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Mathematics Grade 1
Strand: GEOMETRY (1.G.) Standard 1.G.1
Mathematics Grade 1
Strand: GEOMETRY (1.G.) Standard 1.G.2
Students will use pattern blocks to identify and label shapes.
The new Utah Math Curriculum follows the Focal Points from NCTM. Standard III indicates that children will compose and decompose plane and solid figures. This process builds an understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine figures, they recognize them from different perspectives, describe their attributes and properties and determine how they are alike and different. Pattern blocks can help achieve these objectives. When teaching the names of the pattern blocks point out that the smaller tan parallelogram is also called a rhombus and that the larger blue rhombus is also called a parallelogram. A short description of the pattern blocks is referenced in the Additional Resources section.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Distribute a baggie to each student filled with standard pattern blocks. Include one each of the following shapes: triangle, hexagon, small rhombus, large rhombus (parallelogram), square, and trapezoid. Invite the students to discuss the similarities and differences between the shapes. Invite them to count how many sides each shape has and compare the shapes that have the same number of sides to determine how they are different. Next, hand out the worksheet Whats My Shape? Ask the students to draw a line from the column of shape pictures to the column of shape names to correctly identify each shape. Students could also cut out pictures of shapes from magazines and glue next to the appropriate words. Proceed to display vocabulary cards and pictures of the six pattern blocks.
Vocabulary Journal Pattern Blocks
Pattern Blocks Activity Cards
The cards are designed with four levels ranging from simple to more difficult. Start with the Level I cards in your Math Center.
Marzano, R. J., (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved March 9, 2007, from http://www.ascd.org.
This article stresses the importance of academic vocabulary to enhance students abilities to read and understand subject matter content and help students increase background knowledge that raises their academic achievement.
Scheibelhut, C., (December 1994) I do and I understand, I reflect and I improve (Writing in mathematics education). Teaching Children Mathematics. Retrieved November 18, 2006 from http://www.questia.com.
This research describes the importance of writing in mathematics. The author states that by forcing a slowdown in the thought process, writing enables the mind to clarify ideas and integrate new knowledge. Each child is actively involved in reflecting on what they have been learning.