Standards of Mathematical Practice
1. Attend to Precision.
This center requires students to communicate precisely by using clear definitions in their reasoning for why they drew/wrote each shape. Students have to draw a shape that matches the attributes on the card. Therefore, the shape they select has to visually correlate to the attributes on the card, meaning the correct number of sides, faces, angles, etc. has to be correctly expressed.
2. Look for and express regularity in repeated reasoning.
Students are able to build on their understanding of shape characteristics by comparing shape characteristics to other shapes and seeing the similarities and differences amongst them. Students can further explore relationships between 2D and 3D shapes. …show more content…
As students progress through the centers, they build on the skills they have previously learned about 2D and 3D shapes and geometry. Pre-k is the first introduction to 2D shapes. In kindergarten, students have to apply their knowledge of 2D shapes and their appearance by formally naming the shapes. First grade builds on top of these skills by having students create shapes they have previously learned and identified with other shapes. In 2nd grade, students are introduced to more shape attributes, such as number of faces and angles, which builds on to their repertoire of shape characteristics. In 3rd grade, students start to understand that shapes have larger categorizations based on their attributes. Creating a strong foundation of shape attributes, allows students to apply these skills to harder geometric concepts such as measuring angles within shapes and figuring out missing quantities of shapes, such as length and …show more content…
Only one example of each shape can be in the mix for students to choose from or multiple sizes and shapes can be tossed in.
Process: The attribute cards can be already laid out in order from easiest to hardest. Also, students can use attribute blocks if they need concrete manipulatives.
Product: Students can trace the attribute blocks if they are not proficient is free handing the shapes. If students are more advanced, they can write the name and draw more than one shape that matches the description on the attribute card.
Learning Environment: Students can work alone or in pairs or with the teacher and outside or inside the classroom, depending on the needs of each student.
ELL students: The shape cards can have the shape names written in their native language. Directions can also be in their native language as well as explicit teacher modeling how to do the center. One problem could already be done to show an example of what the student has to do.
1. Attend to Precision.
This center requires students to communicate precisely by using clear definitions in their reasoning for why they drew/wrote each shape. Students have to draw a shape that matches the attributes on the card. Therefore, the shape they select has to visually correlate to the attributes on the card, meaning the correct number of sides, faces, angles, etc. has to be correctly expressed.
2. Look for and express regularity in repeated reasoning.
Students are able to build on their understanding of shape characteristics by comparing shape characteristics to other shapes and seeing the similarities and differences amongst them. Students can further explore relationships between 2D and 3D shapes. …show more content…
As students progress through the centers, they build on the skills they have previously learned about 2D and 3D shapes and geometry. Pre-k is the first introduction to 2D shapes. In kindergarten, students have to apply their knowledge of 2D shapes and their appearance by formally naming the shapes. First grade builds on top of these skills by having students create shapes they have previously learned and identified with other shapes. In 2nd grade, students are introduced to more shape attributes, such as number of faces and angles, which builds on to their repertoire of shape characteristics. In 3rd grade, students start to understand that shapes have larger categorizations based on their attributes. Creating a strong foundation of shape attributes, allows students to apply these skills to harder geometric concepts such as measuring angles within shapes and figuring out missing quantities of shapes, such as length and …show more content…
Only one example of each shape can be in the mix for students to choose from or multiple sizes and shapes can be tossed in.
Process: The attribute cards can be already laid out in order from easiest to hardest. Also, students can use attribute blocks if they need concrete manipulatives.
Product: Students can trace the attribute blocks if they are not proficient is free handing the shapes. If students are more advanced, they can write the name and draw more than one shape that matches the description on the attribute card.
Learning Environment: Students can work alone or in pairs or with the teacher and outside or inside the classroom, depending on the needs of each student.
ELL students: The shape cards can have the shape names written in their native language. Directions can also be in their native language as well as explicit teacher modeling how to do the center. One problem could already be done to show an example of what the student has to do.