Embedded Files
Core concept: New shapes can be made by combining shapes.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- new shapes can be made by combining shapes
- new shapes can be made by combining shapes
- smaller shapes can be found in larger shapes.
- smaller shapes can be found in larger shapes.
Success Criteria:
Success Criteria:
Students can:
Students can:
- combine shapes by moving, flipping, or rotating shapes, to fit in a space
- combine shapes by moving, flipping, or rotating shapes, to fit in a space
- create shapes by combining other shapes
- create shapes by combining other shapes
- find smaller shapes in larger shapes.
- find smaller shapes in larger shapes.
Activity: Shape talk – 10 minutes
Activity: Shape talk – 10 minutes
Activity: Inside triangles – 20 minutes
Activity: Inside triangles – 20 minutes
As students experience with their own Geoboards, ask questions such as:
As students experience with their own Geoboards, ask questions such as:
How many different triangles with one dot in the middle can you make?
How many different triangles with one dot in the middle can you make?
How do you know when you’ve found them all?
How do you know when you’ve found them all?
Can you make any triangles inside your triangles?
Can you make any triangles inside your triangles?
How many can you make?
How many can you make?
Consolidation and meaningful practice: Building blocks – 30 minutes
Consolidation and meaningful practice: Building blocks – 30 minutes
Introduce students to pattern blocks.
Introduce students to pattern blocks.
Provide a sample to pairs or small groups and allow time to explore.
Provide a sample to pairs or small groups and allow time to explore.
We are going to use pattern blocks to make some new shapes.
We are going to use pattern blocks to make some new shapes.
Students choose 3 or 4 pattern blocks to use as their building blocks. Shapes may be different or the same. Ask students:
Students choose 3 or 4 pattern blocks to use as their building blocks. Shapes may be different or the same. Ask students:
What new shapes can you make? Trace all the shapes you can make.
What new shapes can you make? Trace all the shapes you can make.
How many different shapes can you make?
How many different shapes can you make?
How can you describe the shapes you make?
How can you describe the shapes you make?
How do you know when you can’t make any more shapes?
How do you know when you can’t make any more shapes?
Invite students to describe the shapes they made.
Invite students to describe the shapes they made.
As a class, discuss what constitutes a shape and create a shared definition.
As a class, discuss what constitutes a shape and create a shared definition.
The table below details assessment opportunities and differentiation ideas.
The table below details assessment opportunities and differentiation ideas.
Page updated
Report abuse