Download Getting Started: Shape Hunt - Mr.Kerley`s class Mr.Kerley`s class

CHAPTER 7
STUDENT BOOK PAGES 188–189
Getting Started: Shape Hunt
Initial Assessment
Grade 4 Skills/Concepts
• Investigate the attributes of two-dimensional shapes using
concrete materials and drawings.
• Identify and sort shapes according to their attributes.
• Identify similar and congruent figures.
• Measure angles using a protractor.
Use these pages as an opportunity for initial assessment, to give
you a sense of students’ ability to identify common shapes and
to demonstrate an understanding of congruency. At this time,
it’s important to draw the students’ attention to the various
attributes of polygons in terms of sides and angles. Are any
side lengths the same? Are any angles equal? Observe what
students can do and what they’re having difficulty with. Record
your notes using Initial Assessment Summary (Tool 1) for
each individual.
Preparation and Planning
Pacing
30–40 min Activity
10–20 min Do You Remember?
Materials
•scissors (1 pair/student)
•protractor (1/student)
•ruler (1/student)
Masters
•Shape Hunt p. 65
•Venn Diagram 1, Masters Booklet p. 54
•Optional: Scaffolding pp. 63–64
•Optional: Scaffolding p. 66
•Assessment: Initial Assessment Summary, Masters Booklet p. 2
Vocabulary/
Symbols
rectangle, triangle, parallelogram, rhombus, pentagon,
hexagon, octagon, sides, angles, parallel, Venn diagram,
similar, congruent
Using the Activity (Whole Class)
➧ 30–40 min
Have students look at the picture in the Student Book
page 188. Ask students to identify the 2-D shapes shown
in a picture. Briefly discuss the attributes of each shape. For
example, a parallelogram has four sides and four angles, and
the opposite sides are parallel and equal in length. The
opposite angles are also equal. Provide copies of Shape
Hunt p. 65 so that students can cut out the shapes. If
extra support is required, guide those students and provide
copies of Scaffolding pp. 63–64.
Make sure students know that they are looking for shape
identification rather than what the shape represents in real
life. Review how to sort the shapes using a Venn diagram.
Read through prompts A to C.
Prompt A Students can trace the shapes from the Student
Book or cut out the shapes from copies of Shape Hunt p. 65.
Circulate and make sure that students understand the task.
Prompt B Guide students to look at the shapes more
closely. Make sure that students are following the questions
and have an idea of what the attributes of the shapes are.
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Chapter 7: 2-D Geometry
Prompt C Provide copies of Venn Diagram 1,
Masters Booklet p. 54. Ask students to identify some
attributes that they can use to sort shapes.
• I can sort shapes that have equal angles into the circle on the
right. These shapes include the eight-sided cushion, the six-sided
shape on the soccer ball, the square design on the picture on
the wall, and the top triangle on the kite on the wall.
• I can sort shapes that have parallel sides into the circle on
the left. These shapes include the eight-sided cushion, the
six-sided shape on the soccer ball, the square design on the
picture on the wall, bed frame, the four-sided cushion on
the bed, and the side face of the dresser.
• Shapes that have equal angles and parallel sides belong
in the middle where the two circles overlap. These shapes
include the eight-sided cushion on the chair, the six-sided
shape on the soccer ball, and the square design. The airplane
wing doesn’t have equal angles or parallel sides, so I put it
outside the two circles.
Copyright © 2005 by Thomson Nelson
Answers
A. For example, I can see a cushion that has eight sides on
the chair and the six-sided shape on the soccer ball. I can
also see the five-sided shape of the footboard on the bed.
B. For example, the cushion shape has eight equal sides, the
sides that are opposite are also parallel, and I think that
the angles are all equal. The six-sided shape on the soccer
ball has equal sides, the opposite sides are also parallel,
and the angles are all equal. The bed frame has five sides,
it has two sets of equal sides, and one side is longer than
the rest. There is one set of parallel sides. The angles are
not all equal—the ones at the bottom are equal, but the
angle at the top is different.
C. For example,
Odd number
of sides
Using Do You Remember?
