EDUC 5433

Elementary School Math Methods

Abigail Hallett
February 17, 2016
Peer Teaching
Lesson: Geometric Thinking and Geometric Concepts (Pearson, Ch#20)
Time: 30 minutes
Geometric thinking begins with the way students think and reason about
shape and space. From here students go on to learn about symmetry,
triangles, parallel lines and more. Our textbook divides geometric thinking
into 4 categories, beginning with K working up into middle school 1.
Developing geometric thinking, 2. Learning about solids, plan figures and
their properties, 3. Learning about transformations, and 4. Learning about
visualization. For my peer teaching I will focus on the beginning stages of
geometric thinking, developing geometric thinking beginning with shapes
and space.
Big Ideas:
1. What makes shapes alike and different can be determined by
geometric properties. For example, shapes have sides that are parallel,
perpendicular, or neither; they have line symmetry, rotational
symmetry, or neither; they are similar; congruent, or neither.
2. Shapes can be moved in a plane or in space. These changes can be
described I terms of translations (slides), reflections (flips), and
rotations (turns).
3. Shapes can be described in terms of their location in a plane or in
space. Coordinate systems can be used to describe these locations
precisely. In turn, the coordinate view of shape offers ways to
understand certain properties of shapes, changes in position
(transformations), and how they appear or change size (visualization).
4. Three dimensional shapes can be seen from various views. The ability
to perceive shapes from different viewpoints helps us understand
relationships between two- and three- dimensional figures and
mentally change the position and size of the shapes.
Scope and Sequence of Outcomes:
Kindergarten:
SS2 Sort 3-D objects using a single attribute.
SS3 Build and describe 3-D objects.
Grade One:
SS2 Sort 3-D objects and 2-D shapes using one attribute, and explain the
sorting rule.
SS3 Replicate composite 2-D shapes and 3-D objects.

SS4 Compare 2-D shapes to parts of 3-D objects in the environment

Name: Abigail Hallett

Subject: Mathematics
Grade: Kindergarten
Time: 30 Minutes (Ongoing)
Learning Objectives: Geometric Thinking and Geometric Concepts
Curriculum Outcomes:
GCO: Shape and Space (SS): 3-D Objects and 2-D Shapes
SCO: SS2: Sort 3-D objects using a single attribute.
SS3: Build and describe 3-D objects.
NCTM Standards: Geometry
Identify and describe shapes.
Analyze, compare, create, and compose shapes.
Identify and describe shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres).
1. Describe objects in the environment using names of shapes, and describe
the relative positions of these objects using terms such as above, below,
beside, in front of, behind, and next to.
2. Correctly name shapes regardless of their orientations or overall size.
3. Identify shapes as two-dimensional (lying in a plane, flat) or threedimensional (solid).
3A: Analyze characteristics and properties of two- and three-dimensional
geometric shapes and develop mathematical arguments about geometric
relationships.
1. Name, trace, build and sort 2-dimensional shapes (i.e. triangle, rectangle,
square, circle and hexagon).
2. Play with a wide variety of two- and three-dimensional shapes.
Materials:
Wooden shape blocks
3-D Classroom objects (whiteboard marker, eraser, book, box, ball)
Smartboard (computer with internet access)
White board & Marker
Worksheets
Folded 3d objects, 2d pictures, nametags
What the teacher will do:
What the student will do:
Engag Before introducing new
Students will sit together on the
ement material, consider ways to
mat in a group and discuss and
:
assess and build on students'
answer the questions asked as a
knowledge and skills.
group.
Have students identify 3-D

Students will examine shape and

objects in the classroom by

asking, "Can you show/tell me
something that is shaped like
this?" and holding up a sphere,
cube, rectangular prism, cone,
or cylinder.
Teacher will show students
examples and ask students to
compare shapes with common
things they may find that are
the same shape
Explor Teacher will introduce the
ation: game Museum Spot The
Shapes
Between each answer,
teacher will take the time to
pause and ask why, with
explanation
Have students write names of
shapes on white board
http://www.education.com/gam
es/museum-spot-shapes/
Expla Show students brief video on
nation shapes, fun and engaging
:
https://www.youtube.com/watc
h?v=2cg-Uc556-Q
Make 3-D shapes by folding
paper. Show the folded shapes
to your students, and name
each shape clearly. Display the
written name of the shape next
to the corresponding shape
Discuss with them some
everyday objects that
correspond to these shapes
Have students explore the
premade folded shapes, and
names of the shapes.
Encourage them to count the

relate to other things with similar

traits
Students will raise hands to give
answers and ideas
Students will explain why they
make this choice
Students will ask questions if
misunderstanding anything in the
lesson
Students will raise hands and
answer which answer they believe
is correct on the game
Students will answer why they
chose the answer they did and
explain their theory
Students will take turns writing
names of shapes on white board

