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This one is for exploring geometry at an early age

Subject:

Math  

Grade:

1  

Title – Exploring Geometry with Grade One
By – Sandra Savard & Katherine Colpitts
Subject – Math
Grade Level – 1
Lesson Plan
Strand: Geometry
Time: 60 minutes

Objectives:
– Children will be able to recognize three dimensional models: cone, cube, rectangular prism, cylinder, and pyramid..
– Children will be able to describe attributes of solids and make comparisons between different solids.
– Students will begin to learn to build with solids.
– Students will communicate using mathematical language.

Materials Required:
– Book, The Right Number of Elephants, by Jeff Sheppard
– Black line Master of three dimensional shapes
– Manipulatives, three dimensional solids
– scissors, glue, opaque bag
– various art supplies
– posters, magazines, catalogues

Warm-Up Activity:
Read The Right Number of Elephants by John Sheppard
Possible questions for the reading:
     – How many elephants could you fit in your room? In your house? Your school?
     – Do you notice any patterns in the book? What are they?

Activities:
1. Assemble three dimensional shapes from the Black line Master stencils.
Possible questions to ask:      – What are the names of the solids?
     – What is similar/different between cubes and rectangular prisms?
     – What is similar between a cylinder and a rectangular prisms?
     – Predict which solids will roll down an incline, which will slide. Test your predictions.
     – Identify the face of the solid.
     – Which solids would/would not make a good base for a structure?
     – Create a structure with some solids.

2. “Feely Bag”
Place a three dimensional solid in a bag. One child places his/her hand in the “feely bag,” feels around, and describes the attribute of the solid to the remainder of the class without naming it. The teacher or the class may ask for clarification.
Possible clarification questions:
     – How many sides does your solid have?
     – Does it have any curved sides?
     – Are any of the sides longer than the others? Are all sides equal?
     – Does your solid have any points? How many?

Additional challenge for “Feely Bag” activity:
     – Place three solids in the bag: two identical solids and one that is different. Students feel inside the bag to identify the object that is different and explain why it is different.

3. Discussion: What would the world be like with only….
     – cubes?
     – rectangular prisms?
     – cones?
     – cylinders?
     – pyramids?

***Integrate this activity with Art: Encourage children to draw or paint their world or attempt to build their world with manipulatives.

Possible Discussion Questions:
     – If we had only cones or rectangular prisms how would you ride your bike? Would it be a smooth ride?
     – What if dice were circular?
     – What would it be like to live in a triangular house?
     – What if cups and drinking glasses were cone-shaped with a point at the bottom?
     – What would it be like to live in a triangular house?
     – What if people were composed of only one shape?
     – How would bananas look like if they were rectangular? What about food? Triangular bowls?
     – Would it be funny to watch a triangle t.v.? Would it make a difference?
     – How about pencils and pens?

Enrichment/Filler (On-going ) Activity
In the classroom, around the class or in a learning center, place poster boards labeled with the names of various solids. Children are to cut out shapes of objects from magazines, catalogues, etc… and post/paste on the corresponding poster.

Homework: Shape Hunt
Ask students to observe and look for solids in their environment. Encourage children to observe shapes and solids on the way home form school, in the school yard, and at home. Ask children to bring objects in from home: “bring in an object that rolls well, that stacks well, that slides, a shape with curved surfaces, etc… .”

***Letter home to parents.

Assessment:
– Self- Assessment Sheet
– Teacher-Student Interviews
     – to be conducted weekly; question students about the topics covered that week in class, any difficulties the child may have; discuss the self-assessment sheet that has been previously filled out by the student.
– Observations
     – for example, during the “Feely Bag” activity was the child able to contribute and participate.

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