Demonstrate confidence, desire and an ability to solve a variety of
mathematically related problems.
Demonstrate knowledge and understanding of why, when and how to
collect, organize and interpret numerical data:
Demonstrate and understanding of numbers, patterns, counting,
operations, and estimation:
Demonstrate a sense of spatial awareness and familiarity with two
dimensional shapes and recognize relationships between geometry and the
Creative and Critical Thinking
Personal and Social Skills and Values
Approximately 7 hours
Note: Some activities may be extended if time is available.
Manipulatives could be available for free time exploration. The stations
would take a varied number of hours depending on such variables as number
of students and their abilities, as well as the number of stations each
student is expected to complete.
1. Free Exploring
G12: design classifications and sort two-dimensional shapes
according to various characteristics.
Free Exploring Observation Sheet - included with unit
Allow students to freely explore pattern blocks on their own. This
will enable the students to develop and structure such concepts as
matching, sorting, ordering, following patterns, and comparing.
Discuss with students what they have discovered that they can do
with the blocks.
Can you stack them?
Can you fit them together?
Can you make a line?
Can you make a wall?
Can you make a pattern?
What colors do you like to use together?
Use of mathematical names for shapes is to be encouraged.
Blocks could be left out for free time activities.
Students work in pairs to see what they can make together.
Narrative - writing for their individual portfolios. Students
write the name of the figure that corresponds to the color. Encourage
students to tell how they used the blocks and to discuss things they
discovered about the blocks.
G14: trace and draw two-dimensional figures.
P2: design a plan and solve problems using manipulatives.
N12: identify one or more characteristics of an object or an
N16: compare sets using the phrases "more than", "less than",
N52: demonstrate subtraction by: b) comparing the number of
objects; c) partitioning objects.
Individual student graphs. ( Individual student graphs may be made
from a plain colored vinyl tablecloth, which is cut into pieces, 31 cm x 29
cm. Use fine line permanent markers to draw the grid lines).
Performance test, anecdotal records, observation checklist, or
rating scale (included)
Each student takes two handfuls or a scoop of blocks.
The blocks are sorted.
The student graphs the blocks on his/her individual vinyl graph
which was provided.
Discuss the results with the students.
How many blocks are green triangles?
Which shape has the most pieces? the fewest?
How many more beige pieces called rhombus than red trapezoids?
How many blocks did you scoop altogether?
Use pattern block stickers or templates to record the results of
the graph on large grid graph paper.
Take another scoop of blocks to make a second graph. Compare this
graph with the first graph.
Talk to a friend about it.
Narrative - writing for portfolio. The students will write about
their graphs. It is hoped that they would discuss how they sorted the
shapes, the numbers of the different shapes, and how the numbers compared.
They should also include any interesting data that they observed (e.g. no
green triangles). These may be shared with the class.
3. Trace and Draw
G14: trace and draw two-dimensional figures.
Circular objects such as lids
Any square or rectangular shapes
geoboards and colored elastics.
The student will trace and draw geometric shapes to make a picture
or mural. Mobiles could be made.
The students will write a four line poem describing a particular
shape. The poems could be cut out and glued onto construction paper, cut
in the shape that the poem is about. The poems and projects from (i) could
be used as a bulletin board display.
The students will use elastics and geoboards to make geometric
figures. Students could use the trace and draw materials as guides.
Students may overlap, flip or turn figures during construction.
4. Geometry Walk
To promote a greater awareness of geometry in the real world, and
G13: name, illustrate, and identify examples from the environment
of a square, rectangle, circle, triangle.
Sheets of 21.5 x 28 cm (8 1/2" x 11") white paper folded booklet style
Colored construction paper for booklet cover
Pencil on a string tied or taped onto booklet.
Completed booklet may be looked at.
The students will explore the school building, schoolyard, and
While on the walk, students illustrate objects that contain the
geometric shapes in their booklets. One side of the booklet has the
illustration; the other side could have the name of the shape represented
and what it looks like.
