Unit 2 Making Shapes and Designing Quilts Common Core Mathematical Practices (MP) Domains Number and Operations in Base Ten (NBT) Geometry (G) INVESTIG ATION 1 Composing and Decomposing 2-D Shapes Day Session Common Core Adaptation Common Core Standards 1 1.1 What Shapes Do You See? SESSION FOLLOW-UP 2 1.2 Same Shape, Different Pieces 3 1.3 Quick Images with Shapes CLASSROOM ROUTINEs Morning Meeting: Mixed Up Calendar 4 1.4 Ways to Make Pattern- Block Shapes 5 1.5 Three Ways to Fill an Outline 6 1.6 Filling with More and Fewer SESSION FOLLOW-UP and Homework Family Letter: Make copies of C6 C7, Family Letter, as a replacement for M17 M18, Family Letter. Replace Morning Meeting: Mixed Up Calendar with the following: Morning Meeting Review Follow your daily Morning Meeting Routine. During Calendar, use a 12-month calendar to review the months of the year. : In addition to Student Activity Book page 24, students complete Student Activity Book page 25A or C8 (What Do You See?) for reinforcement of the content of this unit. MP3, MP5, MP7 1.NBT.1, 1.G.1 MP2, MP5, MP7 1.NBT.1, 1.G.1 MP4, MP5, MP7 1.G.1 MP2, MP5, MP7 1.G.1, 1.G.2 MP3, MP5, MP7 1.NBT.1, 1.G.2 MP2, MP5, MP7 1.NBT.1, 1.G.2 7 1.7 Assessment: Many Ways to Fill a Hexagon CLASSROOM ROUTINEs Start With/Get To: Counting Forward Replace Start With/Get To: Counting Forward with the following: Quick Images: Combination Shapes Show a transparency of Shape 3 from T18, Combination Shape Cards. Follow the basic Quick Images activity. Ask students to describe the shape after it has been drawn. Repeat with Shape 4. Then compare the two shapes. Repeat with Shapes 5 and 6. MP4, MP5, MP7 1.NBT.1, 1.G.1, 1.G.2 CC8 Unit 2 Making Shapes and Designing Quilts
INVESTIG ATION 2 Describing and Sorting Shapes Day Session Common Core Adaptation Common Core Standards 8 2.1 Making a Shape Poster MP1, MP2, MP3, MP7 1.G.1 ACTIVITY Math Note Sorting the Shape Cards Defining Attributes Students will comment on and use many different attributes of shapes. This unit encourages students to focus on what mathematicians call defining attributes (e.g., number of sides, whether sides are straight or curved, length of sides). While non-defining attributes (e.g., color, size, and orientation) may be of note to students, what s mathematically relevant about a triangle is that it s a closed 3-sided shape with straight sides, not that it s large or small, green or some other color, or lying on a side or balanced on a point. 9 2.2 Describing Triangles MP3, MP5, MP7 SESSION FOLLOW-UP : In addition to Student Activity Book page 30, students complete Student Activity Book page 31A or C9 (Draw These Shapes) for reinforcement of the content of this unit. Family Letter: Skip this activity. Do not send home M31 M32, Family Letter: Our Quilt Display. 10 2.3 Describing Quadrilaterals MP3, MP5, MP7 1.G.1 SESSION FOLLOW-UP : In addition to Student Activity Book page 31, students complete Student Activity Book page 31B or C10 (Draw More Shapes) for reinforcement of the content of this unit. 11 2.4 Comparing Shapes MP1, MP2, MP3, MP7 1.G.1 12 2.5 Assessment: What Is a Triangle? 1.G.1 MP3, MP7 1.G.1 Instructional Plan CC9
INVESTIG ATION 3 Quilts Day Session Common Core Adaptation Common Core Standards 3.1 Designing a Quilt Square Skip this session. 3.2 Creating a Quilt Pattern Skip this session. 3.3 Sharing Quilts Skip this session. 13 3.4 End-of-Unit Assessment MP1, MP3, MP7 1.G.1, 1.G.2 CC10 Unit 2 Making Shapes and Designing Quilts
Name Making Shapes and Designing Quilts Date Family Letter About the Mathematics in This Unit (page 1 of 2) Dear Family, We are beginning a new unit in mathematics called Making Shapes and Designing Quilts. This geometry unit focuses on two-dimensional shapes and the relationships among them. Students observe, describe, compare, classify, represent, and build with 2-D shapes. Later in the year, in another geometry unit, students will learn about three-dimensional shapes and objects. Throughout this unit, students will: BENCHMARKS/GOALS Fill a given region in different ways with a variety of shapes. EXAMPLES Use geometric language to describe and identify important features of familiar 2-D shapes. Identify and describe triangles. corners angles points sides edges All triangles have 3 angles or corners, 3 straight lines, 3 points or vertices. (continued) Unit 2 Session 1.1 C6 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Name Making Shapes and Designing Quilts Date Family Letter About the Mathematics in This Unit (page 2 of 2) BENCHMARKS/GOALS Describe and sort 2-D shapes. Shapes that have curves EXAMPLES Shapes with only straight lines Compose and decompose shapes. A hexagon can be made with different shapes. Students will continue to engage in math problems and activities and share how they solve a given problem. At home, you can encourage your children to explain their thinking as they engage in activities that further support the mathematics in this unit. Unit 2 Session 1.1 C7 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Name Making Shapes and Designing Quilts What Do You See? Draw a line to match each sentence with a shape or shapes. Date note Students identify shapes. 