Brianna Burt, Carlye Carson and Kimberly PridgenESOL 3Lesson 1

Website: http://app.discoveryeducation.com

Discovering Math: Geometry

Teacher’s Guide

Description:

Discovering Math: Geometry — From geometric shapes to spatial language to creating patterns, introduce young students to the basic properties and concepts of geometry.

Standards:

MAFS.K.G.1.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

MAFS.K.G.1.2 Correctly name shapes regardless of their orientations or overall size.

MAFS.K.G.1.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Learning Objectives (SWBAT):

Student Objectives

• Describe the basic properties of simple, two-dimensional shapes, use their understanding to name specific shapes, and identify similarities and differences among simple geometric shapes.

I can describe and compare two-dimensional shapes by locating them around my classroom and creating a list of their attributes.

pp and ep: will meet the objective by drawing the attributes of the shapes.

se: will meet the objective by using a sentence frame to create the list of shape attributes. (A triangle has ___ sides… A rectangle has ___ sides...)

if: will meet the objective by being given and pre-made list to fill in.

• Use the common language of spatial sense to describe the position of a specific object or shape.

I can use positional words to describe the position of an object or shape by placing them on a grid and orally explaining their positions.

pp and ep: will meet the objective by pointing and gesturing to the correct shape and position when being asked about each positional word.

se and if: will meet the objective by having access to their personal dictionaries when answering questions about positional words.

• Identify simple geometric shapes within real-world context and create pictures using simple geometric shapes.

I can identify simple geometric shapes in a real-world context, and use them to create a picture.

pp and ep: will meet the objective by working with a partner to develop geometric vocabulary and ability to identify shapes in a real-world context.

• Identify and create linear patterns made by combining simple geometric shape.

I can identify and create patterns of geometrical shapes .

accommodation for all four levels: teacher will model this for the students so that they are prepared to meet the objective.

Cultural Objectives:

Students will compare and contrast shapes that they are familiar with in the world around them. This will help to make real world connections to create diversity in within the classroom, as well as give a chance for all to share something unique.

Linguistic Objectives:

Pre-Production (PP): will answer yes/no questions using short responses or gesturing to the shape or answer.

Early Production (EP): will answer questions verbally using short responses

from questions such as the letter for multiple choice or name of shape.

Speech Emergence (SE): will describe the shape using some of the vocabulary introduced in the unit.

Intermediate Fluency (IF): will justify their response to the question using complete sentences.

Materials:

• Discovering Math: Geometry video

• Scavenger Hunt List (see below) (One version with only shape words, one version that includes photographs)

• ESOL personal dictionaries (created by students outside of this lesson)

• Spatial Sense Grid and Teacher Direction Sheet (see below)

• Sentence frames and pre-made list.

• Drawing paper

• Crayons, colored pencils, or markers

• Pattern blocks

Grade Level: K–2 Curriculum Focus: Mathematics Lesson Duration: Three class periods

Procedures:

1.Display or draw a square, circle, triangle, and rectangle. Ask students to list the attributes of each shape. Elicit responses relating to number of sides, angles, and corners. (Ensure all students are given a list template and pp and ep ELL’s are given sentence frames)

• Define (and draw/display) each shape.

Triangle — A three-sided figure with three angles and three corners.

Rectangle — A four-sided figure with four right angles and four corners.

Square — A special rectangle with four equal sides, four right

angles, and four corners.

Circle — A round shape with no straight sides, no angles, and no corners.

Accommodation for all levels of ESOL: teacher modeling

• When students are comfortable with the shapes, tell them they will participate in a scavenger hunt. Explain that a scavenger hunt is a game where they are given a list of objects to find within a certain area. Students can work independently or in pairs. Give each student the Scavenger Hunt List. They will search the chosen area to find the shapes on the list. Once students have found all the shapes, they can share with the class where they located each shape. As an extension have students research five-, six-, seven-, and eight-sided figures, identify their names, and give an example within the classroom.

pp and ep: will work with a partner to complete the scavenger hunt.

se and if: will be given pictures as well as shape words on their list to complete the scavenger hunt.

