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# Grade 1 shape and space

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### Grade 1 shape and space

1. 1. How can I plan my lessons using the Backwards Approach?<br />Identify the outcomes to be learned<br />SSK.2 Sort 3-D objects using a single attribute.<br />a) Sort a set of familiar 3-D objects using a single attribute, such as size or shape, and explain the sorting rule.<br />b) Determine the difference between two pre-sorted sets by identifying the sorting rule used to sort each of them.<br />SSK.3 Build and describe 3-D objects.<br />a) Create a representation of a 3-D object using materials such as modeling clay and building blocks, and compare the representation to the original 3-D object.<br />b) Describe a 3-D object using words such as big, little, round, like a box, and like a can.<br />SS1.2 Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.<br />SS1.3 Replicate composite 2-D shapes and 3-D objects.<br />SS1.4 Compare 2-D shapes to parts of 3-D objects in the environment.<br />SS2.3 Describe, compare, and construct 3-D objects, including:<br />cubes<br />spheres<br />cones<br />cylinders<br />pyramids.<br />SS2.4 Describe, compare, and construct 2-D shapes, including:<br />triangles<br />squares<br />rectangles<br />circles.<br />SS2.5 Demonstrate understanding of the relationship between 2-D shapes and 3-D objects.<br />If you have time, read the geometry goals for PreK-2 in Principles and Standards (NCTM)<br />Do lots of sorting and classifying activities. See how shapes are alike and how they are different.<br /><ul><li>Now that I have listed my outcome:</li></ul>Determine how the learning will be observed<br />What will the children do to know that the learning has occurred?<br />What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?<br />What assessment tools will be the most suitable to provide evidence of student understanding?<br />How can I document the children’s learning?<br />Create your assessment tools before you create your lesson task.<br />For this lesson I want to evaluate LANUAGE. How does each individual student’s using geometrical properties? Usually students in early grade one, are working at the Level 0: Visualization Level- recognizes shapes how they look to Level 1: Analysis Level- classes of shapes rather than individual shapes- to consider shapes within a class (what makes a rectangle a rectangle)<br />Plan the learning environment and instruction<br />What learning opportunities and experiences should I provide to promote the learning outcomes?<br />What will the learning environment look like?<br />What strategies do children use to access prior knowledge and continually communicate and represent understanding?<br />What teaching strategies and resources will I use?<br />How can I differentiate the lesson to challenge all students at their learning ability? How will I integrate technology, communication, mental math, reasoning, visualization, etc into this lesson? (7 Processes) Look at your outcomes to see which of the processes you should be including.<br />Materials:<br /><ul><li>Story Book ‘Geometry’- use the document camera to show page 4 lines and page 10 squares
2. 2. Geo-boards and Elastics
3. 3. SMART board lesson on squares and triangles
4. 4. Assortment of shapes for classifying BLM 20-26
5. 5. Special ‘Feel and Talk’ buckets
6. 6. Journal papers