Time Frame
1 class periods of 60 minutes each
Summary
This activity will help students become more familiar with the three most common types of geometric shapes: circles, triangles and parallelograms. This will take place as the children create the shapes with their bodies and then observe their environment and see the shapes in actual use. The boys and girls will sketch the shapes, which draws attention to characteristics for sorting. Once the drawings are sorted, names can be assigned to the shapes.
Materials
- The Greedy Triangle, by Marilyn Burns
- View-thru geometric
solids
- Drawing paper
- Pencils
- Scissors
- A variety of places
within the school
environment that
incorporate shapes
(classroom windows,
gym and playground
circles, etc.)
Additional Resources
Books
- "How to Draw" books
- The Greedy Triangle, by Marilyn Burns; ISBN 0590489917
- Grandfather Tang's Story, by Ann Tompert; ISBN 0517885581
Video
- Math Monsters Episode 5--Geometry (available at
www.slimgoodbody.com Item SGVD023 or Amazon.com);
ASIN 1887028145
Additional media
- Paper crystal shapes folding patterns
- An architect, artist, landscaper, etc. to describe how s/he uses shapes.
Background for Teachers
This lesson should take one math period lasting approximately one
hour. The teacher can lead the activity with the full class or ask parents
to work with small groups. (Be careful that groups aren't too small or
Procedure 1 will be hard to implement
Intended Learning Outcomes
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written and nonverbal form.
Instructional Procedures
Invitation to Learn
Read The Greedy Triangle, by Marilyn Burns.
Ask questions and discuss:
- What did you learn about shapes?
- Where are shapes found?
- What role do shapes play?
- How many different shapes did you see?
- Are there shapes in our environment?
Instructional Procedures
- To review basic shapes: Take the students into the gym. Have
them stand around a circular line. Ask what shape they have
created. Have the students stand on lines forming a parallelogram
(square, rectangle, etc.). Ask what shape has been created. Have
the children on two sides of the parallelogram move together to
form the third side of a triangle. Ask what shape has been
created.
- After returning to the classroom, use geometric solids to show the
shapes again. Encourage the students to brainstorm what is unique
about each shape (leading to the idea of how each shape can be
identified).
- Give each child a piece of paper. Fold the papers into fourths (or
sixths, etc. depending on how many shapes you wish the children
to find and draw). Instruct students that they will be taking a
walking tour of the school and that they will be drawing some
shapes they find. Begin the tour in the classroom and ask
students what around them shows a basic shape. As the students
name objects (globe, window, blackboard, desk, etc.), have them
sketch one or two items. Continue your tour by going through the
halls (bulletin boards, signs, etc.) and onto the playground (balls,
basketball court, hopscotch squares, etc.)
- Bring the students back to the room and ask them to cut out the
sections of their paper. Divide the students into groups and have
them show and explain their drawings to their groups. Tell the
students to sort their shapes into circles, triangles and
parallelograms. When all the groups are done, have the groups
share their work with each other.
Extensions
- Use the shapes to draw basic animals, faces, etc.
- Draw a building using the shapes.
- Ask the students to write “Concrete Poems” using the shapes.
- For students who are ready, use the shapes to discuss area, arrays,
etc.
- While studying rocks, ask students to identify the geometric shape
of mineral crystals.
- Work with tangrams.
Family Connections
- The students could lead their family on a shape search and teach
their families what they learned.
- Parents could explain how they use shapes every day.
- The family could build something that used geometric shapes.
Assessment Plan
- Have students write about their experience in their math journal.
- Create a simple class presentations.
- Interview and/or film the students talking about what they
learned.
- Have the students present their work to another second grade
class.
Created: 09/28/2004
Updated: 02/05/2018
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