2.Review simple geometric shapes (circle, square, rectangle, and triangle). Tell students that these shapes can be found in everyday life. Refer to images in the video or have students look through magazines to find pictures of objects with easily recognizable shapes (house = square and triangle; clock = circle; tractor-trailer = rectangle and circles). Have students share their findings with the class.

• Tell students that they will now create their own pictures using geometric shapes. Display or draw a square, rectangle, circle, and triangle. Students are to use each shape at least once in their drawing. Remind them that they can combine shapes to make a bigger shape.

• When students have completed their pictures, have them trade a partner. Ask students to identify the circles, squares, triangles, and rectangles in their partner’s picture. As an extension have students use five-, six-, seven-, and eight-sided figures in their drawings.

Accommodations for all levels of ESOL: Realia

pp and ep: will work with a partner to complete this activity.

3.Ask three students to come to the front of the room. Place the students in a line. Ask questions to elicit knowledge of spatial sense

Who is in the front of the line?

Who is behind [student name]?

What is above the students’ heads?

What is below the students’ feet?

Who is standing to the right of [student name]?

Who is standing in the middle?

Discuss and model the meaning of the terms above, below, on the right, and on the left.

• Give each student a Spatial Sense Grid. Each grid has black dot in the middle space. Read the directions to the students (see Teacher Direction Sheet). The students should use the clues from the directions to place the objects within the grid.

• Once the grids are complete students can describe the shapes and objects on the grid using spatial-sense vocabulary. As an extension have students write their own directions to share with the class.

4. Ask the students what they know about patterns. Explain that patterns can be seen everywhere. Remind students of patterns from the video.

Discuss how geometric shapes can be used to make patterns. Start a simple pattern of square, triangle, square, triangle, etc. on the board. Ask students what shape would come next, and how they know. Model other examples by identifying a pattern within the classroom. Ask students if they see any other patterns in the room.

Accommodation for all levels of ESOL: teacher modeling the concept.

• Tell students that they will be using the shapes they have been learning about to create a pattern. They can choose any of the shapes they have been working with (square, circle, rectangle, or triangle). Students should draw their pattern on a piece of paper or use pattern blocks, if available.

• Have students explain their patterns to the class. The patterns should reflect an understanding of repetition.

• Have students create another pattern. When the beginning of the pattern is complete, have them switch with a partner to see if they can continue extending each other’s patterns.

Assessment for Spatial Activity Use the following three-point rubric to

evaluate students’ work during this lesson.

• 3 points: The student clearly demonstrated the ability to identify and describe simple geometric figures; produced complete pictures using the specified shapes; used spatial- sense vocabulary to identify objects’ positions; and used specified shapes to create and extend patterns.

• 2 points: The student identified and described all but one of the shapes consistently; produced pictures using most of the specified shapes; used some spatial-sense vocabulary to identify objects’ positions; and used specified shapes to create and extend some patterns.

• 1 point: The student identified and described only one or two of the shapes consistently; produced complete pictures using some of the specified shapes; could not use spatial-sense vocabulary to identify objects’ positions; and could not use specified shapes to create and extend patterns

Vocabulary:

rectangle

Definition: A four-sided polygon that has four right angles and each pair of opposite sides is parallel and of the same length

Context: The student looked at the door that had four straight sides, four corners, and equal opposite sides and determined it was a rectangle.

square

Definition: A rectangle with all four sides of equal length

Context: The student determined that the top of her desk has four equal sides, so it must be a square.

triangle

Definition: A figure that has three sides and three angles

Context: The teacher asked the students to draw a three-sided figure with three angles. The students drew a triangle.

Assessment:

As accommodations for ELL’s all questions will be read to the whole class and teacher may reread questions as needed. Also, shapes can be on the board for referencing during quiz.

I. Geometric Shapes Quiz

1.What shape can you see in a round pizza?

A. circle

B. square

C. triangle

D. rectangle

Answer: A

2.What shape has three sides?

A. square

B. circle

C. triangle

D. rectangle

Answer: C

3.How many sides does a rectangle have?

A. 3

B. 4

C. 5

D. 6

Answer: B

4.What shape has four sides of the same length?