Students will watch video on

shapes. Allow students to chat with
friends about the different shapes
they see
Students will give examples of
everyday objects that remind them
of certain shapes
Students will explore carefully
folded premade shapes, names of
shapes, numbers of sides, compare
2-D to 3-D shapes.
Students will work on Sort the 3-D
Shapes worksheet
When class is finished worksheet
students will go over worksheet as
a class and self-assess their

number of sides of a 2-D shape

and compare with its 3-D
shape. Ask them to look at the
names of the shapes and say
the names.

worksheet with a green check for

got it, or a question mark for
needing some help.

Give each student a copy of

the Sort 3-D Shapes worksheet,
and go over the worksheet with
them.

Expan
sion:

Evalu
ation:

If students need further

examples, this video has more
real life examples
https://www.youtube.com/watc
h?v=i83qLjOgURU
Teacher will select students to
choose, and hide from view, a
wooden block. Ask him/her to
describe the block to the
class, one hint at a time, to see
if they can guess which one
was selected (or have the
classmates guess by asking
questions without using a 3-D
object name).
Teacher will formatively
assess students throughout the
lesson, keeping notes of who
may need more help,
differentiation, or further
learning.
When the lesson is complete
the teacher will discuss one on
one with students or in small
groups asking questions
involving the three topics we
covered today, length, mass
and volume.
Decide where to go with the
next lesson, does this need
more teaching or can we move
forward from here.

Students will hold a wooden block

behind their backs and describe the
block without saying its name.
Other students will guess what
shape the block is.

SS2
Sort a given set of familiar 3-D
objects using a single attribute,
such as size or shape, and explain
the sorting rule.
Determine the difference between
two given pre-sorted sets by
explaining a sorting rule used to
sort them.
SS3
Create a representation of a given
3-D object, using materials such as
modeling clay and building blocks,
and compare the representation to
the original 3-D object.
Describe a given 3-D object, using
words such as big, little, round, like
a box and like a can.

Acco
mmod
ations
:

Enrichment:
Ask students to build onedifference trains, using
attribute blocks. Each
neighboring block differs by
one attribute (shape, colour,
size, thickness).
Support:
Students will always have
access to manipulatives, brail
text is available as well as
video explanations of shapes
and differences for any
impairments. A microphone
device is available in classroom
for teacher use as well.
Students have the option to
show their work using
manipulatives or written
pencil/paper examples, as well
as conference time with
teacher if needed.

Notes
:

Enrichment:
Students who are ready for
enrichment will complete
classroom work and move onto the
next assignment of one-difference
trains.
Have students write the names of
the shapes without referring to the
name tags. Give them directions
to make the folded shapes.
Support:
Students who are in need of
differentiation to further learning
will work with the class to continue
practice, as well as one on one with
the teacher or EA if available.
Teacher will provide extra help in
anyway needed.
Help students by writing the name
of the shape with a highlighter, and
have them draw 2-D shapes on
paper.

References

D90 Kindergarten Common Core Math: Describing shapes and space. (2014)
Mrs. Burns, K.
Retrieved fom:
https://www.youtube.com/watch?v=l9rFQtiTJJM
Ministry Documents: NB Department of Education, Mathematics Curriculum.
Retrieved from:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/M
ath-Kindergarten.pdf
National Council of Teachers of Mathematics. (2016). Standards for School
Mathematics:
Geometry. Retrieved from:
http://www.nctm.org/uploadedFiles/Standards_and_Positions/Common_Core_S
tat
e_Standards/Math_Standards.pdf
Van de Walle, J., Folk, S., Karp, K., Bay-Williams, J., McGarvey, L.M., & Folk, S.
(2015). (4th Canadian Ed.) Elementary and middle school mathematics:
Teaching
Developmentally. Tornoto, ON: Pearson

Education.com (Worksheets & Games) Free until you use your limit, and then
worth joining for 6$ a month!
http://www.education.com/games/museum-spot-shapes/
http://www.education.com/slideshow/geometry-basics-learning-about-shapes/