

Sort the shapes.

Shapes with a Curve Shapes without a Curve

A STORY OF UNITS

Lesson1ProblemSet K A STORY OF UNITS

Lesson1Homework K 2

Name Date

Draw a line from the shape to its matching object.

A STORY OF UNITS

Lesson1FluencyTemplate1 K 2

5-groupmat

A STORY OF UNITS

Lesson1FluencyTemplate2K 2

Draw more to make 5.

drawmore

A STORY OF UNITS

large5-groupcards(Copyoncardstock,andcut.Savefullset.)

A STORY OF UNITS

Lesson1Template K 2

shapes

A STORY OF UNITS

Lesson2: Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon examples.Identifyshapesastriangles.

Lesson2 K 2

Lesson 2 Objective:Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.

n ApplicationProblem (5minutes)

§ Making3withTrianglesK.OA.3 (3minutes)§ MakeaShapeK.G.4 (5minutes)§ Groupsof6K.CC.4b (4minutes)

Making3withTriangles(3minutes)Materials: (S)3beans,1paperorfoamtriangle,personalwhiteboard

Note:Thisactivitywaschosentosetthestagefortheanalysisoftrianglescomingintoday’slesson.

T: Touchandcountthecornersoftheshape.S: 1,2,3.T: Touchandcountyourbeans.S: 1,2,3.T: Ourjobistomake3.Put2beansonthecornersofyourshape.Keeptheotherbeaninyourhand.

Howmanybeansareonyourshape?S: 2.T: Howmanybeansareinyourhand?S: 1.T: Wecantellhowtomake3likethis:2and1make3.Echome,please.S: 2and1make3.T: Showme1beanonyourshape.Keeptherestinyourhand.Howmanybeansonyourshape?S: 1.T: Howmanybeansinyourhand?S: 2.

A STORY OF UNITS

Lesson2 K 2

T: Raiseyourhandwhenyoucansaythesentence,andstartwith1.(Waituntilallhandsareraised,andthengivethesignal.)

S: 1and2make3.

Guidestudentsastheywritetheequationsontheirpersonalwhiteboards.Challengestudentstolistandverifythattheyhavefoundallpossiblecombinations.

MakeaShape(5minutes)

Materials: (S)Craftsticksorstrawsoftwodifferentlengths,foamorconstructionpaperworkmat

Note:Refrainfromnamingtheshapesatthispoint.Askstudents,iftheyknowthem,tokeepthenamesoftheshapessecretfornow.Ifstudentsnametheshapes,havethemexplaintheirthinkingbydescribingtheshape’sattributesusinginformallanguage:“IknewImadeatrianglebecauseithasthreecorners.”

T: Let’splayMakeaShape.Putthreecraftsticksthissize(holdupthelongerofthetwolengths)onyourmat.

T: Movethestickssotheymakeashapewiththreepoints.S: (Movethestickstoformatriangleshape.)T: Touchandcountthepoints.S: 1,2,3.T: Touchandcountthesides.S: 1,2,3.T: Arethereanycurvedsides?S: No.T: Tradeinyourthreelongsticksforthreeshortones,likethis(showstudentsanexampleofthe

shorterlength),andputthemonyourmat.T: Movethestickssotheymakeanewshapewiththreepoints.S: (Movethestickstoformadifferenttriangleshape.)T: Doesyourshapestillhavethreepoints?Threesides?Nocurvedsides?(Pauseaftereachquestion

toallowstudentstimetoverify.)S: (Respondtoquestions.)T: Now,putoneofyoursticksback.Getastickthissize(holdupthelongerofthetwolengths),and

putitonyourmat.S: (Placethelongerstickonthematsotherearenowtwoshortandonelong.)T: Movethestickssotheymakeanewshapewiththreepoints.S: (Movethestickstoformadifferenttriangleshape.)

Havestudentscountthepointsandsidesagainandverifythattherearenocurvedsidessothattheyrealizethattheattributesoftheshapearethesame,evenastheshapetakesonadifferentappearance.Havethemcarefullyrotatetheirworkmatstoviewtheshapefromdifferentangles.

A STORY OF UNITS

Lesson2 K 2

NOTESONMULTIPLEMEANSOFACTIONANDEXPRESSION:

ScaffoldtheApplicationProblemforstudentswhostrugglebygivingdirectionsoneatatimeandwaitinguntilstudentscompletethetasktheyweregivenbeforegivingthemthenextdirection.Forexample,say,“Drawalargepizzapie.”Afterstudentscomply,continuewith,“Useyourcrayontocutthepizzaintoslicesfortwofriends.”

Hereisasuggestedsequencewithnamesofshapeslistedfortheteacher’sreference:

1. Atrianglecomposedoftwolongsticksandoneshort2. Asquarecomposedoffourlongsticks3. Asmallersquarecomposedoffourshortsticks4. Arectanglecomposedoftwoshortsticksandtwolongsticks

Groupsof6(4minutes)

Note:Thismaintenancefluencyactivityhelpsstudentsgainefficiencyincountingobjectsinvariedconfigurations.

T: Whenthemusicstarts,calmlywalkaroundtheroom,visitingcornersoftheroomuntilyouandyourclassmatescanmakeagroupof6.Don’tforgettocountyourself!Howmanycanbeinagroup?

S: 6.T: So,ifyougotoacornerthatalreadyhas5peoplethere,canyoustay?S: Yes!T: Whatiftherearealready6?S: No.T: Remembertocheckallthecornersoftheroom.Seeifwecanallgetintogroupsof6beforethe

musicstops!

Iftherearenotenoughstudentstomakeequalgroupsofthedesignatednumber,supplementwithpuppetsorstuffedanimals.Allowstudentstosharestrategiesformakinggroupsquickly.

ApplicationProblem(5minutes)

It’spizzatime!Onapieceofpaper,drawalarge,roundpizzapie.Don’tforgetyourfavoritetoppings!Withyourcrayons,showhowyouwouldcutthepizzaintoenoughslicesforyourfamily.Compareyourslicestothoseofapartner.Aretheyalike?Carefullydescribetheshapeofaslicetoyourpartner.

Note:Thepurposeofthisproblemistwo-fold;first,tohavethestudentscreatethree-sidedfigures,andsecond,tosetupapotentialnon-exampleforuselaterinthelesson.Thecurvededgeofthecrustintheirdrawingmeansthattheslicesarenotactuallytriangles.

A STORY OF UNITS

Lesson2 K 2

SupportEnglishlanguagelearners’capacitytodiscusshowtheshapestheymadeontheirgeoboardsareexamplesoftrianglesbyprovidingthemwithsentenceframessuchas,“Myshapeisatrianglebecauseithas…”touseasdiscussionstarterswiththeirpartners.

Preparation:Createoutlinesofgeometricfiguresonpapertobeaffixedtotheboardduringthelesson(Template).Shapesshouldinclude,butnotbelimitedto,thoseillustratedbelow:

Materials: (S)Geoboard,rubberband

Note:Ifthisisthefirsttimethestudentshaveusedageoboard,allowafewextraminutesduringthelessontoinstructtheminproperuseofthematerials.Usingarubberband,thestudentsstretchtherubberbandaroundpegstocreatevariousshapes.Emphasizethattherubberbandmustremainonthegeoboardatalltimes.

T: Yesterday,whenyouweretellingmeaboutyourshapes,youusedalotofmathwordstodescribethem.Whatweresomeofthethingsyounoticed?

S: Corners.àCurvedlines.àStraight.àNumberofsides.àPiecesmissing.T: Wearegoingtolookatsomemoreshapestodaytoseewhatelseyounotice.(Putatriangleonthe

classroomboard.)T: Tellmeaboutthisshape.S: Ithasthreesides.àIthasthreecorners.àItdoesn’thaveanycurves.T: Wecallashapelikethisatriangle.(WritethewordTriangleontheboard,andaffixtheshape

beneathit.Chooseanothertriangleoutline.)T: Tellmeaboutthisshape.S: Ithasthreecornersandthreesides.àIthasstraight

sides.àItisatriangle!T: (Affixtheshapetotheboardunderthefirsttriangle.)

Iambeginningtoseeapattern!Howmanycornersdoeseachshapehave?(Three.)Howmanysides?(Three.)Whatdothesideslooklike?

S: Theyareallstraight!T: So,atrianglehasthreestraightsidesandthree

corners?S: Yes.T: (Choose.)Hereisanothershape.Ithasthree

corners,andallofthesidesarestraight.Itmustbeatriangle.

S: No!It’sopen!

A STORY OF UNITS

Lesson2 K 2

T: Ifyouwereapetinsidethisfence,youcouldescape!So,triangleshavetobeclosed?S: Yes!T: (WriteNotaTriangleontheboard,andplacetheshapebeneathit.Continuethediscussionand

sortingwiththerestoftheshapes,guidingstudentstopointoutspecificattributesofthevariants,non-examples,anddistractors.)

T: Wehaveseveraltrianglesontheboard.I’mgoingtoaskyoutocopythesetrianglesontoyourgeoboard.Remember,youcanonlyuseonerubberband.Stretchitaroundthreecorners!(Demonstrate,andthenpassoutgeoboardsandrubberbands.Assiststudentsastheytrytocopytheshapes.Makesurethattheyhaveshapeswithexactlythreesides.)

T: Now,createyourowntriangleonyourgeoboard,andthenshowyourpartner.Besuretotellhowyouknowitisatriangle!(Allowtimeforsharinganddiscussion.)

T: Putyourgeoboardsaway,andgetreadyforsometrianglehuntingonyourProblemSet.

ProblemSet(10minutes)StudentsshoulddotheirpersonalbesttocompletetheProblemSetwithintheallottedtime.

LessonObjective:Explaindecisionsaboutclassificationsoftrianglesintocategoriesusingvariantsandnon-examples.Identifyshapesastriangles.

Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.

§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Counthowmanytrianglesyoucolored.Didyourpartnercolorthatsamenumber?§ Didyoucolorthesametrianglesasyourpartner?§ Explaintoyourpartnerhowyouknewtheobjectsyoucoloredweretriangles.§ Whatdoyoulookforinatriangle?§ WeretheslicesofthepizzaintheApplicationProblemtriangles?Whyorwhynot?

A STORY OF UNITS

Lesson2ProblemSet

Name Date

Find the triangles, and color them blue. Put an X on shapes that are not triangles.

Draw some triangles.

