Vancouver Island University Faculty of Education

YEAR 5 B. Ed- FRAMEWORK PLANNING MATRIX

Part 1
Grade(s): 2/3 Title of Unit: Math- Geometry (2D & 3D shapes) Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2 -5). a) Students will learn how to identify, name attributes, sort between and find real examples of 2D and 3D objects and make 2-D shapes and 3-D objects. This unit of study will develop students ability to recognize shapes and objects in their environment, sort shapes and objects by their attributes, and identify 2-D shapes and 3-D objects by their mathematic name. Students will use geoboards, attribute blocks, 3D objects, worksheets, toothpicks and Pleistocene, and black-line template objects to explore and develop the concepts of 2-D shapes and 3-D objects. Students will create a 2-D creature and 3-D structure or creature state how many of each shape they used, build shapes and objects using pattern blocks, pattern blocks, worksheets, and games to demonstrate their understanding. Assessment of this unit will include data collected through observation, worksheets and their 2-D and a 3-D structure or creature. b) Key concepts: I can identify 2D shapes and 3D objects. I can sort 2D shapes and 3D objects by 2 attributes and state sorting rule. I can make 2D shapes and 3D objects. I can find 2D shapes and 3D objects in the environment. Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time? Learning how to sort, construct, and identify 2D shapes and 3D objects is important for students to identify and relate to the physical world around them. This unit is has a variety of hands-on activities for students to explore with shapes to gain an understanding of how they can sort and classify shapes and objects by their attributes. Students will have a variety of opportunities and activities that will allow them to practice making shapes and building bigger shapes. In addition to the lessons below, each student will receive an activity book with extension activities to do during free time and if they are early finishers. Hands-on activities will be available on the carpet for early finishers and students who require further instruction. List the Provincial Learning Outcomes (PLOs): Grade 2: Mathematics Education 3-D Objects and 2-D Shapes C6- sort 2-D shapes and 3-D objects using two attributes and explain the sorting rule [C, CN, R, V] C7- describe, compare, and construct 3-D objects, including -cubes -spheres -cones -cylinders
C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010

-pyramids [C, CN, R, V] C8- describe, compare, and construct 2-D shapes, including -triangles -squares -rectangles, -circles [C, CN, R, V] C9- identify 2-D shapes as parts of 3-D objects in the environment [C, CN, R, V] English Language Arts A1- use speaking and listening to interact with others for the purposes of - Exchanging ideas on a topic, making connections, completing tasks

Grade 3: Mathematics Education 3-D Objects and 2-D Shapes C6- describe 3-D objects according to the shape of the faces, and the number of edges and vertices [C, CN, PS, R, V] C7- sort regular and irregular polygons, including -triangles, -quadrilaterals, -pentagons, -hexagons, -octagons According to the number of sides [C, CN, V, R] English Language Arts A1- use speaking and listening to interact with others for the purposes of - Sharing ideas and opinions, making connections, solving problems, completing tasks

Culminating Task(s): Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning.

Students will make a 2-D person and state how many of each shape they used. Students will make a 3-D sculpture or creature and state how many of each shape they used.
Resources: What resources will you use in this unit? Cindys resources Teachers Notebook Geometry unit Math Quest textbook

C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010

Part 2
Learning Outcomes What are the unit level learning outcomes? What do you want students to learn/understand/appreciate? 1) I can identify 2D polygons and 3D shapes. 2) I can sort 2D and 3D shapes by 2 attributes and state sorting rule. 3) I can make 2D and 3D shapes. Description of Learning Activities & Strategies What teaching strategies & activities will you utilize to enable students to achieve the learning outcomes?
Lesson 1: PWIM- What do you see? (LO: 1, 4) Do/say: Group Picture, discussion I will: Ask students what they see in the picture, writing their descriptive language on the board. We will: think-pair-share with a smaller version of the picture. What more do they see? I will label what they find on the classroom size picture. They will: Go back to their desk and colour each shape within the picture a different colour. Lesson 2: Concept attainment- What is a shape? (LO: 1, 2) I will: Have a yes and no example of what a shape is. Add more to the T-chart and ask the students to think of what the sorting rule could be. Discuss the rules for a shape. We will: Students will sort the samples into shapes and non-shapes. They will: Students will complete the Open/closed worksheet. Lesson 3: Computers- Geometry ( LO: 1, 2, 4) I will: Show students how to do the geometry activities on the computer through the overhead projector.
C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010

