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What’s In a Name?

Kayte Carlson
2nd grade
Cumming Elementary School
Forsyth County Schools

Contents

Task
Overview
In this activity, students will identify and describe plane geometric figures.

Illustrative Task
  1. Preview the story The Greedy Triangle by Marilyn Burns by looking at the cover and predicting a topic for today’s lesson.
  2. Introduce the key standard and make a connection between LA and Math using vocabulary standards. Guide students to identify key vocabulary words in their heads as they actively listen to the story read aloud.
  3. Have students brainstorm and list as many vocabulary words from the story as possible. List these on the board/flipchart.
  4. Introduce the VIP word that is not in the book: polygon. Show the definition and deconstruct its meaning using a word web graphic organizer on the board.
  5. Ask students to create shapes on their geoboards that follow the definition of a polygon. Monitor students as they create these shapes and have them justify the reasons for their creations as you discuss parts of polygons.
  6. Share examples of student work and ask what is missing from the definition of a polygon – angles!
  7. Use body parts to demonstrate types of angles. Discuss the word “angle” and its closeness to the word “ankle”. Show how this part of your body forms an angle.
  8. Describe rules for “Simon Sees Angles” as shown in Unit 4 Tasks on www.georgistandards.org. Play game in a circle.
  9. Ask students to return to the geoboards and create different types of angles. Use this opportunity to differentiate for students as you discuss attributes of angles and their connection to the creation of polygons (i.e. introduce degrees for an advanced learner or review right angles in a square for remediation).
  10. Share examples of discussions and created shapes.
  11. Guide students to “uncover” what regular and irregular polygons are using the discovery model.
  12. Review the definitions for both by recreating shapes that match the definitions.
  13. Pass out Polygon/Not Polygon cards to each group of students. Have groups work together to sort the cards into 2 groups using the previously-given definition. Monitor groups and ask them to defend their choices with substantive reasoning.
  14. Check group work with magnetic cards on the board and explain.
  15. Pause for questions and/or clarifications.
  16. On the board model “What’s in a Name?” task with your own name. Find and label different types of angles, shapes, and other geometric figures in the name. Then, show how to add details telling more about the geometry found in the name.
  17. Pass out printed name papers to each student (or have them print their own name in large block letters) and ask students to complete the task for their own names.
  18. Guide students to add more details explaining everything they know about the labeled geometry.
  19. Share results and let students make connections between and among names. Question: Does anyone have a letter that is a polygon all by itself? Why not?
  20. For extra work, have students take a piece of dot paper and use straight line segments to create crazy polygons.
  21. Review the key standard and make a connection to the math process standard of communication. Lead into the final task: connecting math to the real world with writing.
  22. Pass out the Writing Task. Review the choices and allow students to select and/or create a new crazy polygon and then create a transformational picture.
  23. Students work on completing a differentiated writing task as you further remediate instruction as needed toward the standard.

GPS Addressed
M2G1. Students will describe and classify plane figures (triangles, square, rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular polygonal shapes) according to the number of edges and vertices and the sizes of angles (right angle, obtuse, acute).

Video Information
Use these questions to guide your thinking about some of the important teacher ideas in the lesson featured in the video clip.
  1. What kinds of questions does the teacher ask to promote students’ problem solving?
  2. How is the teacher gauging students’ current understandings and building from those understandings?
  3. Consider the GPS standards listed with this video.
  4. What makes this lesson different from lessons you have taught on this topic?

Classroom Materials

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