A. square

B. circle

C. triangle

D. cylinder

Answer: A

II. Shapes and Relationships Quiz

1. Which of the following is an example of a flat geometric shape?

A. cube

B. sphere

C. square

D. cylinder

Answer: C

2. What shape is a round ball?

A. cube

B. sphere

C. cylinder

D. rectangle

Answer: B

3. What shape are the coil springs inside a mattress?

A. square

B. cube

C. spiral

D. triangle

Answer: C

4. Describe the two objects: ΔO.

A. The triangle is next to the circle.

B. The circle is under the triangle.

C. The triangle is under the circle.

D. The circle is on top of the triangle.

Answer: A

III. Patterns from Shapes Quiz

1. What is a pattern?

A. a group of trees

B. a set of repeating shapes

C. a picture of some shapes

D. a set of shapes that do NOT repeat

Answer: B

2.What shape comes next in the pattern? □OΔ□OΔ

A. Δ

B. O

C. □

D. >

Answer: C

3.A colorful pattern starts with a blue line, then has a green line, a yellow line, and a red line. If the pattern repeats, what color line would come next?

A. red

B. blue

C. green

D. yellow

Answer: B

4.Dean has a tube-shaped instrument that makes patterns when mirrors reflect bits of colored glass. What does Dean have?

A. telescope

B. kite scope

C. microscope

D. kaleidoscope

Answer: D

Scavenger Hunt Activity:

Shape Where did you find it?

Circle

Square

Rectangle

Triangle

A square larger than your hand

A triangle smaller than a book

A rectangle larger than you

Spatial Awareness Activity:

●

Homework:

MS: Find out what shapes you see around you outside of school!IF: Find out what shapes you see around you outside of school!SE: Find out what shapes you see around you outside of school! (Pictures of the shapes will be included)EP: Find out what shapes you see around you outside of school! (Pictures of the shapes will be included)PP: Find out what shapes you see around you outside of school! (Pictures of the shapes will be included)

Shape Where did you find it?

Circle

Square

Rectangle

Triangle

A square larger than your hand

A triangle smaller than a book

A rectangle larger than you

Support Materials Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a Custom Classroom account for future use. To learn more, visit • http://school.discovery.com/teachingtools/teachingtools.html

DVD Content This program is available in an interactive DVD format. The following information and activities are specific to the DVD version

How to Use the DVD The DVD starting screen has the following options:

Play Video—This plays the video from start to finish. There are no programmed stops, except by using a remote control. With a computer, depending on the particular software player, a pause button is included with the other video controls.

Video Index—Here the video is divided into chapters indicated by title. Each chapter is then divided into four sections indicated by video thumbnail icons; brief descriptions are noted for each section. To play a particular segment, press Enter on the remote for TV playback; on a computer, click once to highlight a thumbnail and read the accompanying text description and click again to start the video.

Quiz—Each chapter has four interactive quiz questions correlated to each of the chapter’s four sections.

Standards Link—Selecting this option displays a single screen that lists the national academic standards the video addresses.

Teacher Resources—This screen gives the technical support number and Web site address.

Video Index (optional Discovery Education Video Suppliments)

I. Geometric Shapes (6 min.) Geometric Shapes: Introduction Geometric shapes are all around us, but we may not notice them until we look for them. Example 1: Triangles Triangles have three straight sides and three corners. They can be seen in houses, bridges, diamonds, and other objects all around us. Example 2: Rectangles Rectangles have four straight sides and four square corners, and their opposite sides are the same length. They can be seen in doors, books, windows, and many other objects, natural and artificial. Example 3: Squares A square is a rectangle with all sides the same length. Squares can be seen in floor tiles, windows, the faces of number cubes, and chain-link fences, among many places.

II. Shapes and Relationships (5 min.) Shapes and Relationships: Introduction Geometric shapes can be used to describe many objects and situations, both natural and made by humans. The spatial relationships of objects can be described in words. Example 1: Simple Shapes Simple shapes can be seen in many objects that include triangles, other polygons, circles, and simple three-dimensional shapes like spheres. Example 2: Complex Shapes Complex shapes include spirals and compound shapes made up of more than one simple shape. Example 3: Relation Shapes Relationships of objects in space can be described in words like these: above, below, in front of, and behind.