Assessment Method/Tool What method (e.g. write/say/do) and tool/instrument will you use to collect evidence of the learning?

Assessment Criteria By what criteria do you decide that the outcome has been successfully met? What will you look for in the evidence?
-Student are actively looking at the picture and contributing logical answers about the objects and shapes that they are viewing. -Students have coloured each shape or object that is the same, the same colour.

Write: Individual Picture

4) I can find 2D shapes and 3D objects in the environment.

(PLO: 2- Ma C6, C7, C8 ELA A1; 3Ma C7, ELA A1)

Do: observation

-Students have sorted the samples into 2 categories shapes and non-shape. -Students have answered the questions on the sheet accurately.

Write: Open/closed worksheet

(PLO: 2- Ma C6, C8; 3- Ma C7)

Do/Write: observation We will: Work together to complete a few of the activities.

-Students are actively engaged and exploring the activities within the program. (PLO: 2- Ma C6, C7, C8, C9; 3- Ma C6, C7)

1) I can identify 2D polygons and 3D shapes. 2) I can sort 2D and 3D shapes by 2 attributes and state sorting rule. 3) I can make 2D and 3D shapes.

They will: Students will explore the various geometry activities in the program. Lesson 4: What are two-dimensional shapes? (LO: 1, 2) I will: Read Greedy Triangle We will: Discuss shapes that we saw in the book. How did the triangle change to create other shapes. They will: Complete a sheet that has the polygon name, number of sides and corners as I do one on the pocket chart. Lesson 5: Make 2-D Shapes (LO: 1, 3) I will: Review with students how many sides and corners each shape has. Do: Observation We will: Students will make a variety of shapes using toothpicks and Pleistocene. Write: worksheet They will: Students will use the shapes that they made to complete the shapes activity sheet and answering questions. Lesson 6: Geoboards- Make a shape (LO: 1, 3) I will: Make a shape using an elastic on the geoboard. I will ask students what shape it is. How do I know? Get them to describe it based on attributes. Do: observation We will: Practice using the elastics to make the shapes. Write: Geoboard worksheet They will: Students will make the shape on a task card. Students will draw the shape on. Say: Group Discussion

-Students are contributing ideas and identifying shapes found in the book. -Students have stated the name of the shape and how many sides and corners it has.

Write: Worksheet

4) I can find 2D shapes and 3D objects in the environment.

(PLO: 2- Ma C6; 3- Ma C7)

-Students have built accurate shapes with toothpicks and Pleistocene. -Students have answered the questions about their shape correctly. (PLO: 2- Ma C8; 3- Ma C6 )

-Students are accurately making shapes using elastics on their geoboards. -Students have transferred their shape onto the geoboard paper. (PLO: 2- Ma C8; 3- Ma C6)

