Lindsay Sherwin

Grade 1 Geometry Activity 20.4

2/24/2014

Benchmarks:
CCSS.Math.Content.1.G.A.1Distinguish between defining attributes (e.g., triangles are closed and three-sided)
versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining
attributes.

Learning Resources and Materials:

Manilla Envelopes for each table
2 sets of the same shapes for each table (include common shapes as well as a variety of curves
and blobs)

Development:
Today we will use our knowledge of shapes to play a mystery game. We will have a mystery
envelope at each table and one student will be the envelope master and pick one shape from the
envelope while the others will try to figure out which shape he or she has selected by asking yes or no
questions. Remember we have to use our geometry vocabulary but we cannot ask about certain shapes
until we know for sure. We could ask questions such as does the shape have a straight line and a
curve? Are you ready to figure out the mystery shape?
Method
1. Divide students into groups of 4-6.
2. Place a mystery envelope at each table as well as a set of shapes. There should be six of the
same shapes in both the set and envelope.
3. Chose the envelope master. While everyone else has their eyes shut have the master chose
his/her favorite shape.
4. Everyone else can open their eyes.
5. Have the guessers ask questions to figure out the mystery shape. Remind students of the types
of questions to ask (yes or no. No direct questions such as it is a triangle)
6. Walk around the room to help any groups.
7. Once a group is ready, have them ask the envelope master if they are correct
1. If they are wrong, keep trying.
2. If they are correct, have them pass the mystery envelope to a new person until all groups
have done it at least twice
3. Participate in a grand discussion and ask how students were able to figure out all the
shapes. Have each group come up with their favorite shape and share its attributes to the
class.

Accommodations
Allow visually impaired students to feel the shapes. Make shapes larger if needed
Assessment
Listen to student conversation and keep checklist on clipboard to document learning. Check list

Lindsay Sherwin
Grade 1 Geometry Activity 20.4

2/24/2014

should include: student is actively engaged, student correctly identifies a shape and its attributes.
Closure
Participate in grand discussion. Allow each group to show off their favorite shape and its attributes.
Students will hold their shape up for the group to see. Each member of that group must name at least
one attribute from their shape.
Teacher Reflection:
The lesson went very well over all. I got a lot of good positive feedback. The activity went very
smoothly. The students were able to recognize each shape and classify it. They used the right kinds of
words. A few changes that I would make would be to create more diverse shapes and perhaps add
more shapes if I notice the students are having a very easy time with this. Another thing I would have
liked to have done would be to have made the shapes a lot bigger. First graders would have an easier
time if the shapes I created were larger. The feedback I got was positive in regards to me letting the
student pick their favorite shape. Another fun change would to have the students make their own
shapes and maybe repeat the lesson another day. I would give them guidelines but they would be able
to fill the envelopes. The lesson went well overall and I really think that it would translate well into a
first grade classroom.