Questions asked on the walk could focus not only on recognizing
the shape and use of vocabulary, but also on the functional use of the
shape. Example: Why tires are round instead of square?
G15: differentiate between figure and background.
G16: combine two-dimensional geometric figures to make other
P1: establish and/or demonstrate an understanding of a problem
by using manipulatives.
Pictures (which have geometric shapes)
Story books (some titles listed in bibliography),
Pattern block stickers
Cards of bristol board
Assessment at each station
1. Students are divided into groups and, over a period of time, will visit
each of the eight stations.
The students will analyze pictures and picture books to discover dominant
figures. They will locate geometric shapes in the illustrations. The
learners could construct a simple graph using colorful, plastic links such
as shower curtain hooks or commercially produced links to show which
picture/book they believe has the greatest number of different
Station 2 - Traffic Sign Math
The student will count the number of sides on each traffic sign. They then
solve number stories coded with the shapes. The C.A.A. has copies of the
S.G.I. Driver's Handbook.
Examples: On teacher prepared cards, (10 cm X 6 cm) each student will
make up 2 of their own coded questions.
Students color pictures composed of geometric shapes where a color code is
given. In free time students may enjoy making their own picture for others
Using pattern blocks, the students will fill in outlined figures.
Using tangram pieces, the student will draw his/her own puzzle shape on 15
cm x 15 cm cards, drawing the outline only. The student must tell/ write
down, how many of the pieces were used in the puzzle. These will later be
used by the other students who will try to solve the puzzles.
The student will choose a maximum number of 5 pentomino pieces, construct a
shape using the chosen pieces, and draw their outline. The teacher will
assign a value to each shape. The student then solves for the total value
of their puzzle.
The teacher has a chart showing what value corresponds to which shape.
The student will construct or trace their favorite geometric shape and
justify their choice.
Using paper cut-outs, pattern block stickers or tracing pattern blocks, the
student will create a pattern, design or picture.
Each station should be set up with all the materials the students will
need at a particular station. I use colorful baskets, styrofoam trays, and
containers, various sized and shaped tins, mac-tac covered boxes and ziploc
Students will enjoy creating projects from paper. The models formed
incorporate geometric shapes that the children have been categorizing,
locating, and making during the unit. Titles of books for origami projects
are included in the resource list.
Chan, Cecilia; Cote, Claire, and Kligman, Karen. Math Quest.
Addison-WesleyPublishers Limited. 1986.
Folded Paper Projects, 1988, Evan-Moor Corp.
Freeman, Mae. Finding Out About Shapes. Toronto, ON: McGraw-Hill
Book Company. 1969.
Hill, Jane M. (ed.). Geometry for Grades K to 6: Readings from the
Arithmetic Teacher. National Council of Teachers of
Jeruchim, Cecile. Hello! Do You Know My Name? Toronto, ON:
Longmans Canada Limited. 1963.
Leeka, M. C. Searching for Shapes. New York, NY: Modern
McKissack, Vernon (illustrator). The G.A.T.Abouts Build with Shapes.
New York, NY: Modern Publishing, Inc. 1990.
Meeker, Jeff. The Little Lookouts Discover Shapes. New York, NY:
Modern Publishing and Carnival Press, Inc. 1987.
Problem Solving with Pentominoes, 1992, Learning Resources, Inc.
Wildsmith, Brian. Professor Noah's Spaceship. Toronto, ON: Oxford
University Press. 1980.
Wildsmith, Brian. The Twelve Days of Christmas. Toronto, ON: Oxford
University Press. 1985.
This unit comes from the The Stewart Resources Centre which provides
library resources and teacher-prepared materials for teachers in Saskatchewan.
To borrow materials or obtain a free catalogue listing unit and lesson
plans contact :
Stewart Resources Centre,
Sask. Teachers' Federation,
2317 Arlington Avenue,
Saskatoon, SK S7J 2H8;
phone 306-373-1660; fax 306-374-1122,
e-mail firstname.lastname@example.org. http://www.stf.sk.ca/