C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010

Lesson 7: Roll and Cover (LO: 1, 3) I will: Read the story- about how little shapes make a bigger shape. Show students how smaller shapes work together to make bigger shapes. We will: Use the pattern blocks to make and cover different shapes on the black-lined templates. They will: Roll the dice and use pattern blocks to cover the black-lined templates. Lesson 8: Pattern Blocks Part 1 (LO: 1, 3) I will: Demonstrate to the students that they can use 2-D shapes to create other bigger shapes. Get them to estimate how many triangles make up a square? Rectangle? Do: observation We will: Practice making larger shapes and objects using pattern blocks. Write: Table worksheet They will: Students will use pattern blocks to complete a table worksheet that specifies the number of pattern blocks that they used to make different or bigger shapes. Lesson 9: Pattern Blocks Part 2 (LO: 1,3) I will: Review how yesterday students used pattern blocks to make different and bigger shapes. Demonstrate how students will use a pattern blocks to complete black-lined templates shapes and robots. Say/do: discussion, observation We will: Students work in groups to complete black-lined figures with pattern blocks. Write: worksheet They will: Students will use a template of their choice and pattern blocks to create pictures of bigger objects and creatures.
C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010

1) I can identify 2D polygons and 3D shapes. 2) I can sort 2D and 3D shapes by 2 attributes and state sorting rule. 3) I can make 2D and 3D shapes.

Do: Black-line template

-Students have placed pattern blocks accurately within the black-line template.

Do: Black-line template

-Students have placed pattern blocks accurately within the black-line template. (PLO: 2- Ma C8; 3- Ma C6)

4) I can find 2D shapes and 3D objects in the environment.

-Students are using the pattern blocks to make larger shapes that are the shape or a different shape. -Students have indicated the correct amount of each pattern block used to make the larger object. (PLO: 2- Ma C8)

-Students are working as a group to place pattern blocks accurately within the black-line template. -Students have accurately recorded the amount of pattern blocks used to accurately place pattern blocks within the black-line template.

1) I can identify 2D
polygons and 3D shapes.

Students will record how many of pattern block they used. Lesson 10: Computers- Geometry (LO: 1, 2, 4) I will: Show students how to do the geometry activities on the computer through the overhead projector. Do/write: Observation We will: Work together to complete a few of the activities. They will: Students will explore the various geometry activities in the program. Lesson 11: Build a 2-D person (LO: 1, 3)

(PLO: 2- Ma C8)

2) I can sort 2D and 3D

shapes by 2 attributes and state sorting rule.

-Students are actively engaged and exploring the activities within the program.

3) I can make 2D and 3D

shapes.

(PLO: 2- Ma C6, C7, C8, C9; 3- Ma C6, C7)

4) I can find 2D shapes and

3D objects in the environment.

I will: Make a person using pattern blocks. Graph with the students how many of each shape I used to build my person. We will: Students will work individually or in small groups to build person. Explain that they need to be able to see all of the pieces for an accurate count. They will: Once students have completed their person, they will complete a worksheet stating how many of each object they used. Lesson 12: Identify 2-D Shapes in 3-D Objects (LO: 1, 2, 4) I will: Hold up 3-D objects and ask the students which shapes they see in the 3-D object. Explain the difference between 2-D and 3-D. We will: Explore, discuss, and write up the attributes of each 3-D shape. They will: Students will complete a 3-D shape book identifying attributes of the 3-D object. Students will complete a cut-and-

Say/do: discussion, observation

-Students are working as a group to place pattern blocks accurately within the black-line template.

Write: 2-D person

-Students have created a 2-D person and accurately stated how many of each shape they used.

(PLO: 2- Ma C8 ELA A1; 3 ELA A1)

Say/do: discussion, observation

-Students are contributing information and ideas to the group discussion. -Students have accurately stated information about each shape. Students have placed the 2-D and 3-D examples under the correct heading. (PLO: 2- Ma C7, ELA A1; 3- Ma C6, ELA A1)