III.Patterns From Shapes (5 min.)Patterns From Shapes: Introduction Look at examples of shapes arranged in repeating patterns.. Example 1: Simple Patterns Some patterns involving shapes are simple, made of different arrangements of lines or the same shape. Different patterns and shapes result from adding or subtracting shapes. Example 2: Patterns From Many Shapes Spain’s Alhambra and another colorful room exhibit shapes in complex designs.

Brianna Burt, Carlye Carson, and Kimberly Pridgen

ESOL 3

Lesson 2

Grade level: K

Duration: 1-2 Days

Standards:

MAFS.K.G.1.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

MAFS.K.G.1.2 Correctly name shapes regardless of their orientations or overall size.

MAFS.K.G.1.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

SC.K.L.14.3 Observe Plants and animals, describe how they are alike and how they are different in the ways they look and in the things they do.

Learning Objectives (SWBAT):

MS: Understand that animals come in different colors and shapes. IF: Understand that animals come in different colors and shapes. SE: Understand that animals come in different colors and shapes.EP: Notice that animals come in different colors and shapes.PP: Notice that animals are different.

MS: Describe the purposes of color in the animal world. IF: Describe the purpose of color in the animal world.SE: Describe the purpose of color in the animal world verbally.EP: Describe the purpose of color in the animal world verbally.PP: Understand that there is a purpose in the animal world.

MS: Use different colors and shapes to create pictures of animals. IF: Use different colors and shapes to create pictures of animals. SE: Use different colors and shapes to create a picture of an animal. EP: Use different colors and shapes to create a picture of an animal. PP: Use different colors and shapes to create a picture of an animal.

Cultural Objectives:

Students will compare and contrast their animals made from a variety of shapes to the world around them. This will help the students see why they animals live in a particular habitat and how their color or shape helps them.

Linguistic Objectives:

Pre-Production (PP): will answer yes/no questions gesturing to the shape/answer or using yes/no responses.

Early Production (EP): will answer questions verbally using short responses to name of shape, animal or color.

Speech Emergence (SE): will describe the shape using some of the vocabulary introduced in the unit.

Intermediate Fluency (IF): will justify their response to the question using complete sentences that includes new vocabulary.

Materials:

Animal Colors and Shapes video

Crayons

Poster of the colors and their names displayed on the wall

White construction paper, 1 sheet per student

Print resources with images of different animals (labels for each animal used)

Colored construction paper cut into different sized triangles, circles, squares, and rhomboids (Labeled bins with shapes inside, ready to use)

Glue

ESOL personal dictionaries (created by students outside of this lesson)

Procedures:

1. Use Animals Colors and Shapes to introduce common colors and shapes in the animal world. After watching the program, ask students to share examples shapes they have seen. What body part of most animals is circular? What animalshave triangles? What animals have rhomboids?

Accommodation for all levels of ESOL: Refer to shapes. Hold up which shape the question is talking about for all students to see and reference when thinking about their answer.

2. Talk about the students' favorite animals. What colors can be found on them? Discuss some of the purposes of color in the animal world. Why are the feathers on most male birds bright colors, while female birds have gray or brown? How do some animals use color to stay hidden? Why are some snakes brightly colored?

Add Turn and Talk so PP/EP can point to a picture or say a short response to a partner to share with the class.

3. Share print images of animals. Talk about the different colors and shapes of these animals. Tell students that they are going to create pictures of animals with different shapes. They will also draw a picture of the animal's habitat.

Accommodation for all levels of ESOL: Include labels with the pictures for students to reference incase they do not have background knowledge on particular animals.

4. Demonstrate using a print image as an example. Talk about the animal. What kind of environment would you expect to find this animal in? Have students describe where this animal might live. Does it live in a desert or a forest? Using crayons, quickly draw the environment on a piece of white construction paper. Next, talk about the different shapes students might see on the animal. What shape are its ears? What shape is its body? Use different size construction-paper shapes to create the animal. Arrange the shapes on the background habitat, being sure to tell students that you will not use glue until it looks the way you want it to. Finally, glue the shapes on the background habitat. Demonstrate using crayons to make additional lines that should appear (such as whiskers) on the animal.

Accommodation for all levels of ESOL: teacher modeling

5. Making sure that students understand what they are supposed to do, give them print images of animals and tell them to choose one to copy for their picture. Have them first draw the background habitat and then use the paper shapes to make their animal. Check student work before allowing them to glue their animal shapes to the background.