A STORY OF UNITS

Lesson2Homework

Name Date

Color the triangles red and the other shapes blue.

Draw 2 different triangles of your own.

A STORY OF UNITS

Lesson2Template

shapes

A STORY OF UNITS

Lesson3: Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon examples.Identifyshapesasrectangles.

Lesson3 K 2

Lesson 3 Objective:Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.

§ 5-GroupHandsK.CC.2 (5minutes)§ Making4withSquaresandBeansK.CC.4a (4minutes)§ TriangleorNotK.G.2 (3minutes)

Materials: (T)Large5-groupcards(Lesson1FluencyTemplate3)

Note:Werepeatworkwiththehandsoftenbecausestudentsneedfrequentpracticetoachievefluency.Thesameexercisesmustberepeatedagainandagain.Astheygaindepthofunderstanding,theyvisualize.Astheyvisualize,theynolongerneedtheirfingers.

ConducttheactivityasoutlinedinLesson1,butnowcontinueto10.

Making4withSquaresandBeans(4minutes)

Materials: (S)4beans,paperorfoamsquares,personalwhiteboard

Note:Studentsworkearlyintheyeartowardfluencywithsumsanddifferenceswithin5.Thistakestimeandagreatdealofpractice.

T: Touchandcountthecornersofthesquare.S: 1,2,3,4.T: Touchandcountyourbeans.S: 1,2,3,4.

A STORY OF UNITS

Lesson3 K 2

T: Ourjobistomake4.Put3beansonthecornersofyoursquare.Keeptheotherbeaninyourhand.Howmanybeansonyoursquare?

S: 3.T: Howmanybeansinyourhand?S: 1.T: Wecantellhowtomake4likethis:3and1make4.Echome,please.S: 3and1make4.T: Showme2beansonyoursquare.Keeptherestinyourhand.Howmanybeansonyoursquare?S: 2.T: Howmanybeansinyourhand?S: 2.T: Raiseyourhandwhenyoucansaythesentence.(Waituntilallhandsareraised,andthengivethe

signal.)S: 2and2make4.

Continuewithplacing1beanonthesquare,then4,andfinally0toworkthroughallofthenumbercombinations.Havestudentswritetheequationsontheirpersonalwhiteboards.Challengestudentstolistandverifythattheyhavefoundallpossiblecombinations.

TriangleorNot(3minutes)Materials: (T)Papershapesofthesamecolorinvaryingsizes,awiderangeofexemplars,non-examples,and

variants(FluencyTemplate)

Note:Thisisapreparatoryfluencyactivityintendedtoreviewthepreviouslesson’sworkwithtrianglesandpreparestudentstonameandidentifyrectanglesinasimilarmanner.

T: I’llshowyouashape.We’lltrytodecideifit’satriangleornot.Ifyouthinkit’satriangle,givemeathumbs-up.Ifit’snotatriangle,thumbs-down.Eitherway,bereadytoexplainyourchoice!Herewego.(Showanexemplartriangle.)

S: (Showthumbsupsign.)T: You’reright!Itisatriangle.Whocantelluswhy?S: (Givevariedresponses.Justifywithinformallanguageandattributesoftheshape.)

Continueidentifyingshapesastrianglesornottriangles.Proceedfromsimpletocomplexbystartingwiththeexemplarofeachshape,thenthenon-examples,andthenthevariants.

Designyourowndollarbill!Drawyourdollarbillonapieceofpaper.Whosepicturewillyouputinthecenter?Compareyourdollarwithyourpartner’s.Tellhimabouttheshapeofyourbill.Howareyourdollarsalike?

Note:Inthisproblem,thestudentsshould,fromtheirowngeneralknowledge,drawsomesortofarectangle.Describingtheirdollarstotheirfriendsleadsthemtoarticulatewhattheyalreadyknowabouttheshapeinanticipationoftoday’slesson.

A STORY OF UNITS

Lesson3 K 2

ForEnglishlanguagelearners,connectthekeyvocabularyofthelesson(straight,sides,corners)withpicturesthatrepresentthemeaningoftheseterms.

Preparation:Createoutlinesofgeometricfiguresonpapertobeaffixedtotheboardduringthelesson(Template1).Shapesshouldinclude,butnotbelimitedto,thoseillustratedbelow:

Materials: (S)Copyofdotpaper(Template2)oncardstock,WikkiStix(crayonsormarkersmayalsobeused)

T: Wearegoingtotalkaboutanothertypeofshapetoday.Lookattheshapeontheboard.Useyourmathwordstotellaboutit.(Placeanexemplarrectangleontheboard.)

S: Ithasfourcorners.àIthasfoursides.àThesidesareallstraight.T: Thisshapeiscalledarectangle.(WriteRectangleon

board,andaffixtheshapebeneathit.)T: (Placeanotherrectangleontheboard.)Tellaboutthis

shape.S: Ithasfourstraightsidesandfourcorners.Itisa

rectangle,too.T: Hmmm.Iwonderifwewillhaveanotherpattern

today.Let’sputthisoverbytheotherrectangle.Howaboutthisshape?(Placeasquareontheboard.)

S: Ithasfourcornersandfoursides.Allthesideslookthesame.

T: So,thisisarectangle,too?(Yes.)Thisspecialrectangle,inwhichallthesidesarethesamelength,iscalleda…

S: Square!T: Howaboutthisone?(Affixtoboard.)Isthisarectangle?Ithasstraightsidesandfour

corners.S: No!It’snotarectangle!àThecornersdon’tlookright.T: Whatdothecornerslooklikeinarectangle?

A STORY OF UNITS

Lesson3 K 2

ChallengeyourstudentsworkingabovegradelevelbyaskingthemtosqueezetheirWikkiStixrectangles(makingaparallelogram),andhavethemdecidewhetherthenewshapeisarectangleornot.

S: TheyneedtobeL-shaped.T: Let’sputthisoverhere,then.Itisnotarectangle.(WriteNotaRectangleontheboard,andaffix

theshapebeneathit.)

Asyoudidwiththetrianglesyesterday,continuetosorttherestoftheshapeswiththestudents.Besuretoplacetheshapesinavarietyoforientations.Guidethemtopointoutpertinentattributesofvariants,distractors,andnon-examples.Encouragethemtoinsistthatanyrectangleshavefourstraightsidesandfourrightanglesandareclosedshapes.

T: Youhavelearnedmanyrulesaboutrectanglestoday!Now,makesomerectanglesofyourown.UsetheseWikkiStixforthesides,andusethespecialdotsonthispapertokeepyoursidesstraight.Usetherectanglesyousortedontheboardforyourmodels.

Passoutmaterials,andallowtimeforconstructionanddiscussion.Circulatetoensureaccuracy.IfWikkiStixarenotavailable,studentscanusecrayonsormarkerstoconnectthedotsintheirshapeconstruction.

T: Greatwork!Whenyoutakethesehomeafterschool,seeifyounoticeanyrectanglesliketheseontheway!

InthisProblemSet,wesuggestallstudentsbeginbyputtinganXonalltheshapesthatarenotrectanglesandpossiblyleavethecoloringtotheendiftheystillhavetime.

LessonObjective:Explaindecisionsaboutclassificationsofrectanglesintocategoriesusingvariantsandnon-examples.Identifyshapesasrectangles.

A STORY OF UNITS

Lesson3 K 2

Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion.§ HowdidtheApplicationProblemconnecttotoday’slesson?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Counthowmanyrectanglesyoucolored.Didyourpartnercolorthatsamenumber?§ Didyoucolorthesamerectanglesasyourpartner?§ Explaintoyourpartnerhowyouknewtheobjectsyoucoloredwererectangles.§ Whatdoyoulookforinarectangle?§ Whatshapedidyoudrawwithfoursides?Canyoudrawmorethanoneshapewithfoursides?§ Howarerectanglesandtrianglesthesameanddifferent?§ Whyisasquareaspecialkindofrectangle?

A STORY OF UNITS

Name Date

Find the rectangles, and color them red. Put an X on shapes that are not

rectangles.

Draw some rectangles.

A STORY OF UNITS

Lesson3Homework K 2

Name Date

Color all the rectangles red. Color all the triangles green.

On the back of your paper, draw 2 rectangles and 3 triangles.

How many shapes did you draw? Put your answer in the circle.

A STORY OF UNITS

Lesson3FluencyTemplate K 2

shapes

A STORY OF UNITS

Lesson3Template1 K 2

shapes

A STORY OF UNITS

Lesson3Template2 K 2

dotpaper

A STORY OF UNITS

Lesson4: Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnonexamples.

Lesson4 K 2

Lesson 4 Objective:Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.

§ RectangleorNotK.G.2 (3minutes)§ MakeaShapeK.G.4 (4minutes)§ Groupsof7K.CC.4b (5minutes)

RectangleorNot(3minutes)

Materials: (T)Papershapesofthesamecolorinvaryingsizes,awiderangeofexemplars,non-examples,andvariants(FluencyTemplate)

Note:Thisisapreparatoryfluencyactivityintendedtoreviewthepreviouslesson’sworkwithrectanglesandpreparestudentstonameandidentifyhexagonsandcirclesinasimilarmanner.

ThisissimilartoLesson3,butwithrectangles.

Identifyshapesasrectanglesornotrectangles,fromsimpletocomplex,bystartingwiththeexemplarofeachshape,thenthenon-examples,andthenthevariants.

MakeaShape(4minutes)

Note:Thisactivityisrepeatedwithanewshape,allowingstudentstofocusonthenewcomponent,thehexagon,ratherthanthelogisticsoftheactivityitself.

ConducttheactivityasoutlinedinLesson2,butthistimeincludehexagonswithoutnaming.

A STORY OF UNITS

Lesson4 K 2

Groupsof7(5minutes)

Note:Thismaintenanceactivitysupportsefficiencyincountingobjectsinvariedconfigurations.

ConducttheactivityasoutlinedinLesson2,butwith7.Allowstudentstosharetheirstrategiesformakinggroupsquickly.

Usingonlytrianglesandrectangles,designarocketshiponyourpaper.Traderocketshipswithyourpartner.Counthowmanytrianglesandrectanglesyouseeinhispicture.Didyouusethesamenumberofeachshape?

Note:Thisproblemisdesignedasareviewexercisepriortotheintroductionanddefinitionoftwonewshapesintoday’slesson.