(Individual) ➧ 10–20 min
Observe individual students to see if they can correctly
answer each question. If extra support is required, guide
those students and provide copies of Scaffolding p. 66.
1. Students might have difficulty remembering the
vocabulary for the various shapes. Students may not
know that a rhombus and square are also parallelograms,
and that a square is also a rectangle.
3. Students might not know that all congruent shapes
are similar, but not all similar shapes are congruent.
Congruence is having the same size and shape, whereas
two shapes are similar when they have the same shape,
but not necessarily with the same size.
Copyright © 2005 by Thomson Nelson
Equal angles
1. a) hexagon is E
b) octagon is F
c) parallelogram is A or B
d) pentagon is D
e) rectangle is B
f ) rhombus is A or B
g) square is B
h) triangle is C
2. 45°, 45°, and 90°
3. a) For example, the shapes that might be similar are
G and I, and H, J, and K.
b) For example, the shapes that look congruent are
H and K.
Getting Started: Shape Hunt
11
Initial Assessment
What You Will See Students Doing…
Shape Hunt
When Students Have an Area of Strength
When Students Have an Area of Need
Prompts A & B
(Understanding of Concepts)
• Students will correctly identify and cut out most
shapes with straight sides.
• Students will cut out shapes with curved edges as
well as straight sides. Use manipulatives to show
straight edges.
• Students will correctly describe the attributes of
the shapes in terms of side and angle properties:
if all sides are equal or just opposite sides, and
if all angles are equal or opposite angles.
• Students will describe the attributes of the shapes
in general terms, such as big, small, four sided, or
a triangle. Students will not be able to comment
specifically on side and angle properties. Model
how to measure lines and angles, and recognize
parallel lines.
• Students will correctly sort the shapes using a
Venn diagram, and will use the properties of side
lengths and angle measures to sort.
• Students will incorrectly use a Venn diagram.
Make sure that students know the purpose of
a Venn diagram and how to use it.
Prompt C
(Understanding of Concepts)
• Students will not sort according to side and angle
attributes, but will sort in general terms such as
“a triangle and not a triangle,” and “odd number
of sides and even number of sides.” Label each
circle and guide students to use the criteria to
sort the shapes.
Do You Remember?
When Students Have an Area of Strength
When Students Have an Area of Need
Question 1
(Understanding of Concepts)
• Students will correctly match the names with the
shapes, using some of the shapes more than once.
• Students will run out of shapes to match to the
names, and will not be able to recognize that
some shapes have two names. Provide students
with a chart of the attributes associated with each
name so that students can use the information to
match the shapes with the names.
Question 2
(Application of Procedures)
• Students will use a protractor correctly to
measure the angles of the triangle.
• Students might attempt to use the protractor to
measure the angles but will not arrive at the correct
measure. Model the correct use of a protractor.
Question 3
(Understanding of Concepts)
• Students will correctly identify the similar shapes
and the congruent shapes.
• Students will not be able to differentiate between
similar and congruent shapes. Make sure that
students understand the terms similar and congruent.
Provide tracing paper so that they can cut out the
shapes and physically compare them.
• Students will identify the congruent shapes as
also being similar.
• Students may not understand that congruent shapes
are also similar. Use simpler language to help
students understand that similar means same shape.
Math Background
In the van Hiele model of the development of geometric
thinking there are five levels, numbered 0 to 4. In Level 0
(Visualization or Recognition), students recognize and name
a shape on the basis of its overall appearance and not on its
characteristics. In Level 1 (Analysis or Description), students
begin to observe component parts of a shape, such as number
of sides and size of angles. These Getting Started activities
require students to work towards Level 1 and to begin to
look at shapes in the components of sides, side lengths,
and angle measures.
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Chapter 7: 2-D Geometry
Students who are working primarily at Level 0 may be
able to identify some shapes in the picture, but will not be
able to describe their attributes in terms of side lengths and
angle measures as prompted. They will also find it difficult,
for example, to match a rhombus or square shape to the
name parallelogram, or a square shape to the name rectangle.
They will need further opportunities to experience the
properties of shapes in different ways.
Copyright © 2005 by Thomson Nelson