PP/EP: may work with a partner to complete this activity.

6. Once students have finished their pictures, ask volunteers to share them. Talk about the

shapes they used. Discuss the colors of the animals. Ask about the animals' habitats. Does the color of the animal help it blend into its habitat? Display the finished pictures in the classroom.

Add Turn and Talk so PP/EP can point to a picture or say a short response to a partner to share with the class.

Evaluation:

Use the following three-point rubric to evaluate students' work during this lesson.

Three points: Students were highly engaged in class discussions; were able to demonstrate a clear understanding of the purposes of color in the animal world; and correctly used different shapes to create unique and colorful pictures of animals that clearly identified where the particular animal lives and accurately portrayed what it looks like. ELL’s show their engagement by how well they are meeting their linguistic objectives during discussions, whether that is pointing to objects or describing in complete sentences. They are being as clear as they can to convey their knowledge to their partner, the class, or the teacher.

Two points: Students participated in class discussions; were able to demonstrate a basic understanding of the purposes of color in the animal world; and mostly used the correct shapes to create somewhat unique and colorful pictures of animals that vaguely identified where the particular animal lives and generally portrayed what it looks like.

One point: Students participated minimally in class discussions; were unable to demonstrate a basic understanding of the purposes of color in the animal world; and created incomplete pictures that did not clearly identify a particular animal and demonstrated a lack of understanding about what shapes might identify the animal they had attempted to create.

Homework:MS: Take home worksheet that asks students to label the shapes of an animal. Students

will draw in a background to show the habitat the animal lives in. IF: Take home worksheet that asks students to label the shapes of an animal. Students

will draw in a background to show the habitat the animal lives in.SE: Take home worksheet that asks students to label the shapes of an animal. All shapes

that could be used have a small image and name in a key. Students will draw in a background to show the habitat the animal lives in.

EP: Take home worksheet that asks students to label the shapes of an animal. All shapes that could be used have a small image and name in a key. Students will draw in a background to show the habitat the animal lives in.

PP: Take home worksheet that asks students to label the shapes of an animal. All shapes that could be used have a small image and name in a key. Students will draw in a background to show the habitat the animal lives in.

Vocabulary:

camouflage Definition: The natural coloring or form of an animal that allows it to blend into its surroundings.

Context: Colors that help an animal hide are called camouflage.

colors Definition: One, or any of the mixture, of the parts in which light can be separated Context: There are more animal colors than there are colors in a rainbow.

purpose Definition: The reason why something is done or exists.

Context: Animal colors have a purpose; the color of an animal can help it stay out of danger, find food, or even find a mate.

rhomboid Definition: A four-sided, four-cornered shape of which only the opposite sides and angles are equal.

Context: You can often find rhomboids on reptiles.

Shape Definition: The outward form of something as created by its outline

Context: Everybody and everything has a shape

Lesson Plan for Square Bear

Brianna Burt, Carlye Carson and Kimberly PridgenESOL 3Lesson 3

Common Core State Standards:

 K.G.2. Correctly name shapes regardless of their orientations or overall size.

 K.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).

 K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

 K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

 K.G.6. Compose simple shapes to form larger shapes. For example, “Can you join

these two triangles with full sides touching to make a rectangle?”

 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

Objectives:

MS: Students will be able to describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.IF: Students will be able to understand for these examples that decomposing into more equal shares creates smaller shares. Students will be able to identify the whole as two of, or four of the shares.SE: Students will be able to identify the whole as two of, or four of the shares. Students will be able to identify that decomposing into more equal shares creates smaller shares.EP: Students will be able to identify that the whole as two of, or four of the shares.PP: Students will be able to identify there are parts to the whole.

MS: Students will be able to identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)IF: Students will be able to identify and describe shapes.SE: Students will be able to identify and describe some shapes.EP: Students will be able to identify shapes.PP: Students will be able to identify some shapes.

MS: Students will be able to analyze, compare, create, and compose shapes.IF: Students will be able to analyze, compare, create, and compose shapes.SE: Students will be able to analyze, compare, and create shapesEP: Students will be able to compare and create shapes.PP: Students will be able to create shapes.