Preparation:Whilemanyobjectsinclassroomshaveacircularshape,hexagonsintheclassroomenvironmentusuallymustbeengineered.Strategicallyplaceseveralcutoutoroutlinedshapesofregularandirregularhexagonsaroundtheroompriortothelesson.Youmaywishtoincludeafewdifferenthexagonsconstructedongeoboardsorondotpaper.

Createoutlinesofgeometricfiguresonpapertobeaffixedtotheboardduringthelesson.Shapesshouldinclude,butnotbelimitedto,thoseillustratedbelow:

Materials: (T)Papershapes(Template)(S)Clipboardwithpaperandpencil,realortoymagnifyingglass(ifavailable)

T: Wehavetalkedabouttriangles,rectangles,andsquares,andyouhavemademanyoftheseyourselves.Herearesomenewshapesforyoutolookattoday.

SortshapeoutlinestomakeagroupofhexagonsandthencirclesinthesamemannerasinLessons2and3.Asinpreviouslessons,beginthediscussionwithexemplarshapestoguidethestudentsastheydiscovereachshape’sdefiningcharacteristics.Assortingcontinues,guidethemtorealizethatahexagonisaclosedflatshapewithsixstraightsidesandthatacircleisaflat,closed,curvedshapewithnostraightsides.

A STORY OF UNITS

Lesson4 K 2

ANOTEONMULTIPLEMEANSOFREPRESENTATION:

Oncethevocabularywordshexagonandcirclehavebeenintroduced,posttheseonthewordwallwithavisualofacircleandmanydifferentexamplesofhexagons.

Note:Studentscanbecomefrustratedastheyattempttoarticulatethedifferencebetweenacircleandanoval.Thoughtheymaynotbeabletodescribetheconceptofequidistancefromacenter,theycantellyouthatiftheyhadaracecar,theywouldratherhavewheelsintheshapeofacirclethanintheshapeofanoval.“Circlescanrollbetter!”“Theyarenotsquished!”

T: Wearegoingtohaveanotherdetectivehunttoday.Youandyourpartnerwillsearchfortheseshapesintheclassroom.Useyourclipboardsanddetectiveequipment,anddrawanycirclesandhexagonsthatarehiding!(Allowstudentstoinvestigateforfiveminutesbeforetheyreturntotheirseats.)

T: Wouldanyoneliketoshowandshareoneofthecirclesorhexagonstheyfoundintheclassroomtoday?Howisyourcircleorhexagondifferentfromtheothershapeswe’velearned?(Allowtimeforsharinganddiscussion.)

Sincehexagonsandcirclesarethefocusofthislesson,havestudentsfirstidentifyoneofthetwoshapesandthentheother.

LessonObjective:Explaindecisionsaboutclassificationsofhexagonsandcircles,andidentifythembyname.Makeobservationsusingvariantsandnon-examples.

Anycombinationofthequestionsbelowmaybeusedtoleadthediscussion§ HowdidtheApplicationProblemconnecttotoday’slesson?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Didyoucolorthesamehexagonsandcirclesasyourpartner?§ Explaintoyourpartnerhowyouknewtheobjectsyoucoloredwerehexagonsorcircles.

A STORY OF UNITS

Lesson4 K 2

§ Counthowmanycirclesandhexagonsyoucolored.Didyourpartnercolorthatsamenumber?§ Whichshapeismorelikeacircle,asquareorahexagonwithequalsides?Ifthereweremoreand

moreequalsidestoourshape,coulditlookmoreandmorelikeacircle?

A STORY OF UNITS

Lesson4ProblemSet

Name Date

Find the circles, and color them green. Find the hexagons, and color them yellow. Put an X on shapes that are not hexagons or circles.

Draw hexagons and circles.

A STORY OF UNITS

Lesson4Homework

Name________________________ Date____________________

Color the triangles blue.

Color the rectangles red.

Color the circles green.

Color the hexagons yellow.

On the back of your paper, draw 2 triangles and 1 hexagon.

How many shapes did you draw? ______

A STORY OF UNITS

papershapes

A STORY OF UNITS

Lesson4Template K 2

papershapes

A STORY OF UNITS

Lesson5 K 2

Lesson 5 Objective:Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.

§ GroupsofShapesK.G.2 (5minutes)§ Peek-a-BooShapesK.G.2 (3minutes)§ Groupsof8K.CC.4b (4minutes)

GroupsofShapes(5minutes)Materials: (T)Signswithpicturesofshapestoindicatewheretoformeachgroup(FluencyTemplate1)

(S)Papercutoutsoftriangles,rectangles,squares,hexagons,andcircles(varietyofsizes,includeexemplars,non-examples,andvariants)(FluencyTemplate2)

Note:Inthisfluencyactivity,studentsbringtogethertheirinsightsfromLessons1–4toformgroups,eachdefinedbyashape.Thisallowsteacherstoalsouseshapesaspartoftheirclassroommanagementtechniques,whichwillfurtherembedgeometryintotheclassroomculture.

T: Chooseashapefromtherug.T: Lookatyourshape.Raiseyourhandifyouknowthenameofyourshape.WhenIgivethesignal,

whisperthenameofyourshapetoyourself.Ready?T: Lookaroundtheroom.Doyouseesignswithpicturesofshapes?S: Yes.T: Doyouseeyourshape?S: Yes.T: WhenIstartthemusic,Iwantyoutocalmlywalktothesignthathasthesameshapeasyours.T: WhenIpointtoyourgroup,saythenameofyourshape.(Pointtothegroupoftriangles.)S: Triangles.

Continueidentifyingtheremaininggroups,andthencallstudentsbacktotherugtotradeforanewshape.Circulatetoseewhichstudentsstrugglewiththistask.Supportthembyhavingthemidentifytheattributesoftheirshapeandcompareittotheshapespicturedonthesigns.

A STORY OF UNITS

Lesson5 K 2

Peek-a-BooShapes(3minutes)

Materials: (T)Papercutoutsoftriangles,rectangles,squares,hexagons,andcircles(varietyofsizes,includeexemplars,non-examples,andvariants),picturesofreal-worldobjectsthatareflatshapes(FluencyTemplate3)

Note:Withtheteacherhidingtheshapes,studentsgetaccustomedtovisualizing,askilltheywillbeapplyingtonumbers,forexample,withdotcards.Thisisanimperativestepindevelopingnumbersense.Itisasignificantmomentwhenstudentsrealizetheycanmakeamentalpictureofsomething.

Oneshapeatatime,showstudentseachshapebriefly.Then,taketheshapeoutofview.Remindstudentsbeforehandthattheyaretousethelisten,think,raiseyourhand,waitforthesnapproceduretonametheshapeinchoralresponse.Startwitheasyshapestobuildconfidence,andthensteadilyincreasethelevelofdifficulty.

Groupsof8(4minutes)

Note:Thisfluencyactivityhelpsstudentsgainefficiencyincountingobjectsinvariedconfigurations.

Workwithyourpartner.Standsomewhereintheclassroomsothatyouarefacingawall,butyourpartnerisfacingtheotherway.Tellyourpartnerseveralthingsthatyouthinkarebehindyouintheroom.Havehimlooktoseeifyouareright.Whenyouaredone,switchplaceswithyourpartner.

Note:Behindisaprepositionwithwhichmostchildrenareveryfamiliar.Introducingnewerdirectionalconceptswiththisfamiliarwordsetsthestageforlearninginthelessontoday.

Materials: (S)Scissors,glue,paperbagcontainingcutoutsofvariousshapes(twonon-identicalshapesofeachtype,includingtriangles,rectangles,circles,hexagons,andsquares)(Template)

Thefollowingaresuggestions:

A STORY OF UNITS

Lesson5 K 2

EnglishlanguagelearnersaremoresuccessfulinfollowingSimonSaysdirectionsifshownconcretevisualexampleswiththedirections.Forexample,say,“Holdupashapethathasfourcorners,”whilepointingtoapictureofacorner.

Supportstudentswhostrugglebypartneringkeywordssuchasnextto,below,above,andbelowwithmodelingtheactionsforthem.

T: Youhavenewmysterybags!Carefullyshakeyourshapesontoyourdesk.Workwithyourpartner,andsaythenameofeachshape.

S: (Sortoutandarrangeshapes.)T: (Allowtimeforsharinganddiscussion.)Let’splay

SimonSays!Iwilldescribeashapetoyou.IfIsay“Simonsays!”findtheshape,holditup,andfreeze.Then,listencarefullywhileIdescribeanewshape.FindthenewshapeonlyifIsay“Simonsays!”IfIdon’t,stayfrozen.

T: Simonsaysholdupashapethathasfourcorners.Simonsaysholdupashapethathasnostraightsides.Simonsaysholdupashapethathasonemorethanfivesides.Holdupashapethathasfoursidesthatareexactlythesame.

S: Youdidn’tsay“Simonsays!”T: (Continueseveraltimesuntilstudentsshowfluencyin

identifyingthecorrectshapes.)T: Now,putallofyourshapesinarowonthetopofyour

desk.Wearegoingtoplayourgameadifferentway.Iamgoingtoaskyoutoarrangeyourshapesincertainways.Listencarefully,anddon’tforgettolistenfor“Simonsays!”

T: Simonsaysputashapewithonelessthanfoursidesinthemiddleofyourdesk.Simonsaysputashapemadewithacurvedlinebesidethatshape.SimonsaysputashapewithonlyoneL-cornernexttotheshapewithacurvedline.Putashapewithsixcornersnexttothatshape.Ididn’tsay“Simonsays!”(Playseveralmoretimes.)

T: Simonsaysputacurvedshapebelowyourchair.Simonsaysholdyoursquareaboveyourhead.Simonsaysholditbehindyourfriend.Putasquareinfrontofyou!

S: Youdidn’tsay“Simonsays!”T: Putyourshapesinthebag.Wearegoingto

practicemorewordslikebelow,above,andbesideinourProblemSet.

A STORY OF UNITS

Lesson5 K 2

InthisProblemSet,studentsshouldbeginbycuttingouttheshapesandliningthemnexttotheducksheet.

Note:StudentswillnotuseallcutoutshapesintheProblemSet.

ReadthedirectionsfortheProblemSet,andthencirculateasstudentsworktoseeiftheyhavemasteredthenamesoftheshapes.

§ Findtheshapewithfourstraightsidesthatareexactlythesame.Coloritblue.Gluetheshapeabovetheduck.

