2D Shapes!
Continuing on my PLP for geometry I wanted to grow from lines, rays and angles into 2D Shapes.
Most students by elementary school can identify basic shapes: triangles, squares, circles, etc., but they don't understand why they are those shapes. It is time to start understanding that the lines and angles make the shape who it is.
The goal of the lesson plan will be clear: to define the attributes of each shape, in other words, what makes this shape different from other shapes, what makes this shape who it is?
The idea in common core math is to understand why, not just memorize the shapes. So we want to know that a triangle has 3 lines, and 3 angles.
What is a vertex? Frankly, I could not tell you, I could probably show it but wouldn't be sure!
This is the definition: the place where two sides meet in a corner. A triangle has 3 vertices. A square has 4. A circle has zero because it has zero straight lines and zero angles.
A good worksheet for the students to work on is something like this:
If your class needs something more tactile, using pattern blocks so the students can physically could the sides can help.
What is great about learning about 2D shapes is that you can move from there into fractions!
Taking a square, for example, and folding it in half, you have two parts that equal one whole.
Because I think using something other than just paper and pencil, you can start this at snacktime or bring in a snack, but only enough for half the class. Muffins or apples, something to be cut equally into two halves. All the students know how to share something, but explain that this is a fraction. You might have to cut a big brownie into 4 pieces, 4 equal parts making up a whole. Using different examples of cutting 1 whole into smaller parts demonstrates fractions in a real life way.
I know that the denominator is the bottom number (D is down was how I remembered), but what does that mean, how do you verbalize that?
The denominator is how many equal parts the piece is cut into. The brownie is cut into 4 pieces so 4 is on the bottom.
X
4
The numerator, number on top, is the number of pieces to which we are referring. So if I think that I should get 2 pieces of the brownie because I am bigger then I would write 2:
2
4
And if 1 student gets 1 piece:
1
4
I think this would be a really fun and interactive way to get students to begin thinking of fractions and shapes.
We could use differently shaped foods and have the class participate in different ways.
Once they are all on a suger high (haha) asking them to work on a sheet such as this would be a useful tool:
Next up 3D shapes!
Most students by elementary school can identify basic shapes: triangles, squares, circles, etc., but they don't understand why they are those shapes. It is time to start understanding that the lines and angles make the shape who it is.
The goal of the lesson plan will be clear: to define the attributes of each shape, in other words, what makes this shape different from other shapes, what makes this shape who it is?
The idea in common core math is to understand why, not just memorize the shapes. So we want to know that a triangle has 3 lines, and 3 angles.
What is a vertex? Frankly, I could not tell you, I could probably show it but wouldn't be sure!
This is the definition: the place where two sides meet in a corner. A triangle has 3 vertices. A square has 4. A circle has zero because it has zero straight lines and zero angles.
A good worksheet for the students to work on is something like this:
If your class needs something more tactile, using pattern blocks so the students can physically could the sides can help.
What is great about learning about 2D shapes is that you can move from there into fractions!
Taking a square, for example, and folding it in half, you have two parts that equal one whole.
Because I think using something other than just paper and pencil, you can start this at snacktime or bring in a snack, but only enough for half the class. Muffins or apples, something to be cut equally into two halves. All the students know how to share something, but explain that this is a fraction. You might have to cut a big brownie into 4 pieces, 4 equal parts making up a whole. Using different examples of cutting 1 whole into smaller parts demonstrates fractions in a real life way.
I know that the denominator is the bottom number (D is down was how I remembered), but what does that mean, how do you verbalize that?
The denominator is how many equal parts the piece is cut into. The brownie is cut into 4 pieces so 4 is on the bottom.
X
4
The numerator, number on top, is the number of pieces to which we are referring. So if I think that I should get 2 pieces of the brownie because I am bigger then I would write 2:
2
4
And if 1 student gets 1 piece:
1
4
I think this would be a really fun and interactive way to get students to begin thinking of fractions and shapes.
We could use differently shaped foods and have the class participate in different ways.
Once they are all on a suger high (haha) asking them to work on a sheet such as this would be a useful tool:
Next up 3D shapes!
I like the idea of using snacks to explain fractions - who isn't motivated by a brownie! Your explanation of what the numerator and denominator should be was also very helpful. Additionally, the worksheet that you shared is simple to read and brightly colored so I think that students would be engaged by it. Thank you for sharing!
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