Big Idea(s):

Covering outlines with 2-D shapes in more than one way

Expectations:

E1. Geometric and Spatial Reasoning: describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them

• Geometric Reasoning: E1.2 compose and decompose two‐dimensional shapes, and show that the area of a shape remains constant regardless of how its parts are rearranged

teacher background

Students may benefit from prior experience with:

• comparing and sorting 2-D shapes using a single attribute

• identifying and describing 2-D shapes

• using positional language

Key concepts

• Two-dimensional shapes can be combined to create larger shapes (composing) or broken into smaller shapes (decomposing). All shapes can be decomposed into smaller shapes. The ability to compose and decompose shapes provides a foundation for developing area formulas in later grades.

• If a two-dimensional shape is broken into smaller parts (decomposed) and reassembled in a different way (composed), the area of the shape remains the same even though the shape itself has changed. This is known as the property of conservation.

Place a handful of Pattern Blocks on the carpet. Point to the blue block.

Ask: “How can I cover this block with other blocks? Show me.” (two green triangles)

Then point to the red block. Ask: “How can I cover this block with other blocks? Show me. Is there another way?” (three green triangles; one blue block and one green triangle).

Repeat with the yellow block.

Record what students notice about the relationship among different Pattern Blocks.

Use Student Cards 15A and 15C

Give each pair an assortment of Pattern Blocks (red, blue, green, and yellow blocks), a paper clip, and a pencil.

The goal is to cover your boat with blocks and have no gaps or overlaps.

Take turns spinning the pointer on the spinner. Place that block on the boat, if it fits. Once a block has been placed, it cannot be moved.

Continue to spin until the boat is completely covered with blocks.

Compare your boat with the boat of another pair. Did you cover them in the same way? Explain.

LOOK-FORS:

• Do students stay within the lines and cover the boat with no gaps or overlaps?

• Do students slide, turn, or flip a Pattern Block to get it to fit?

• Do students place each Pattern Block randomly or do they make strategic placements?

• Do students seem aware that there are many ways to fill the outline of the boat?

How to Differentiate:

Accommodations: Use Line Master Sides B and D or allow blocks to be moved.

Extension: If a block cannot be placed, allow students to replace existing blocks with the block landed on (e.g., replace 3 adjacent triangles with a red block).

Combined Grades Extension: Assign each block a value (e.g., triangle is 25¢). Students calculate the value of their boats. Or cover the boat with as few blocks as possible.

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SEL Self-Assessments (English) and Teacher Rubric

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