§ Findtheshapewithnocorners.Colorityellow.Gluetheshapebehindtheduck.§ Findtheshapewiththreestraightsides.Coloritgreen.Gluetheshapebelowtheduck.§ Findtheshapewithfoursides.Twosidesarelongandthesamelength,andtwosidesareshortand

thesamelength.Coloritred.Gluetheshapebesidethecircle.

§ Findtheshapewithsixcorners.Coloritorange.Gluetheshapeinfrontoftheduck.§ Findtheshapewithcurvesandcorners.Coloritpurple.Gluetheshapenexttothesquare.

LessonObjective:Describeandcommunicatepositionsofallflatshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.

§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Howdidyouplaceeachobjectonyourpaper?Gothrougheachdirection(above,below,infrontof,

nextto,andbehind),andcomparewherestudentsputtheirobjectsontheirpaper.§ Comparewithyourpartner.Didyouputyourshapesinthesameplaceasyourpartner?§ Whatshapesdoyouseeonyourpaper?Howdidyouknowtheywerethoseshapes?§ HowdidtheApplicationProblemconnecttotoday’slesson?

A STORY OF UNITS

Lesson5ProblemSet

Name Date

Cut out all of the shapes, and put them next to your paper with the duck. Listen to the directions, and glue the objects onto your paper.

A STORY OF UNITS

Lesson5ProblemSet

Name Date

A STORY OF UNITS

Lesson5Homework

Name Date

§ Behind the elephant, draw a shape with 4 straight sides that are exactly the same length. Color it blue.

§ Above the elephant, draw a shape with no corners. Color it yellow.

§ In front of the elephant, draw a shape with 3 straight sides. Color it green.

§ Below the elephant,draw a shape with 4 sides, 2 long and 2 short. Color it red.

§ Below the elephant, draw a shape with 6 corners. Color it orange.

On the back of your paper, draw 1 hexagon and 4 triangles. How many shapes did you draw? Put your answer in the circle.

A STORY OF UNITS

Lesson5FluencyTemplate1

triangle

rectangle

A STORY OF UNITS

square

hexagon

A STORY OF UNITS

circle

A STORY OF UNITS

shapes

A STORY OF UNITS

shapes

A STORY OF UNITS

Lesson5Template

shapes

A STORY OF UNITS

TopicB: Three-DimensionalSolidShapes

KG R A D E MathematicsCurriculum

GRADEK•MODULE2TopicB

Three-DimensionalSolidShapesK.G.1,K.G.2,K.G.4,K.MD.3

FocusStandards: K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.

ThelessonsofTopicBreplicateconceptstaughtinTopicAbutwithsolidshapes.Lesson6beginswithstudentsfindingsolidshapesintheirenvironment.Theymightfindbottlesofpaint,tissueboxes,balls,orcrayonsanddescribetheseobjectstotheirneighborusinginformallanguage.“Myballisround,anditbounces!”“Thistissueboxhasalotofpointycorners.”SomestudentsmightevenusetheflatshapevocabularytheylearnedinTopicAtodescribetheirsolidshape.“Therearealotofrectanglesonmytissuebox,too.”

InLesson7,studentslearnthenamesofthesolidshapesandfocusontheirattributes.Theyareaskedtoexplaintheirthinkingastheyclassifythesolidshapesintocategories.“I’mputtingthecubeandrectangularprismtogetherbecausetheyhavesixsides.”“Thesphereandcylinderroll.Theyshouldgotogether.”Lesson8guidesthestudentstousetheirnewsolidshapelexicontocommunicatethepositionofsolidshapestoeachother.Studentsidentify,name,andpositionshapesrelativetoeachother.

A STORY OF UNITS

TopicB K•2

TopicB: Three-DimensionalSolidShapes

ATeachingSequenceTowardMasteryofThree-DimensionalSolidShapes

Objective1: Findanddescribesolidshapesusinginformallanguagewithoutnaming.(Lesson6)

Objective2: Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.(Lesson7)

Objective3: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.(Lesson8)

A STORY OF UNITS

Lesson6: Findanddescribesolidshapesusinginformallanguagewithoutnaming.

Lesson6 K 2

Lesson 6 Objective:Findanddescribesolidshapesusinginformallanguagewithoutnaming.

nApplicationProblem (5minutes)

nConceptDevelopment (25minutes)

§ BeepNumberK.CC.4a (4minutes)§ HideandSee5K.OA.2 (4minutes)§ TakeApartGroupsofCirclesK.OA.1 (4minutes)

BeepNumber(4minutes)Note:Thisfluencyactivityensuresthatstudentsgainflexibilitywithnumberorderinbothdirectionsonthenumberline.

Materials: (T)Personalwhiteboard(optional)(S)Numberpath(FluencyTemplate)(optional)

T: Let’splayBeepNumber!ListencarefullywhileIcount.Insteadofsayinganumber,I’llsaybeep.YoucantoucheachnumberonyournumberpathasIsayit.Whenyouknowwhatthebeepnumberis,raiseyourhand.5,beep,7.(Waituntilallhandsareraised,andthengivethesignal.)

S: 6.T: (Turnoverthepersonalboardtorevealthenumber6sothatstudentscanverifythattheiranswer

wascorrect.)T: 7,beep,5.(Waituntilallhandsareraised,andthengivethesignal.)S: 6.T: (Turnoverthepersonalboardtorevealthenumber6.)

Continueinathoughtfulsequence,interminglingcountingupandcountingdown.Returntoasimplersequenceifstudentshavedifficulty.

Theteacher’suseofthepersonalwhiteboardisoptional,butitcanincreaseengagementasstudentsperceivethenumberassecret.Initially,studentsmayrelyheavilyonthenumberpathinordertodeterminethemissingnumber.Challengestudentstosolvementallywhentheyareready.

A STORY OF UNITS

Lesson6 K 2

HideandSee5(4minutes)Materials: (S)5linkingcubes,personalwhiteboard

Note:Inthisactivity,students’understandingoftheconservationofanumberdevelopsintoparttowholethinkingattheconcretelevel,anticipatingtheworkofModule4(numberbonds,addition,andsubtraction).

T: Touchandcountyourcubes.S: 1,2,3,4,5.T: Hide2behindyourback.Howmanycanyousee?S: 3.T: Putthembacktogether.Howmanycubesdoyouhave?S: 5.T: Hide1behindyourback.Howmanycanyousee?S: 4.T: Putthembacktogether.Howmanycubesdoyouhave?S: 5.

Variation:Asstudentsputthecubestogether,theycanwritetheexpressionsontheirpersonalwhiteboards.Challengestudentstolistallpossiblecombinations.

TakeApartGroupsofCircles(4minutes)Materials: (S)Personalwhiteboard

Note:Inordertomeetthegoalofaddingandsubtractingfluentlywithin5,studentsneedtobeginpracticingearlyandregularly.

T: Drawthreecirclesonyourboard.(Waitforstudentstodothis.)PutanXontwoofthem.HowmanycircleshaveanX?

S: 2.T: HowmanycirclesdonothaveanX?S: 1.T: Howmanycirclesareonyourboard?S: 3.T: Raiseyourhandwhenyoucansaythenumbersentencestartingwith2.(Waitforallstudentsto

raisetheirhands,andthensignal.)Ready?S: 2and1make3.T: Verygood.Let’sgoalittlefasternow.Erase.Drawfourcirclesonyourboard.(Waitforstudentsto

dothis.)PutanXonthreeofthem.(Wait.)HowmanydonothaveanX?S: 1.T: Raiseyourhandwhenyoucansaythenumbersentencestartingwith3.(Waitforallstudentsto

raisetheirhands,andthensignal.)Ready?S: 3and1make4.

Continueworkingthroughproblemswithin5.Alternatively,studentscanwritetheequationwhen3isthetotalandtheexpressionswhen4or5isthetotal.

A STORY OF UNITS

Lesson6 K 2

TohelpEnglishlanguagelearners,introducekeyvocabularylikeflat,solid,edges,corners,sides,points,curves,andsolidsdaysbeforeyouteachthelesson.Postthesetermsonthewordwallwithvisualsoraconcreteexampleofeach.

Havestudentsworkwithapartner.Giveeachsetofstudentsasmallballandacube.

Wearegoingtodoatest.Taketurnswithyourpartner.Rolltheballbackandforthbetweenyouafewtimes.Watchtheballcarefullyasitrolls.Now,trytorolltheblockbetweenyou.Talktoyourpartneraboutwhathappens.Whydoyouthinktheobjectsbehavesodifferently?Whatwouldbethebestwaytogettheblocktoyourpartner?Whydon’tcupsthathaveacircleonthebottomrolloffthetable?

Note:ThisApplicationProblemrequiresstudentstostartthinkingaboutthedifferencesbetweenballsandcubesinpreparationfortoday’slesson.

Preparation:Aswiththehexagons,priortothelesson,strategicallyplacesomeextraexamplesofthegeometricsolidsaroundtheclassroomiftheyarenotalreadypresent.Suggestionsincludepartyhats,cans,snowconecups,drums,andboxes.

Materials: (S)1bagcontainingasetofgeometricsolidsperstudentpair(solidsshouldincludeacone,acylinder,acube,andasphere),clipboard,paper,pencil,realortoymagnifyingglass(ifavailable)

T: Ihavesomethingnewforyoutoexploretoday!Youwillbeworkingwithyourpartner.Pleasetakeeverythingoutofyourbag.Iwillgiveyouafewminutestolookandtalkwithyourpartneraboutwhatyounotice.

S: (Allowthreeminutesforfreeexplorationanddiscussiontime.)

T: Placeyourthingsonyourdesk.Standupandlookdownatthemasthoughyouwereabird.Whatdoyounotice?

S: Fromuphere,thisonelookslikeasquare!àThisonelookslikeacircle.àFromhere,thesetwolookalike.

T: Now,pretendthatyouareanant.Benddownandlookfromeyelevelacrossthetopofyourdesk.Whenwedidthiswithyourflatshapes,yousaidyoucouldn’tseethemanymore.Whathappensthistime?

S: Theystickup!àNow,Iseeatriangle.àTheyarenotflat.T: You’reright.Theyarenotflat.Wecallthesesolids.Findthesolidthatlookslikethis.(Holdupthe

sphere.)Tellmeaboutthissolid.S: Itlookslikeaball.àItisround.

A STORY OF UNITS

Lesson6 K 2

Studentsworkingbelowgradelevelmayexperiencedifficultywiththesortingactivity.Toassistthem,useinteractivetechnologysuchastheonefoundathttp://www.brainpopjr.com/math/geometry/solidshapes/search/,wheretheyarechallengedtosortsolidsandtwo-dimensionalshapes.

