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Unit 1.2: Attributes of 2-D Shapes

Big Idea: Two-dimensional shapes with or without curved edges can be described, classified, and analyzed by their attributes. Students determine which attributes define a shape, such as number of sides and vertices, and which attributes do not, such as color or size. Students may use informal language to describe these attributes..

Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

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Teacher-facing pages are green

Student-facing pages are white

notes for teachers are in the speaker notes

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New Learning:

Re-engagement:

Distinguish between 2-D and 3-D shapes.

Major emphasis:

Identify attributes of shapes.
Differentiate between defining and non-defining attributes of shapes.
Data can be organized in order to answer questions about it

Limited emphasis:

Students compose and decompose shapes to create new shapes.

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Suggested Lesson Sequence

Week 1

Warm-up: Entry Task

Sort shapes into two categories: triangles and not triangles

Lesson 1: LS 1 Day 1 Jamboard (Spanish)

Examine different shapes and sort them into groups of rectangles, trapezoids and other, by their attributes.

Lesson 2: LS 1 Day 2 Jamboard (Spanish)

Examine different shapes and sort them into groups of circles, squares, and other, by their attributes.

Lesson 3: LS2 Day 1 & 2 Seesaw (Spanish)

Students experiment with partitioning squares into halves
Students experiment with partitioning circles and rectangles into halves.

Week 2

Lesson 4: LS 3 Day 1 Seesaw Shape Puzzles (Spanish)

Pattern blocks are composed to create a new larger shape in the form of a picture

Lesson 5: LS 3 Day 2 Seesaw Pattern Block Design (Spanish)

Pattern block pictures are reorganized make it easier to count and compare the quantities of the blocks.

Lesson 6: Milestone Task Seesaw Shape Sort (Spanish)

Shapes are sorted into a category and a non-example is created.

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Synchronous and Asynchronous Teaching Options:

Launch	Explore	Summarize
Whole group or small group Zoom meeting	Work on paper / take turns sharing on Zoom meeting	Select student responses to share/discuss on whole group Zoom meeting
Record using slides on Screencastify/ Loom Example Embed recording link into assignment instructions	Seesaw Draw on template or take photo of work Record voice description Can view and comment on each other’s work Jamboard Whole class board or 1 page per student	Record narrative of selected student work on slides with Screencastify/Loom Students respond to reflection question on Seesaw/Google Classroom (example) Post selected student work on Seesaw “Blog” Students comment on each other’s work Respond to reflection question.

Synchro-

nous (live)

Asynchronous (time-delayed)

Seesaw remote learning guide for educators

Seesaw resources for families

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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Technology Resources

Four Triangles Puzzle: Use 4 triangles to make as many different shapes as possible
Concentration Game with Geometric Shapes: Learn the names of the geometric shapes with a concentration game
Patch Tool for creating virtual pattern block pictures: Students can create pattern block pictures virtually, with or without patterns to follow
Pattern Block Interactive: Similar to Patch Tool, with the option of a grid in the background. Blocks have a more realistic look

Tangram Puzzle Cat: Figure out how to put tangram pieces into a cat puzzle so that they all fit.

Video reading of The Greedy Triangle, by Marilyn Burns: Use the video for independent small groups or if you don’t own the book.

Student PDFs

1.2 Classwork .S. .C.

1.2 Homework .S. .C.

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Daily Routine: Number of Days in School

Objective: To build one-to-one correspondence, lay the foundation for an understanding of place value, and give students a concrete sense of the magnitude of numbers up to 180 and their relationship to the passage of time.

See the Number of Days in School (Spanish) slides for a description of how to incorporate this routine into your lessons.

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Daily Routine: Counting Routine

Objective: To provide students opportunities to count forward and backwards by various whole numbers and decimals, developing an understanding of patterns in counting, addition and subtraction (and later multiplication) and place value.

See the Counting Routine slides for a description of how to incorporate this routine into your lessons.

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Math Talks:

Which One Doesn’t Belong

Whole Class or Groups:

Show students one of the shape sets and ask: Which one doesn’t belong? Why?

Shapes can be described, classified, and analyzed by their attributes. Students can determine which attributes define a shape and which do not.

Shape #1

Shape #2

Shape #3

Share your screen and annotate the Math Talk using the Zoom Annotation tool as students share their thinking

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Which One Doesn’t Belong

Students might notice:
Defining Attributes	Non-Defining Attributes
Straight sides Curved sides Number of sides 2D & 3-D Representations Angle of sides (may define or may not)	Orientation of shape Color Shading Angle of sides (may define or may not)
Focus possibilities for summary discussion: What shapes did we see today? How did we know how to name them? What attributes did we talk about? Which attributes made the shape different?

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Which shape doesn’t belong?

There can be more than one answer.

Why?

There can be more than one reason.