Unit 2

Common Core Mathematical Practices (MP) Domains • Number and Operations in Base Ten (NBT) • Geometry (G)

Making Shapes and Designing Quilts INVESTIG ATION 1

Composing and Decomposing 2-D Shapes Day 1 1.1

Session What Shapes Do You See? SESSION FOLLOW-UP

Daily Practice

Common Core Adaptation

Common Core Standards MP3, MP5, MP7 1.NBT.1, 1.G.1

Family Letter: Make copies of C6–C7, Family Letter, as a replacement for M17–M18, Family Letter.

2

1.2

Same Shape, Different Pieces

MP2, MP5, MP7 1.NBT.1, 1.G.1

3

1.3

Quick Images with Shapes

MP4, MP5, MP7 1.G.1

CLASSROOM ROUTINEs

Morning Meeting: Mixed Up Calendar

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.

4

1.4

Ways to Make PatternBlock Shapes

MP2, MP5, MP7 1.G.1, 1.G.2

5

1.5

Three Ways to Fill an Outline

MP3, MP5, MP7 1.NBT.1, 1.G.2

6

1.6

Filling with More and Fewer

MP2, MP5, MP7 1.NBT.1, 1.G.2

SESSION FOLLOW-UP

Daily Practice and Homework

7

1.7

Assessment: Many Ways to Fill a Hexagon CLASSROOM ROUTINEs

Start With/Get To: Counting Forward

CC8 

Daily Practice: 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. MP4, MP5, MP7 1.NBT.1, 1.G.1, 1.G.2 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.

Unit 2    Making Shapes and Designing Quilts

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INVESTIG ATION 2

Describing and Sorting Shapes Day 8 2.1

Session Making a Shape Poster ACTIVITY

Sorting the Shape Cards

9

2.2

Math Note 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.

Describing Triangles SESSION FOLLOW-UP

Daily Practice

10 2.3

Common Core Adaptation

Daily Practice: 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.

Describing Quadrilaterals SESSION FOLLOW-UP

Daily Practice

11 2.4

Comparing Shapes

12 2.5

Assessment: What Is a Triangle?

Daily Practice: 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.

Common Core Standards MP1, MP2, MP3, MP7 1.G.1

MP3, MP5, MP7 1.G.1

MP3, MP5, MP7 1.G.1

MP1, MP2, MP3, MP7 1.G.1 MP3, MP7 1.G.1

Instructional Plan 

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CC9

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INVESTIG ATION 3

Quilts  Day 3.1

Session 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

CC10 

End-of-Unit Assessment

Common Core Adaptation

Common Core Standards

MP1, MP3, MP7 1.G.1, 1.G.2

Unit 2    Making Shapes and Designing Quilts

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Name

Date

Making Shapes and Designing Quilts

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 sides

points

edges

All triangles have 3 angles or corners, 3 straight lines, 3 points or vertices.

(continued)

Unit 2  Session 1.1

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Name

Date

Making Shapes and Designing Quilts

Family Letter

About the Mathematics in This Unit  (page 2 of 2) BENCHMARKS/GOALS

EXAMPLES

Describe and sort 2-D shapes.

Shapes that have curves

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

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C7

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4/1/11 1:09 PM

Name

Date

Making Shapes and Designing Quilts

Daily Practice

What Do You See?

notE  Students identify shapes.

Draw a line to match each sentence with a shape or 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

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C8

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6/17/11 2:15 PM

Name

Date

Making Shapes and Designing Quilts

Daily Practice

Draw These Shapes

Draw a closed shape that matches the description. 1. It has 3 sides.

notE  Students draw shapes with particular attributes. 71

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

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C9

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6/17/11 2:15 PM

Name

Date

Making Shapes and Designing Quilts

Daily Practice

Draw More Shapes

Draw a closed shape that matches the description. 1. It has 4 sides.

notE  Students draw shapes with particular attributes. 71

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

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6/17/11 2:16 PM

Nombre

Fecha

Hacer figuras y diseñar colchas

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 lados

ángulos

puntos

aristas

Todos los triángulos tienen 3 ángulos o esquinas, 3 líneas rectas y 3 puntos o vértices.

(continúa)

Unidad 2  Sesión 1.1

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6/21/11 9:22 AM

Nombre

Fecha

Hacer figuras y diseñar colchas

Carta a la familia

HOGAR

Sobre las Matemáticas de esta unidad  (página 2 de 2) PUNTOS DE REFERENCIA/ OBJETIVOS Describir y clasificar figuras bidimensionales.

EJEMPLOS Figuras que tienen curvas.

Componer y descomponer figuras.

Un hexágono se puede hacer con diferentes figuras.

Figuras que sólo tienen líneas rectas.

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

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C7

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7/13/11 12:32 PM

Nombre

Fecha

Hacer figuras y diseñar colchas

Práctica diaria

¿Qué ves?

notA  Los niños identifican figuras.

Dibuja una línea para unir cada oración con una figura o figuras.

71

1. Veo un cuadrado.

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

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C8

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6/21/11 9:25 AM

Nombre

Fecha

Hacer figuras y diseñar colchas

Práctica diaria

Dibuja estas figuras Dibuja una figura cerrada que corresponda a la descripción. 1. Tiene 3 lados.

notA  Los niños dibujan figuras con atributos particulares. 71

2. Tiene 4 lados.



3. Tiene 5 lados.



4. Dibuja tu propia figura.



Unidad 2  Sesión 2.2

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¿Cuántos lados tiene?

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Nombre

Fecha

Hacer figuras y diseñar colchas

Práctica diaria

Dibuja más figuras Dibuja una figura cerrada que corresponda a la descripción. 1. Tiene 4 lados.

notA  Los niños dibujan figuras con atributos particulares. 71

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

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