T: (Holdupthecube.)Lookatthissolid.Findtheonethatlookslikeitonyourdesk.Howisitdifferent?(Continueexaminingthesolidsuntilstudentshavehadachancetodescribethemall.Encouragethestudentstouselanguagesuchasedges,corners,sides,points,andcurvesintheirdiscussion.)

T: Putyourshapesbackinthebag.Takeoutyourdetectivematerials.Youandyourpartneraregoingtohuntfortheseshapesaroundourclassroom.Whenyoufindone,drawitonyourpaper.(Allowstudentsfiveminutestoidentifysomeofthesolidsintheenvironment.)

T: Pleasereturntoyourseats.Wouldanyoneliketoshowandshareaboutwhattheyfound?(Allowtimefordiscussionandsharing.)WewillfindsomemoresolidsinourProblemSet.

Note:Ifstudentsfinishearly,havethemdrawsolidshapesthattheyseearoundthem.

LessonObjective:Findanddescribesolidshapesusinginformallanguagewithoutnaming.

§ Whatsolidsdidyoumatchthatwerecurved?Whatsolidsdidyoumatchthatwerenotcurved?§ Whichshapeswerethehardesttomatch?Why?§ Explaintoyourpartnerwhatyoudrewonthebackofyourpaper.Canyouthinkofotherobjects

aroundyouthatarethesesolidshapes?Haveavolunteerortwosharetheirdrawings.

A STORY OF UNITS

Lesson6 K 2

§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?Howcanyoutellabouteachsolidwithoutusingthesolid’sname?

§ HowdidtheApplicationProblemconnecttotoday’slesson?

A STORY OF UNITS

Lesson6ProblemSet

Name Date

Match these objects and solids by drawing a line with your ruler from the object to the solid.

On the back of the paper, draw solid shapes that you see in the classroom.

A STORY OF UNITS

Lesson6Homework K 2

Name Date

Find things in your house or in a magazine that look like these solids. Draw the solids or cut out and paste pictures from a magazine.

A STORY OF UNITS

numberpath

2 3 4 5 6 7 8 9 10

A STORY OF UNITS

Lesson7 K 2

Lesson 7 Objective:Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.

nConceptDevelopment (25minutes)

§ ShowMeShapesK.G.2 (4minutes)§ Making5with5-GroupMatsK.OA.1 (5minutes)§ 5-GroupHandsK.CC.2 (3minutes)

ShowMeShapes(4minutes)

Materials: (S)Assortmentofsolidshapes,possiblyamixtureofeverydayobjectsandwoodenorplasticsolidshapes

Note:Inthisactivity,studentscontinuetoanalyzesolidshapestogainfluencywithrecognizingattributesandusinggeometricvocabulary.

Scatterthesolidshapesandobjectsontothestudents’tablesorinthecenteroftherug.

T: Lookattheshapesthatareontherug.Iwillaskyoutofindacertainkindofshape.Whenyoufindit,holditup.Ready?Showmeshapesthathavepoints.

S: (Holdupcubesandcones.)T: Yes.Putthembackontherug,andlistentowhatIwantyoutofindnext.Showmeshapesthat

havenopoints.S: (Holdupspheres.)T: Yes.Now,showmeshapesthathaveacurve.S: (Holdupspheres,cones,andcylinders.)

Continuehavingstudentstesteachothersotheypracticethevocabulary.

A STORY OF UNITS

Lesson7 K 2

Asthevocabularytermscone,face,cube,corners,andedgescomeupinthelesson,theteachercanusegesturesliketouchingherfaceandthenthefaceofthesolidwhilesayingthewordfaceinordertoenrichEnglishlanguagelearners’experienceandmakeiteasierforthemtoaccessthecontentofthelesson.

Making5with5-GroupMats(5minutes)

Materials: (S)5-groupmats(Lesson1FluencyTemplate1),5linkingcubes

Note:Inthisactivity,studentsworktowardfluencywithnumberswithin5.

ConducttheactivityasoutlinedinLesson1,butnowhavestudentsrotatetheirmatssothattheyworkwith5-groupsintheverticalorientation.

Note:Students’facilitywiththeirhandslaysthefoundationfortheuseofthenumberline.

ConducttheactivityasoutlinedinLesson1,butnowcontinueto10.Considershowingthecardsintheverticalorientationsothatstudentscangainflexibilityinlocatingthe5-group.

Materials: (S)Smallpieceofmodelingclay

Thinkaboutthesolidsyouinvestigatedyesterday.Now,listentotheriddle,andmakethismysterysolidwithyourclay:Iamasolidthatcanroll.Idon’thaveanycorners.Ihavezeroedges.Makeme!

Whenyouaredone,showthesolidtoyourfriend.Doyoursolidslookalike?

Note:Thepurposeofthisproblemistoremindstudentsofthevocabularyusedinyesterday’slesson.Theyneedtofocusondescriptionsofthistypeintoday’slesson.Italsogiveskinestheticlearnersachancetomanipulatetheclay.

Materials: (S)Setofgeometricsolidsincludingacube,sphere,cone,andcylinderperstudentpair;paperandcoloredpencils;smallsmileyfacestickers

Note:Inthecontextofpolyhedra,facesmustbepolygonal.However,inmoregeneralcontexts,afacemaybecircular(suchasthebaseofarightcircularcylinder)orevenirregular.ItisthismoreinclusiveinterpretationoffacethatisusedinthisKindergartenmodule.

T: Takeyoursolidsoutofyourbag.Wearegoingtolookatthemcarefullytoseeifanyofthemhavethingsincommon.Iftheydo,wecansortthem.Doesanyonehaveanyideas?

S: Thisonerolls,butthesetwodon’t.àThesebothhaveflatsides.àThesehavepointyparts.

A STORY OF UNITS

Lesson7 K 2

Facilitatestrugglingstudents’talkbyprovidingthemwithvarioussentenceframessuchas,“Thesetwosolidsarethesamebecausetheyhave…”and,“Thisonerolls,butthisonejust….”Encouragethemtousethenamesofthesolids.

T: Ihearsomegoodideas!Wewilltrysomeofthem.(Holdupacone.)Thissolidiscalledacone.Whatdoyounoticeaboutthissolid?

S: Itisflatonthebottom.àThereisacircleonthebottom.T: Thecircle,theflatpartofthecone,iscalledaface.Takeasmileystickerandputitonthefaceofthe

cone.Doyouhaveothersolidsthathavefaces?S: Thisone!(Holdupacube.)T: Yes,thatsolidhasmanyfaces!Itiscalledacube.Putasmileystickeroneachfaceofthecube.How

manyfacesdoesithave?(Continuetoholdupthesolidsandmarkthefaces,countingthefacesofeach.Introducethestudentstothenamesofeachofthesolids.)

T: Canwesortoursolidsintogroupsofthosewithafaceandthosewithout?S: Yes!(Sortthesolids.Namethesphereandcylinder.)

Guidechildrentosortsolidsseveraltimesbyothercriteria,forexample,thosethatrollandthosethatonlyslide,thosethatcanstackandthosethatcannot,thosethathavecorners,thosethathaveedges,thosethatlooklikecirclesfromabove,andsoon.Whilemonitoringstudentsastheysort,useandencouragecorrectvocabularytoreinforcelearning.

T: Whichofyoursolidshasthemostfaces?S: Thecube.T: Putyourcubeononeofitsfacesontoyourpieceof

paper.Useyourfavoritecoloredpenciltotracearoundthesolid.Now,liftyoursolid.Whatdoyouseeunderneath?

S: Asquare.T: Thefaceofthecubeisaflatsquare.Iwonderwhat

wouldhappenifyoutracedthefaceofyourcone?(Allowstudentstotry.)

S: Itmakesacircle.T: Shouldwetraceafaceofthecylinder?S: Yes!Itmakesacircle,too.T: Tracethefacesofanyofyourobjectstomakeshapedesignsonyourpaper.(Allowtimefortracing

anddiscussion.)T: Putyoursolidsaway.WouldanyoneliketosharetheirTracetheFacepicture,andtellushowthe

shapesarethesameandhowtheyaredifferent?

A STORY OF UNITS

Lesson7 K 2

LessonObjective:Explaindecisionsaboutclassificationofsolidshapesintocategories.Namethesolidshapes.

§ Whichobjectsdidyoucirclethatwerecylinders?(Cubes,cones,andspheres.)

§ Whatdidyouneedtorememberwhenyouwerefindingthecylinderstocircle?(Cubes,cones,andspheres.)Didanyonethinkofsomethingelse?

§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?(Emphasizefaces,corners,andedges.)

§ Howcanyoutellabouteachshapewithoutusingtheshape’sname?§ HowdidtheApplicationProblemconnecttotoday’slesson?§ Whatweresomedifferentwayswesortedourshapes?

A STORY OF UNITS

Name Date

Circle the cylinders with red.

Circle the cubes with yellow.

Circle the cones with green.

Circle the spheres with blue.

A STORY OF UNITS

Lesson7Homework K 2

Name Date

Cut one set of solid shapes. Sort the 4 solid shapes. Paste onto the chart.

These have corners. These do not have corners.

Cut the other set of solid shapes, and make a rule for how you sorted them. Paste onto the chart.

A STORY OF UNITS

Lesson7Homework K 2

A STORY OF UNITS

Lesson8: Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind

Lesson8 K 2

Lesson 8 Objective:Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.

§ PositionWordsGameK.G.1 (4minutes)§ ShowMeShapesK.G.2 (4minutes)§ RekenrekRollerCoasterK.CC.4a (4minutes)

PositionWordsGame(4minutes)

Note:Asstudentsworkwithpositionwords,theyareanalyzingtheirworldandtheirrelationshiptothatworldinspace.Thisleadstoinsightsaboutmeasurementanddistance.

Callstudentstotherugwiththeirpartners.Usepositionwordssuchasabove,below,beside,infrontof,nextto,andbehindtogivedirectionsforactivitiestodowithapartner.Forexample,“PartnerA,putyourhandabovePartnerB’shead.Standbesideyourpartner.PartnerB,standinfrontofPartnerA.”

Thebenefitofpartnerworkisthattheycheckandcorrecteachotherand,intheprocess,explaintheirthinking.

ShowMeShapes(4minutes)

Note:Nowthatstudentshavehadthechancetoreallystudytheattributesofshapes,theyshouldvisualizeeachshapeastheysaythenameofit.