MS: Students will be able to reason with shapes and their attributes.IF: Students will be able to reason with shapes and their attributes.SE: Students will be able to reason with shapes and what they look like.EP: Students will be able to talk about shapes and what they look like.PP: Students will be able to talk about shapes.

Cultural Objectives:

Students see shapes all around them, but they do not realize it. This lesson is allowing the students to understand shapes and connecting it to the world around them through the activity and homework. This will also lay the foundation for geometry in further exploration in math in the future.

Linguistic Objectives:

Students will be able to describe and understand that shapes can be divided in half and in fourths. They will understand that splitting a shape into more equal parts will create smaller parts.Students will be able to name and describe shapes verbally and show using a picture equal parts will create smaller parts.Students will be able to name and describe shapes verbally and show using a picture equal parts will create smaller parts.Students will be able to name and describe shapes verbally.

Lesson Plan

Materials:

You will need: a copy of the book. For each student or group of students have one sheet of yellow paper; glue; a few sheets of many different triangles drawn on different colored construction paper.

To create these triangles, begin with another polygon and cut it into triangles: a square; a rectangle; a regular pentagon; a regular hexagon.

First, cut out squares and then cut each in half to form two isosceles triangles. Next, cut out a rectangle and cut it in half to form two right triangles. Cut out a hexagon and cut it into four triangles. Continue with any regular polygons the students are studying: pentagons; octagons; etc. Now copy the triangles onto construction paper.

When you distribute the sheets of triangles to the students, mix the colors of the sheets, so that if students compose a square, it could be composed of two different colored triangles.

Vocabulary:

Plane (flat, like the surface of the yellow paper); shapes in a plane (two-dimensional shapes); polygon – As a visual for students write words on the board/or ELMO and include examples with pictures.

Anticipatory Set and Objective: Read the story of Square Bear. (Perform think alouds

while reading the text so students have an idea of what they should be thinking as you read the story.) The activity at the back of the book cuts polygons into triangles. Talk about building polygons from triangles. Using the triangles you’ve made, construct examples for the children. – Show visuals on the ELMO so all students can see you manipulate the manipulatives.

Tell the students they are going to create two more characters to live in Polygon Palace with Square Bear. Each character will be constructed using only triangles, but the character must be made of shapes that are not triangles. For example, two triangles may be used to make a rectangle, three triangles can be used to make a pentagon, or four triangles may be used to make a hexagon. Show an example and a non-example on the ELMO for students to see.

Guided Practice: Give students sheets of triangles. They should cut out the triangles you gave them and use them to create characters. They will paste these characters on the ‘flat’ yellow ‘rectangle’ paper. Show an example on the ELMO for students to see.

Emphasize the words and show visuals flat and rectangle often, as children learn to distinguish two-dimensional shapes in a plane as opposed to ‘solid’ figures.

When their characters are complete, have them count the number of shapes they used to make the character. Next have them count the number of triangles they used. They should write these numbers at the bottom of the yellow paper. Then they should create and write a name for their character. Model this on the ELMO using an example.

Check for Understanding (Assessment) : Hang the characters around the room and compare the shapes the children used to make them. Put the students in pairs to perform this activity and have them then discuss in groups how they compared their shapes.

Evaluation of Assessment: I will look at each of the students characters that they have created and make sure they were able to follow the directions that I provided for them. I will circulate the room and listen to students conversations about the different shapes they see and their comparisons of the shapes used to make their characters. I will use the Check plus (went above and beyond), check (followed all the directions and participated in conversation that was on topic), and check minus (Did not follow the directions and did not participate in student discussion) system.

Extension: As an extension, children can write a story that includes different characters of their choosing.

Home Fun Activity:

MS: Students look around your home and neighborhood and write down and/or draw all the different shapes that you see!IF: Students look around your home and neighborhood and write down and/or draw all the different shapes that you see!SE: Students look around your home and neighborhood and write down and/or draw all

the different shapes that you see! A list of shapes will be provided.EP: Students look around your home and neighborhood and write down and/or draw all the different shapes that you see! A list of shapes and their pictures will be provided.PP: Students look around your home and neighborhood and write down and/or draw all the different shapes that you see! A list of shapes and their pictures will be provided.