Embedded Files
Core concept: Shapes have features which can be used to name them.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- the features of shapes can be used to prove why a shape is a particular shape in relation to circles, triangles, squares, and rectangles
- mathematicians create shapes in different ways.
Success Criteria:
Success Criteria:
Students can:
Students can:
- compare, sort, and name circles, triangles, squares, and rectangles
- create shapes using materials and tools
- describe the features of circles, triangles, squares, and rectangles using words such as sides, size, and colour.
Different types of triangles – 30 minutes
Different types of triangles – 30 minutes
Introduce mathematical language used to describe shapes including side, size, and shape.
Introduce mathematical language used to describe shapes including side, size, and shape.
Explain that shapes have features that can be used to name them. For example, a triangle is a triangle because it has 3 sides.
Explain that shapes have features that can be used to name them. For example, a triangle is a triangle because it has 3 sides.
As a class, sort and classify a range of everyday triangular items such as a coat hanger, corn chips, triangle ruler or sandwiches; and non-examples such as a soccer ball, coin, dice, or a gift box of triangles, based on their features.
As a class, sort and classify a range of everyday triangular items such as a coat hanger, corn chips, triangle ruler or sandwiches; and non-examples such as a soccer ball, coin, dice, or a gift box of triangles, based on their features.
Reinforce that even though triangles look different, a triangle is a triangle because it has 3 sides. Explain to students that we are going to create different shaped triangles from leaves.
Reinforce that even though triangles look different, a triangle is a triangle because it has 3 sides. Explain to students that we are going to create different shaped triangles from leaves.
Provide a variety of different coloured paper for students to cut into different shaped triangles. In pairs, students turn and talk to compare the features of the leaf triangles.
Provide a variety of different coloured paper for students to cut into different shaped triangles. In pairs, students turn and talk to compare the features of the leaf triangles.
Consolidation and meaningful practice: Transforming triangles – 20 minutes
Consolidation and meaningful practice: Transforming triangles – 20 minutes
Students predict which materials may be suitable to construct different shaped triangles. Use objects from the treasure box to stimulate discussion and ideas.
Students predict which materials may be suitable to construct different shaped triangles. Use objects from the treasure box to stimulate discussion and ideas.
Students construct different shaped triangles using items from inside and outside of the classroom. See Figure 3.
Students construct different shaped triangles using items from inside and outside of the classroom. See Figure 3.
Conduct a gallery walk to see how other students have constructed different shaped triangles.
Conduct a gallery walk to see how other students have constructed different shaped triangles.
Regroup students. Use ‘Talk moves’ to facilitate class discussion.
Regroup students. Use ‘Talk moves’ to facilitate class discussion.
The table below outlines stimulus prompts to generate conversation, along with anticipated responses from students.
The table below outlines stimulus prompts to generate conversation, along with anticipated responses from students.
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