ConducttheactivityasoutlinedinLesson7,butnowusethenamesofsolidshapes.

A STORY OF UNITS

Lesson8 K 2

RekenrekRollerCoaster(4minutes)

Materials: (T)20Rekenrek

Note:Asstudentsgaindeeperunderstandingofthenumbersinrelationshipto5,theRekenrekallowsthemtostartbuildingarelationshipto10ones,asoutlinedinKindergartenModule1Lesson23.

T: Let’spracticecountingwiththeRekenrek.(Showstudentsthe20Rekenrekwiththesidepanelattached.)Sayhowmanyyousee.(Slidetheballsyouwantthestudentstocountcompletelytooneside.)

Directthestudentstograduallyraisetheirhandsasthenumbersincreaseandtolowertheirhandsasthenumbersdecrease,mimickingthemotionofarollercoaster.Asuggestedsequenceiscountingup,countingdown,andtheninshortsequences,1,2,3,2,3,4,3,4,5,4,3,etc.Graduallybuildupto10.

Becarefulnottomouththenumberwordsorcountalongwiththestudents.Listencarefullyforhesitationsorerrors,andreturntoasimplersequenceifnecessary.Ifstudentsdemonstratemastery,considerintroducingthe5-grouporientation(e.g.,6as5redbeadsontopand1redbeadonthebottom).

Materials: (S)Smallballofclay

Makeaspherewithyourballofclay.Makeyourballintoacylinder.Makeyourcylinderintoacube.Makeyourcubeintoacone.Putyourconenexttoyourpartner’s.PartnerA,putyourconeabovePartnerB’s.

Note:ThisApplicationProblemreviewsvocabularyfromyesterday’slessonandbridgestotheworkofpositioningsolidsintoday’slesson.

Materials: (T)Setofgeometricsolidsinapaperbag;setofflashcardsinapaperbagshowingthewordsabove,beside,below,infrontof,nextto,andbehind(S)Setofgeometricsolidsperpair

T: WearegoingtoplayamathgametodaycalledGuessWhatIAm.I’mgoingtocallonalotofvolunteers,sobereadytobemathematicians!Ihavetwobagsinfrontofme.Whocanguesswhatisinmybags?(Shakebagsandelicitguessesfromstudents.)

T: StudentA,pleasecomeuptohelpme.Iwantyoutoputyourhandinthisbagandfindoneoftheobjects,butdon’tlookatit!Seeifyoucanguesswhatitisjustbyfeelingit.Hereisahint:Itissomethingthatwelookedatyesterday.(Allowstudenttolocateoneofthesolidsinthebag.)Tellusaboutit.

S: Itfeelssmoothandround.Itisasphere!

Englishlanguagelearnersareabletoparticipatebetteriftheflashcardshaveavisualillustratingwhatbeside,above,infrontof,nextto,andbehindmean.Thistypeofmultiplerepresentationhelpsthemlearnthesetermsmorequickly.

A STORY OF UNITS

Lesson8 K 2

T: Takeitoutofthebag.Isheright?(Yes.)Findyourspheres,andputthemonyourdesks.(Allowtimeforpairsofstudentstoputtheirspheresontheirdesks.)

T: StudentB,wouldyouhelpmenext?Findsomethinginthebag,andseeifyoucantelluswhatitiswithoutlooking.Whatdoyoufeel?

S: Ifeelsomethingwithlotsofcorners.Ithaslotsofflatsides.Itisacube!

T: Isheright?(Yes!)Now,StudentB,takeacardoutoftheotherbag.(Studentselectsacard.)Thiscardsaysbeside.Findacubeinyourbag,andputitbesideyoursphere.StudentC,it’syourturn!

S: Ifeelsomethingthatisflatononesideandpointyontheother.Ithasoneface.Itisacone.(Studenttakesitoutofthebag.)I’mright!

T: Now,chooseacard.(Studentselectsacard.)Thecardsaysabove.Findyourcones,andputthemabovethecube.Look!Youmadeabuilding!

Playthegameatafastpaceforseveralminutesoruntilallstudentshavehadaturntoidentifyasolidbytouch.Putsolidsorcardsbackinthebagsasoftenasnecessarytocontinuetheexercise.Ifthecombinationscreateimpossiblesituations,suchasputthesphereabovethecone,askstudentswhatpositionalwordcouldbeusedinstead.

T: Now,arrangethesolidsonyourdesk.Youwillplayasimilargamewithyourpartner,butinadifferentway.Tellyourpartner,“Iamthesolidthatisnexttothecube.WhatamI?”Whenyourpartnerguessesthesolidcorrectly,itwillbehisturntogiveyouariddle.(Allowstudentstimetopracticeusingthewordsofpositionandidentifyingthesolids.)

T: Putyoursolidsawayinyourbag.Putyourbaginfrontofyou.IwillputyourProblemsSetsbesidethem.

Note:Toextendthisactivity,theteachercouldcopyasecondsetofshapesandusetheseclues.

§ Pastetheshapewithnofacesabovethetrain.§ Pastetheshapewithmanyfacesbehindthetrain.§ Pastetheshapewithtwofacesinfrontofthetrain.§ Pastetheshapewithonepointbelowthetrain.

Challengestudentsworkingabovegradelevelbyhandingtheminterestingimagesandgettingthemtoanalyzethemfromshapeandpositionwithapartner.HavethempresenttheirinsightsintheDebrief.

A STORY OF UNITS

Lesson8 K 2

LessonObjective:Describeandcommunicatepositionsofallsolidshapesusingthewordsabove,below,beside,infrontof,nextto,andbehind.

§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?

§ Wheredidyouplaceeachsolidonyourpaper?(Gothrougheachdirection,andcomparewherestudentsputtheirshapesontheirpaper.)

§ WerethereimportantwordsyouneededtoknowtocompletethisProblemSet?§ Comparewithyourpartner.Didyouputyourshapesinthesameplaceasyourpartner?§ Whatshapesdoyouseeonyourpaper?§ HowdidtheApplicationProblemconnecttotoday’slesson?

A STORY OF UNITS

Name Date

A STORY OF UNITS

Directions: Read to students.

Paste the sphere above the train. Paste the cube behind the train. Paste the cylinder in front of the train. Paste the cone below the train.

Provide one strip for every student.

A STORY OF UNITS

Lesson8Homework K 2

Name Date

Tell someone at home the names of each solid shape.

Sphere Cylinder Cone Cube

Color the car beside the stop sign green.

Circle the next car with blue.

Color the car behind the circled car red.

Draw a road below the cars.

Draw a policeman in front of the cars.

Draw a sun above the cars.

A STORY OF UNITS

TopicC: Two-DimensionalandThree-DimensionalShapes

KGRADE MathematicsCurriculum

GRADEK•MODULE2TopicC

Two-DimensionalandThree-DimensionalShapesK.MD.3,K.G.3,K.G.4,K.G.1,K.G.2

FocusStandards: K.MD.3 Classifyobjectsintogivencategories:countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.

K.G.3 Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).

TopicCclosesthemodulewithdiscriminationbetweenflatsandsolids.InLesson9,studentsidentifyandsortflatandsolidshapes.Thegoalofthislessonistofocuseachstudent’sattentionontheattributesofaflatorsolidshapeinsteadoftrustinghowitlooks.Thestudentslearntosortshapesandexplainthereasonfortheirgroupings.

Youngchildrenmightgroupthefirstandthirdshapesbecause“theylookliketriangles”butnotthesecondshapebecause“itdoesn’tlooklikeothertriangles.”ThismoduleclosesinLesson10withaculminatingtaskthatbeginsbyaskingstudentstodistinguishbetweenvariants,non-examples,andexamplesofflatshapes.Thetaskcontinuesasstudentsrelatetheflatshapestosolidshapesastheycreateasolidandflatshapedisplay.

A STORY OF UNITS

TopicC K•2

TopicC: Two-DimensionalandThree-DimensionalShapes

ATeachingSequenceTowardMasteryofTwo-DimensionalandThree-DimensionalShapes

Objective1: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.(Lesson9)

Objective2: Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.(Lesson10)

A STORY OF UNITS

Lesson9: Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.

Lesson9 K 2

Challengestudentsworkingabovegradelevelbyaskingthemtodrawtwoormoreshapesandtoconstructsolidsthatmatchfacesoftheirshapes.Pairthemup,andaskthemtochallengeeachotherwithshapestheyhavenotdrawn.

Lesson 9 Objective:Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.

§ GroupsofShapes(SolidShapes)K.G.2 (3minutes)§ Groupsof9K.CC.4b (3minutes)§ HideandSee5K.OA.2 (4minutes)

GroupsofShapes(SolidShapes)(3minutes)

Note:Kinestheticlearnersbenefitgreatlyfromgettingupandmovinginthisfluencyactivity.Astheymove,theyareanalyzingandareencouragedtotalkabouthowtheyknowwheretogo.

Materials: (T)Signswithpicturesofshapestoindicatewheretoformeachgroup(S)Assortmentofreal-worldobjectsandwoodenorplasticsolidshapes

ConducttheactivityasdescribedinLesson5,butwithsolidshapes.

Groupsof9(3minutes)

Note:Thisfluencyactivityhelpsstudentsgainefficiencyincountingobjectsinvariedconfigurations.

A STORY OF UNITS

Lesson9 K 2

Studentsworkingbelowgradelevelmayhavedifficultyinitiatingthesortingactivity.Toassistthem,useinteractivetechnologytosorttrianglessuchastheonefoundathttp://wsassets.s3.amazonaws.com/ws/nso/swf/0a0dc9965afa477c5c92d460bd83ad2a.swfandthemorecomplextaskofsortingmultipleshapessuchastheonefoundathttp://wsassets.s3.amazonaws.com/ws/nso/swf/dc555942be775a51037e17595ed54d94.swf.Thispracticehelpsstudentsrecognizesimilaritiesanddifferenceswithinsets.

HideandSee5(4minutes)

Materials: (S)5linkingcubes,personalwhiteboard

Note:Inthisfluencyactivity,students’understandingoftheconservationofanumberdevelopsintoparttowholethinkingattheconcretelevel,anticipatingtheworkofModule4(numberbonds,addition,andsubtraction).

ConducttheactivityasdescribedinLesson6.Challengestudentstolistallpossiblecombinations.

