This PowerPoint presentation explains the procedures for a flexible grouping project in which Grade 1 students will engage as part of a mathematics unit entitled "2D and 3D Shapes."

1. 3D Shapes Project
Flexible Grouping
Grade 1 – Math
2D and 3D Shapes Unit

2. What is flexible grouping?
The word flexible describes something that is easy
to change.
Grouping is putting people together, usually
because they have something in common.
In the classroom, flexible grouping happens when students are
put into groups to do activities, but the groups and activities
change based on what we are learning and what everyone
needs to be successful (Heacox, 2012).

3. How will flexible grouping help us?
Have you ever thought an assignment was too easy or too hard?
Have you ever been bored or confused?
Have you ever wanted me to teach faster or slower?
Have you ever wished you could do an activity in a different way?
Different people like different things and like to work in different
ways. Different people also need different amounts of time and
help to learn new things. Flexible grouping will help everyone by
letting you work on activities that match your interests and needs
and letting me give extra support to students who need it
(Heacox, 2012).

4. How were we put into groups?
This project is about the six 3D shapes we have studied.
Each group will be making a different product about them.
a chart  a diorama
a photo essay  a picture book
On the survey you took at the start of the school year, you
answered questions about the types of activities you like to do
and the kinds of projects that you think let you show what you
know the best. I put you into groups based on what you told me
about your interests and strengths in learning.

5. How will we get into our groups?
There is a colored card (red, blue, green, or yellow) on each
of your desks. Everyone who has the same color card will
work in the same group. You will work together as a team on
the same project. The materials and supplies you may use are
in baskets that match your group’s color, and instructions for
your group’s project are written on cards that are also the
same color.

6. Where will each group work?
Look at the map of our classroom. When we are ready to start,
you will get the colored card off of your own desk and go to the
group of desks that matches the color of your card.
Ms. Baldwin’s
table
supplies
SMART Board
red
green
yellow
blue

7. What are our roles in our groups?
When you get your colored card, you will notice that it has a
picture of one of the 3D shapes we have studied printed on it.
When you get into your group, you will notice that everyone in
your group has a different shape.
Your most important role in the group is to be the expert on your
shape! You will give your group members all of the information
about your shape as you work together to create your final
project. If there is information you do not know, you will need to
use the resources we have—including the blocks, texts, and
videos we have used in class during this unit—to figure it out.

8. What are our roles in our groups?
Everyone has another role, too!
cube
RUNNER 1: You will go get your group’s materials, including the
colored basket and basic supplies.
pyramid
RUNNER 2: You will return your group’s materials, including the
colored basket and basic supplies.
cone
TIMEKEEPER: You will keep track of how much time is left and
have your group start cleaning up at 3:15.
cylinder
REPORTER: You will come to me with any questions or problems
your group has and report back to your group.*
sphere
LEADER: You will make sure everyone participates and has a
“voice” in making the final product.
rectangular
prism
CHECKER: You will complete the project checklist to make sure
your group’s final product has all of the required parts.
* Remember! If I’m meeting with other students, you will have to wait!

9. How did you pick our roles?
I picked the shapes you will become experts on in your groups
by looking at your performance on exit slips, quizzes, and other
written assignments while we have been studying 3D shapes.
Students who need more support with certain characteristics
of 3D shapes have been given the same shape. This will let
me work with you in a small group to give you extra support.
I will be working with the following groups. Please come to my
table right away when you hear me call your shape!
 pyramids: We will focus on the 2D shapes that are the
faces of 3D shapes.
 cubes: We will focus on how to count how many faces,
edges, and vertices a 3D shape has.

10. What are the instructions?
Each group will make a different product to show what we have
learned about the basic 3D shapes shown above.
Each product must include the following information about all six
of the 3D shapes.
 the name of the shape
 the number of faces, edges, and vertices
 the shape of the faces
 how the shape behaves (roll, stack, or slide)
 1 or more examples of the shape in the real world
 a drawing of each shape

11. What products are we making?
Red Group
chart
You will use a piece of poster board to make a chart. Each
shape should have its own row. Each fact you need to
give about each shape should have its own column.
Green Group
diorama
You will use clay and toothpicks to create models of each
shape. Make a museum plaque on an index card to go
with each model. Set everything up on or in a box.
Yellow Group
picture book
You will make a book. It can be a story or an informational
text. Each page should be about a different shape. Each
page should have a picture and text.
Blue Group
photo essay
You will work with Miss Copp to use a digital camera to
take and print photographs of 3D shapes in our school.
You should write a caption for each photograph.

12. Are we ready to begin?
As you work, please keep the following tips in mind!
1. You are working together as a team to make one product
that includes all six of your 3D shapes.
2. All of the instructions for your group’s project are printed
on a task card in your supplies basket.
3. Use the project checklist to make sure your group’s project
is meeting all of the requirements.
Let’s get started!GO!

13. References
Heacox, D. (2012). Differentiating instruction in the regular
classroom: How to reach and teach all learners. Minneapolis,
MN: Free Spirit Publishing Inc.
[illustration of grouped people icons]. Retrieved from http://blogs
.sap.com/innovation/industries/evolution-customer-
segmentation-means-brand-02687115
[photograph of a rainbow spring]. Retrieved from http://www
.stuffyoushouldknow.com/blog/the-best-stuff-weve-read-this-
week-37/