CELs 1994

P105.11

Strand: Geometry

Topic: Plane

- 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 environment.

- Communication
- Numeracy
- Creative and Critical Thinking
- Independent Learning
- Personal and Social Skills and Values

- Approximately 7 hours

- Pattern blocks

- Free Exploring Observation Sheet - included with unit

- Portfolio Entry

- 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.

Examples:

- 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?

- Can you stack them?
- 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.

- Pattern blocks
- 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)

- portfolio entry.

- 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.

Examples:

- 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?

- How many blocks are green triangles?

- 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.

- Circular objects such as lids
- Any square or rectangular shapes
- pattern blocks
- attribute blocks
- geoboards and colored elastics.

- Rating scales
- Observation checklists
- Anecdotal records.

- 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.

- 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.

- The students will explore the school building, schoolyard, and
nearby neighborhood.

- 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?

1. Students are divided into groups and, over a period of time, will visit each of the eight stations.

Examples: On teacher prepared cards, (10 cm X 6 cm) each student will make up 2 of their own coded questions.

Using pattern blocks, the students will fill in outlined figures.

The teacher has a chart showing what value corresponds to which shape.

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 bags.

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.

Other ideas:

- Geometry in nature

- tree bark

- animal skins (skunk stripes, bird feathers, snakes, turtles, shells, pine cones, etc.)

- tree bark
- 5 min. math

- guess my shape

- quick graph of shapes

- shape addition, subtraction (# of sides values for each)

- guess my shape
- Native "bead work" on graph paper.

Araki, Chiyo.

"Arithmetic Teacher," Vol. 36, No. 1, September, 1988.

Bayha, Barbara and Burt, Katherine. Pattern Block Activities. Palo Alto, CA: Dale Seymour Publications. 1985.

Chan, Cecilia; Cote, Claire, and Kligman, Karen.

Freeman, Mae.

Hill, Jane M. (ed.).

Jeruchim, Cecile.

Leeka, M. C.

McKissack, Vernon (illustrator).

Meeker, Jeff.

Wildsmith, Brian.

Wildsmith, Brian.

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 :

Sask. Teachers' Federation,

2317 Arlington Avenue,

Saskatoon, SK S7J 2H8;

phone 306-373-1660; fax 306-374-1122,

e-mail src@stf.sk.ca.

http://www.stf.sk.ca/

To return to the previous page use your browser's back button.