Materials: (S)Smallpieceofpaper,pencil,ballofclay

Drawoneoftheshapesthatwehavetalkedaboutthisweek.Canyoumakeasolidwithyourclaythathastheshapeyoudrewasoneofitsfaces?Shareyourworkwithyourpartnerwhenyouaredone.

Note:Inadditiontoservingasareview,thisApplicationProblemrequiresstudentstothinkabouttheconnectionsamongflatshapesandsolidsinpreparationfortoday’sConceptDevelopment.

Materials: (S)Cutoutsfromearlierintheweek,includingtriangles,circles,rectangles,squares,andhexagons;bagofsolidsincludingasphere,acylinder,acone,andacube(Lesson5Template)

T: Takeoutallofyourflatshapesandallofyoursolids,andarrangetheminfrontofyou.

T: Iseealotofthingsonyourdesk!Standupandlookatyourthingsasthoughyouwereabird.Whatdoyousee?

S: Iseeflatthingsandsolidsthatlooklikecircles!àIseesquares.

T: Now,benddownandlookacrossyourdeskasthoughyouwereanant.Whatdoyounotice?

S: Wecanonlyseethesolidshapes.àWecan’tseetheflatshapesnow.

T: Doyouthinkwecouldsortallofthethingsonyourdesk?Takeafewminutestolookatallofyourobjectsandthinkaboutwhatthingstheymighthaveincommon.(Allowtimeforthoughtandexperimenting.)

T: Doesanyonehaveasortingruleforustotry?S: Wecouldputallofthethingswithcurvesoverhere

andthethingsthatareallstraightoverhere.

A STORY OF UNITS

Lesson9 K 2

T: Good!Let’stry.(Allowtimeforsorting;circulatetoensureaccuracy.)Showyourgroupstoyourpartner.Doyourgroupslookalike?(Allowtimefordiscussion.)

T: Didanyonethinkofadifferentruleforsorting?S: Shapesthatrollandshapesthatdon’t.àShapesthatareflatandshapesthataresolid.

àShapeswithedgesandshapeswithoutedges.àShapeswithfacesandshapeswithnofaces.T: (Continuethesortingexercisesanddiscussionforseveralminutes.Circulatetoobservecorrectuse

ofvocabularyandaccuracyingrouping.)T: Listentomydirections.Iwillsaythenameofashapeorasolid.WhenIdo,echome,findthe

object,andputitbackinitsbag.Then,IwillpassoutyourProblemSets.

LessonObjective:Identifyandsortshapesastwo-dimensionalorthree-dimensional,andrecognizetwo-dimensionalandthree-dimensionalshapesindifferentorientationsandsizes.

§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?§ Howdidyoudeterminewhethertousearedorgreencircle?Didsomeonedoitanotherway?§ Lookingatyourpaper,whocannameaflatshape?Solidshape?§ Canyounamesomeotherflatshapesthatarenotonyourpaper?Solidshapes?§ HowdidtheApplicationProblemconnecttotoday’slesson?

A STORY OF UNITS

Name Date

Circle the pictures of the flat shapes with red. Circle the pictures of the solid shapes with green.

A STORY OF UNITS

Lesson9Homework K 2

Name Date

In each row, circle the one that doesn’t belong. Explain your choice to a grown-up.

A STORY OF UNITS

Lesson10 K 2

Lesson 10 Objective:Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.

§ GroupsofShapesK.G.2 (3minutes)§ 5-GroupHandsK.CC.2 (2minutes)

GroupsofShapes(3minutes)

Note:Theconceptofagroupisfoundationalfortheconceptofaunit.Therearesevenobjects,butitisonegroup,oneunit;conducttheactivityasinLesson5,butwithsolidshapes.

ConducttheactivityasoutlinedinLesson1,butnowhavestudentssaythenumbersentence(forexample,5and2make7)astheyshowthe5-groupsontheirhands.

Note:Studentsseethemselvesimproveastheycontinueworkingwithnumbers.Invitethemtonoticetheirimprovement,andcelebratesmallsuccessesandsmallstepstowardmastery.

Note:TheFluencyPracticeactivitieshavebeenshortened,assumingmoretimeisneededfortheculminatingtask.

A STORY OF UNITS

Lesson10 K 2

Preparation:Today’slessonincorporateselementsofalloftheModule2lessons.AsintheculminatinglessonforModule1,studentssetupstationsorexhibitsdisplayingtheirknowledgeoftheshapesandsolidstheyhavestudied.Theyrepresenteachofthefiveshapesinadifferentdisplayandassociategeometricsolidswiththeappropriateshapes,sothereareatleastfivestations.Tokeepthenumberofstudentsworkingateachstationtoasmallgroupsize,morestationscanbeadded.

Materials: (T)Bagofflatshapescontainingatriangle,arectangle,asquare,acircle,andahexagon(asmanyasnecessaryinordertoassigneachgrouporpairofstudentsoneshape)(Lesson5Template)(S)Workmat(ActivityTemplate);setsofcutoutsfromthemodulelessons;smallpiecesofmodelingclay;geoboardsandrubberbands;dotpaperandmarkers;patternblocks;paperandgluestick;crayons,pencils;WikkiStix(ifavailable);setofgeometricsolids;collectionofpicturesfromcatalogs,magazines,ornewspapersrepresentingtheshapesandsolidsinreal-lifesituations

T: Wehavebeenstudyingmanyflatshapesandsolids.Today,youwillgetthechancetoshowwhatyouknow.We’rehavingaShapeFair!

T: I’mgoingtocallyouandyourpartneruptochooseashapefrommybag.Youwillworkwithyourpartnertocreateanexhibitaboutthatshape.Youwillgotoastationandusethematerialstheretoshowwhatyouknow.Youhavecutouts,pictures,craftsupplies,anddrawingmaterials.Whataresomethingsyoucoulddotoshowwhatyou’velearnedaboutashape?

S: Wecoulddrawit.àWecouldmakeitonageoboard.àWecouldmakeitwithourWikkiStix!àWecouldhaveashapehuntwiththepictures.àWecouldcutitout.

T: Therewillbeabagofsolidsatyourstationaswell.Couldtheyhelpyoutoshowyourshape?S: Wecanshowthefacesthatmatchourshape.Wecouldtracethesolids.T: Yes,someofthesolidsmightshowyourshape,too!Onelastmission:Ihaveaworkmatforyouto

use.Onthemat,theleftsidesays,“Theseare().”Theothersidesays,“Thesearenot().”(Holduptheworkmat,anddemonstrateappropriateplacement.)Youwilldrawyourshapeintheblankspacesandthenusethismattodosomesorting.Showthingsthatdoanddon’tmatchyourshapeinordertohelpyourvisitorsunderstandtheshapebetter.

T: Iwillgiveyoutimetoworkonyourexhibit,andafter20minutes,IwillgiveyouachancetovisittheotherexhibitsinourShapeFair.StudentsA,B,andC,pleasecomechooseyourshape,andgetstartedatyourstation.

Note:Usethistimeasaninformalassessmenttoolforthecloseofthemodule.Circulatetoobservestudentdiscussionandwork.Whatrepresentationsareeasiestandmostfamiliartothestudents?Aretheresomethatmightneedreview?Whatvocabularyandlanguagedothestudentsuseintheirdiscussions?Dotheyexhibitthoroughunderstandingoftheshapesandsolids?

T: (Whenpreparationtimeisup,allowstudentstorotatethroughtheotherexhibits.)Now,youmaylookattherestoftheShapeFair.Talkwithyourpartneraboutwhatyouseeateachstation.Whataretheshapesandsolidsshownateachexhibit?Howdoyouknow?Whatwaysdidyourfriendschoosetoshowthem?

Suggestion:Thiswouldbeawonderfulopportunitytohavesomeotherteachers,olderstudents,oradministratorscomeintotheclassroomtoviewtheexhibitsattheendofclass.Thestudentscouldexplaintheirworktothevisitorsasanextensionofthelesson.

A STORY OF UNITS

Lesson10 K 2

ThereisnoProblemSetinthislessontomaximizeavailabletimefortheculminatingtask.

LessonObjective:Culminatingtask—collaborativegroupscreatedisplaysofdifferentflatshapeswithexamples,non-examples,andacorrespondingsolidshape.

§ Inwhatwaysdidyouandyourpartnerrepresentyourshape?§ Whichmaterialswereeasiestforyoutousetoexplainyourshape?Why?§ Howdidyoudecidewhichsolidstousetorepresentyourshape?§ Whichshape(s)doyouthinkweretrickiesttomake?Why?§ Whatnew(orsignificant)mathvocabularydidweusetodaytocommunicateprecisely?

A STORY OF UNITS

Lesson10Homework K 2

Name Date

Shape Up Your Kitchen!

Search your kitchen to see what shapes and solids you can find. Make a kitchen-shaped collage by drawing the shapes that you see and by tracing the faces of the solids that you find. Color your collage.

A STORY OF UNITS

Lesson10ActivityTemplate K 2

Name Date

workmat

These are not ( ). These are ( ).

A STORY OF UNITS

End-of-ModuleAssessmentTask K 2

StudentName_________________________TopicA:Two-DimensionalFlatShapes

RubricScore: TimeElapsed:

Materials: (S)Papercutoutsoftypicaltriangles,squares,rectangles,hexagons,andcircles;papercutoutsofvariantshapesanddifficultdistractors(seeGeometryProgression,p.6)

1. (Holduparectangle.Usedifferentshapesforeachstudent.)Pointtosomethinginthisroomthatisthesameshape,anduseyourwordstotellmeallaboutit.Howdoyouknowtheyarethesameshape?

2. (Placeseveraltypical,variant,anddistractingshapesonthedesk.Besuretoincludethreeorfourtriangles.)Pleaseputallthetrianglesinmyhand.Howcanyoutelltheywerealltriangles?

3. (Holduparectangle.)Howisatriangledifferentfromthisrectangle?Howisitthesame?4. (Placefivetypicalshapesinfrontofthestudent.)Putthecirclenexttotherectangle.Putthesquare

belowthehexagon.Putthetrianglebesidethesquare.

Whatdidthestudentdo? Whatdidthestudentsay?

Date1 Date2 Date3

TopicA

TopicB

TopicC

A STORY OF UNITS

TopicB:Three-DimensionalSolidShapes

RubricScore:___________TimeElapsed:____________

Materials: (S)1cone;3cylinders(woodenorplastic);avarietyofrealsolidshapes(e.g.,soupcan,papertowelroll,partyhat,ball,dice,oranunsharpenedcylindrical—nothexagonalprism—pencil)

1. (Handacylindertothestudent.)Pointtosomethinginthisroomthatisthesamesolidshape,anduseyourwordstotellmeallaboutit.

