Thomas Young WAITSFIELD ELEMENTARY SCHOOL, WAITSFIELD, VT
1st Grade Math : Unit #9 - Shapes Within Shapes : Lesson #3

# Quick Flashes With Shapes

Objective: SWBAT replicate visual images of 2-D shapes. SWBAT use mathematical language to describe 2-D shapes.
Standards: 1.G.A.1 MP5
Subject(s): Math
60 minutes
1 Warm Up - 5 minutes

I gather the students in a circle to introduce the 20 stick.  This is something that I will use for the students who have mastered their complements of 10.  It is a way to differentiate your instruction. Although not all students will be ready for this, it is appropriate for them to be introduced.

I will start by asking the students to count the number of beads on the stick with me.  We will then look at how many groups of 5 there are.  I will then show them an amount and ask them how many are behind my hand.  This warm up is meant as an introduction and the concept will need to be continually taught and discussed as the year progresses.

2 Quick Flash with Shapes - 15 minutes

This is a continuation of the quick flash routine that the students have been doing throughout the year.  I start by gathering the students in front of the Smart Board and give them a piece of paper, pencil and a clipboard.  I explain:

We are going to look at some more quick flash images.  However, we will no longer be looking at dots but rather shapes.  I will show you the shape for a few seconds and then ask you to draw what you saw.  I will give you a second chance to look at the image and check your work.  Then we will discuss what you saw, and I will ask you to describe the shape.

**The shape cards for the quick flashes are in the resource section.

3 Center Time - 30 minutes

The goal of center time is for the students to work with pattern blocks in a variety of ways.  These activities will be available over the next few lessons  Students can choose which activity he/she wants to do based in interest.  All three of these activities have students building and drawing 2-D shapes (CCSS.Math.Content.1.G.A.1).  Students are also using pattern blocks, recording sheets, and templates to produce a product and record their thinking (CCSS.Math.Practice.MP5)

Center Time Choices:

1.  How Many Ways?:  This activity was introduced in a previous lesson.

2.  Fun With Pattern Blocks:  This activity was introduced in a previous lesson.  You will have to print the Fun With Pattern Block Template and create 4 new designs.  Read through the description from the linked lesson to learn how to do this.  As you create each sheet label it a new number.  There is a spot to do this near the top of the template.

3.  How Many Pattern Blocks?:  This activity was introduced in a previous lesson.

NOTE:  Each activity requires you to create recording sheets using the templates that are in each link.  Make sure to read the entire section and print the template.

**There is a short video clip of each activity in the section resource.  Each clip is labeled by the name of the activity.

4 Lesson Wrap Up - 15 minutes

I gather the students back on the carpet area.  I will tell the students that they are going to help me figure out the total number of blocks that a student used in one of his pictures.  I then read the following to the students:

Ben finished his picture and recorded that he used 1 hexagon, 2 trapezoids, 1 rhombus, 0 squares, 2 skinny rhombuses, and 7 triangles.  I am not going to tell you his total.  I want you and a partner to figure out how many pattern blocks he used.  I will also post a chart of the number of shapes from the story.

After a few minutes, I will ask students to share how they figured out the total.

5 Extra Practice - 5 minutes

The students should solve the story problem: How Many Rocks?  You can find this problem in the section resource.

Looking at Student Work
Developing a Conceptual Understanding

During this geometry unit, I want to continue the algebra momentum that I gained in the first few units.  Today, I included a problem titled How Many Rocks?  I wanted the students to continue to practice the story problem routine that had been created and to see which addition strategy each child was using when combining numbers.

I have included one piece of work (titled Emma) that can be found in the section resource.  This child is using the counting on strategy, but she doesn't know how to explain or illustrate her thinking.  In this case she has drawn out 8 hops and then 3 more and stated that she counted on from 8.  I called her over and we talked about her approach.  I modeled how to illustrate her counting on strategy (see the purple pen marks on the paper).