71 1. I see a square. 2. I see a circle. 3. I see a triangle in a circle. 4. I see a circle in a square. Unit 2 Session 1.6 C8 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Name Making Shapes and Designing Quilts Draw These Shapes Draw a closed shape that matches the description. Date note Students draw shapes with particular attributes. 71 1. It has 3 sides. 2. It has 4 sides. 3. It has 5 sides. 4. Draw your own. How many sides does it have? Unit 2 Session 2.2 C9 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Name Making Shapes and Designing Quilts Draw More Shapes Draw a closed shape that matches the description. Date note Students draw shapes with particular attributes. 71 1. It has 4 sides. 2. It has 4 sides that have the same length. 3. It has 4 sides that 4. It has 4 sides. 2 sides have different lengths. have the same length. Unit 2 Session 2.3 C10 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Nombre Hacer figuras y diseñar colchas Fecha Carta a la familia HOGAR Sobre las Matemáticas de esta unidad (página 1 de 2) Estimada familia: Estamos empezando una nueva unidad de Matemáticas llamada Hacer figuras y diseñar colchas. Esta unidad de geometría se enfoca en figuras bidimensionales y en cómo se relacionan entre sí. Los niños observan, describen, comparan, clasifican, representan y construyen figuras bidimensionales. Más adelante, en otra unidad de geometría, los niños aprenderán sobre figuras y objetos tridimensionales. A lo largo de esta unidad los niños trabajarán para lograr los siguientes objetivos: PUNTOS DE REFERENCIA/OBJETIVOS Rellenar de diferentes maneras una región dada con una variedad de figuras. EJEMPLOS Usar lenguaje de geometría para describir e identificar características importantes de figuras bidimensionales conocidas. Identificar y describir triángulos. esquinas ángulos puntos lados aristas Todos los triángulos tienen 3 ángulos o esquinas, 3 líneas rectas y 3 puntos o vértices. (continúa) Unidad 2 Sesión 1.1 C6 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Nombre Hacer figuras y diseñar colchas Fecha Carta a la familia HOGAR Sobre las Matemáticas de esta unidad (página 2 de 2) PUNTOS DE REFERENCIA/ OBJETIVOS Describir y clasificar figuras bidimensionales. Figuras que tienen curvas. EJEMPLOS Figuras que sólo tienen líneas rectas. Componer y descomponer figuras. Un hexágono se puede hacer con diferentes figuras. Los niños seguirán participando en problemas y actividades de Matemáticas, y comentarán la manera en que resuelven un problema dado. En casa, usted puede animar a su hijo/a a que le explique su razonamiento a medida que participa en actividades que le darán más apoyo con las Matemáticas de esta unidad. Unidad 2 Sesión 1.1 C7 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Nombre Hacer figuras y diseñar colchas Qué ves? Dibuja una línea para unir cada oración con una figura o figuras. 1. Veo un cuadrado. Fecha Práctica diaria nota Los niños identifican figuras. 71 2. Veo un círculo. 3. Veo un triángulo dentro de un círculo. 4. Veo un círculo dentro de un cuadrado. Unidad 2 Sesión 1.6 C8 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Nombre Hacer figuras y diseñar colchas Dibuja estas figuras Dibuja una figura cerrada que corresponda a la descripción. Fecha Práctica diaria nota Los niños dibujan figuras con atributos particulares. 71 1. Tiene 3 lados. 2. Tiene 4 lados. 3. Tiene 5 lados. 4. Dibuja tu propia figura. Cuántos lados tiene? Unidad 2 Sesión 2.2 C9 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Nombre Hacer figuras y diseñar colchas Dibuja más figuras Dibuja una figura cerrada que corresponda a la descripción. Fecha Práctica diaria nota Los niños dibujan figuras con atributos particulares. 71 1. Tiene 4 lados. 2. Tiene 4 lados que tienen la misma longitud. 3. Tiene 4 lados 4. Tiene 4 lados. que tienen 2 lados tienen la longitudes diferentes. misma longitud. Unidad 2 Sesión 2.3 C10 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1