2. (Placesevensolidshapesinfrontofthestudentincludingthreecylinders:wooden,plastic,andrealia.)Putallthecylindersinthisbox.

3. (Showacone.)Howisthecylinderyouareholdingdifferentfromthiscone?Howisitthesame?4. (Placethesetofsolidshapesinfrontofthestudent.)Putthecubeinfrontofthecylinder.Putthe

spherebehindthecone.Puttheconeabovethecube.

A STORY OF UNITS

TopicC:Two-DimensionalandThree-DimensionalShapes

RubricScore:___________TimeElapsed:____________

Materials: (T/S)Setofflatandsolidshapes(donotusethepapercutoutsfromTopicA,butratherbothcommercialflatshapesandclassroomflatshapes,suchasapieceofcoloredconstructionpaper,aCDsleeve,oranametag)

1. Canyousorttheseshapesintoonegroupofflatshapesandonegroupofsolidshapes?2. Tellmeaboutyourgroups.Whatisthesameaboutbothgroups?Whatisdifferent?3. Canyousorttheseshapesadifferentway?Tellmeaboutyournewgroups.Whatisthesame?

Whatisdifferent?

1. 2. 3.

A STORY OF UNITS

End-of-ModuleAssessmentTaskStandardsAddressed

TopicsA–C

Classifyobjectsandcountthenumberofobjectsineachcategory.

K.MD.3 Classifyobjectsintogivencategories;countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.(Limitcategorycountstobelessthanorequalto10.)

Identifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres).

K.G.1 Describeobjectsintheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.

K.G.2Correctlynameshapesregardlessoftheirorientationsoroverallsize.

K.G.3Identifyshapesastwo-dimensional(lyinginaplane,“flat”)orthree-dimensional(“solid”).

Analyze,compare,create,andcomposeshapes.

EvaluatingStudentLearningOutcomes

AProgressionTowardMasteryisprovidedtodescribeandquantifystepsthatilluminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency.Inthischart,thisprogressispresentedfromleft(Step1)toright(Step4).ThelearninggoalforstudentsistoachieveStep4mastery.ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.

A STORY OF UNITS

AProgressionTowardMastery

AssessmentTaskItem

STEP1Littleevidenceofreasoningwithoutacorrectanswer.(1point)

STEP2Evidenceofsomereasoningwithoutacorrectanswer.(2points)

STEP3Evidenceofsomereasoningwithacorrectanswerorevidenceofsolidreasoningwithanincorrectanswer.(3points)

STEP4Evidenceofsolidreasoningwithacorrectanswer.(4points)

TopicA

K.G.1K.G.2K.G.4

Student:

§ Isunabletoselect,position,ordescribeindicatedshapes.

§ Takesconsiderabletimetocompletetasks,lookstotheteacherforhelpoften.

Student:

§ Sortsindicatedshapesrandomly,resultinginsomecorrectandsomeincorrectshapesinthegroup.

§ Strugglestoselect,position,anddescribeindicatedshapes.

Student:

§ Identifiesashapefromtheenvironmentbutisunabletodiscussitsattributes.

§ Sortsmostoftheindicatedshapes.

§ Correctlyselectsbothoftheindicatedshapesbutplacestheminthewrongposition.

Studentcorrectly:

§ Identifiesanddescribesseveralattributesoftheshapefromtheenvironmentthatmatchtheshapebeingshowntohim.

§ Sortsallindicatedshapesfromseveraltypical,variant,anddistractingshapes.

§ Selectsindicatedshapeandpositionsthisshapebelow,nextto,orbesideanotherindicatedshape.

TopicB

K.G.1K.G.2K.G.4

Student:

§ Isunabletoselect,position,ordescribeindicatedshapes.

§ Takesconsiderabletimetocompletetasks,lookstotheteacherforhelpoften.

Student:

§ Sortsindicatedsolidsrandomly,resultinginsomecorrectandsomeincorrectsolidsinthegroup.

§ Strugglestoselect,position,anddescribeindicatedsolids.

Student:

§ Identifiesasolidfromtheenvironmentbutisunabletodiscussitsattributes.

§ Sortsmostoftheindicatedsolids.

§ Correctlyselectsbothoftheindicatedsolidsbutplacestheminthewrongposition.

Studentcorrectly:

§ Identifiesanddescribesseveralattributesofthesolidfromtheenvironmentthatmatchthesolidbeingshowntohim.

§ Sortsallindicatedsolids.

§ Selectsindicatedsolidandpositionsthissolidabove,infrontof,orbehindtheindicatedsolid.

A STORY OF UNITS

AProgressionTowardMastery

TopicC

K.G.3K.MD.3

Student:

§ Incorrectlygroupstheshapes.

§ Isnotabletoverbalizereasoning,orreasoningisnotsound.

Student:

§ Cansorttheshapesintoagroupbutisnotabletoverbalizereasoning.

§ Cannotmakeasecondgrouping.

Student:

§ Isabletosorttheshapesintotwogroupsbutmayormaynotbeabletoverbalizereasoning.

§ Isabletosorttheshapesasecondtimebutisunabletoverbalizereasoning.

Student:

§ Correctlysortstheshapesintotwogroupsandisabletoclearlystatethereasontheshapesbelongtoeachgroup.

§ Isabletosorttheshapesagainaccordingtoadifferentattributeandisabletostatesuchanattribute.

A STORY OF UNITS

ClassRecordSheetofRubricScores:Module2

StudentNames: TopicA:Two-DimensionalFlatShapes

TopicB:Three-DimensionalSolidShapes

TopicC:Two-DimensionalandThree-DimensionalShapes

NextSteps:

A STORY OF UNITS

GRADE MathematicsCurriculumGRADEK•MODULE2

AnswerKey

GRADEK•MODULE2Two-DimensionalandThree-DimensionalShapes

A STORY OF UNITS

Lesson1AnswerKey K 2

Lesson 1 ProblemSet

4shapeswithcurvesplacedonleftsideofchart;10shapeswithoutcurvesplacedonrightsideofchart

FluencyTemplate

Homework

Linedrawnfromsquaretocheckerboard

Linedrawnfromrectangletoflag

Linedrawnfromcircletoclock

Linedrawnfromtriangletosign

Linedrawnfromhexagontoparachute

A STORY OF UNITS

Lesson 2 ProblemSet

6trianglescoloredblue;Xplacedon9shapes

Trianglesdrawn

Homework

4trianglescoloredred;5shapescoloredblue

2trianglesdrawn

A STORY OF UNITS

Lesson 3 ProblemSet

6rectanglescoloredred;Xplacedon8shapes

Rectanglesdrawn

Homework

7rectanglescoloredred;7trianglescoloredgreen

2rectanglesand3trianglesdrawn;5

A STORY OF UNITS

Lesson 4 ProblemSet

3circlescoloredgreen;6hexagonscoloredyellow;Xplacedon12shapes

Hexagonsandcirclesdrawn

Homework

3trianglescoloredblue;4rectanglescoloredred;2circlescoloredgreen;4hexagonscoloredyellow

2trianglesand1hexagondrawn;3

A STORY OF UNITS

Lesson 5 ProblemSet

Squarecoloredbluegluedaboveduck

Circlecoloredyellowgluedbehindduck

Trianglecoloredgreengluedbelowduck

Rectanglecoloredredgluedbehindduck

Hexagoncoloredorangegluedinfrontofduck

Circlewithcutoutcoloredpurpleandgluedaboveduck

Homework

Bluesquaredrawnbehindelephant

Yellowcircledrawnabovetheelephant

Greentriangledrawninfrontofelephant

Redrectangledrawnbelowelephant

Orangehexagondrawnbelowelephant

1hexagonand4trianglesdrawn;5

A STORY OF UNITS

Lesson 6 ProblemSet

Linedrawnfrompartyhattocone

Linedrawnfromsoccerballtosphere

Linedrawnfromdicetocube

Linedrawnfromcantocylinder

Answersmayvary.

Homework

Shapespastedfrommagazineordrawntomatchcylinder,sphere,cone,andcube

A STORY OF UNITS

Lesson 7 ProblemSet

3cylinderscircledred

2cubescircledyellow(answercouldalsobe3cubescircledyellowifthestudentcircleseachdieindividually)

3conescircledgreen

3spherescircledblue

Homework

1cubepastedonleftsideofchart;3othershapespastedonrightsideofchart

Answerswillvary.

A STORY OF UNITS

Lesson 8 ProblemSet

Spherepastedabovetrain

Cubepastedbehindtrain

Cylinderpastedinfrontoftrain

Conepastedbelowtrain

Homework

Thirdcarcoloredgreen

Secondcarcircledblue

Firstcarcoloredred

Roaddrawnbelowcars

Policemandrawninfrontofcars

Sundrawnabovecars

A STORY OF UNITS

Lesson 9 ProblemSet

6flatshapescircledred

9solidshapescircledgreen

Homework

Circlecircled

Flatshape(hexagon)circled

Shapewithstraightsidecircled

Solidshapecircled

Flatshapecircled

A STORY OF UNITS

Lesson 10 Homework

Answersmayvary.

A STORY OF UNITS

grade k module 2 teacher edition - school district u-46€¦ · overview of module topics and...

Documents

class k.g. - brilliant public school...

modern school syllabus for class-k.g. 2019-2020 …...

4311413063 octaviana k.g

don bosco school, alaknanda syllabus 2018–19 k.g - … ·...

m a r o d c s c r o c m common core state · pdf...

class k.g. - brilliant public school...

senior k.g math sample book - puna international school

version 2 may 8 2015 edutron corporation scroll to the ......

vpm’s k.g. joshi college of arts and n.g.bedekar …

month at a glance theme: plants music and dance k.g

table of contents grade k • module 6 · grade k •...

class : senior k.g evs sample book

k.g. hindi-worksheets session 2012 2013

k.g. english-worksheets session 2012 2013

session: 2021 2022 class: k.g. english

budinski, k.g.; budinski, m.k. engineering materials -...

k.g., k.t. the fortieth annual scottish...

k.g. syllabus

trideset i druga nedjelja k.g. - gregorijanski napjevi

· paper napkin x 100 sheet paper towel liquid soap toilet...