Write: Shape booklet, sorting sheet

C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010

paste sorting activity. (edges, faces, corners) Lesson 13: 3-D Nets (LO: 1, 3) I will: Show student 3-D net manipulatives and point out how they are 2-D shapes folded together to create a 3-D object. We will: Look at each object closely and writing down how many 2-D shapes they see in each object. They will: Cut out a net of their choice and make it into a 3-D object. Students will tell how many of each shape their object has on a worksheet. Lesson 14: Attributes of 3-D Objects (LO: 1, 2) I will: Read 3-D object book. Model describing a shape by its attributes and ask the students to guess the shape. There will be hand-on examples available for students to hold and check out before answering. We will: Students will use a 3-D shape and describe the attributes of the shape to their partner and see if they can guess which one it is. They will: Students will complete a booklet stating the attributes of 3-D objects. Lesson 15: Recognizing Shapes in the Environment (LO: 1, 4) I will: Explain that we are able to see many of the shapes and objects that we have learned about in our environment. We will: Discuss and brainstorm objects and shapes that we have seen before. They will: Go around the room and complete the scavenger hunt worksheet by
C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010

1) I can identify 2D polygons and 3D shapes. 2) I can sort 2D and 3D shapes by 2 attributes and state sorting rule. 3) I can make 2D and 3D shapes.

Do/write: Observation of object and worksheet

-Students have identified the shapes that make up their 3-D object and how many of each shape makes it up. (PLO: 2- Ma C7; 3- Ma C6)

4) I can find 2D shapes and 3D objects in the environment.

Say: discussion, observation

-Students are explaining the attributes of their shape to their partner using language that describes the object.

Write: 3-D object booklet

-Students have stated the name of their object and the correct amount of faces, edges, and corners. (PLO: 2- Ma C7, ELA A1; 3- Ma C6, ELA A1)

Say: Group Discussion

-Students are contributing logical ideas about what shapes and objects they have seen around them. -Students have found at least one thing in the classroom/school under shape and object heading. (PLO: 2- Ma C7, C8, C9; 3- Ma C6)

Write: Scavenger Hunt Sheet

finding shapes and objects. Lesson 16: Computers- Geometry (LO: 1, 2, 4) I will: Show students how to do the geometry activities on the computer through the overhead projector. Do: Observation We will: Work together to complete a few of the activities. They will: Students will explore the various geometry activities in the program. Lesson 17: Shape Bingo (LO: 1, 2)

________________________________

1) I can identify 2D polygons and 3D shapes. 2) I can sort 2D and 3D shapes by 2 attributes and state sorting rule. 3) I can make 2D and 3D shapes.

-Students are actively engaged and exploring the activities within the program. (PLO: 2- Ma C6, C7, C8, C9; 3- Ma C6, C7) _________________________________

4) I can find 2D shapes and 3D objects in the environment.

I will: Review shapes, objects and their attributes with the students. We will: Go over rules for the game and go through all the examples. They will: Play the game by covering up the picture/word when I call it out. __________________________________ Lesson 18: Shape Graphing (LO: 1, 2) I will: Bring a variety of items out of a Magic Bag. Demonstrate how to graph the objects that I pull out of the magic bag. We will: Sort a variety of 2-D and 3-D objects. Students will work in pairs with a bag of items and sort them based on their shape/object. They will: Students will complete 2 worksheets on sorting and graphing 2-D shapes and 3-D objects. ___________________________________ Do: Observation -Students have correctly sorted the objects under 2-D or 3-D. Do: Bingo game -Students are covering up the correct shape or object when the attributes are read out.

(PLO: 2- Ma C7, C8; 3- Ma C6) ________________________________

Write: worksheet

-Students have accurately graphed the 2D shapes and 3-D objects. (PLO: 2- Ma C6, C7, C8; 3- Ma C6, C7) _________________________________

C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010

Lesson 19: Shape Snack (LO: 1, 3) I will: Explain that the food that we eat comes in a number of shapes. I will show students my shape creature and tell them its name.

1) I can identify 2D polygons and 3D shapes. 2) I can sort 2D and 3D shapes by 2 attributes and state sorting rule. 3) I can make 2D and 3D shapes. 4) I can find 2D shapes and 3D objects in the environment.

Say: Group Discussion We will: Look at my shape creature and help identify and tally how many of each shape my creature has. They will: Students will make their own shape creature. They will name it and write a story about their creature. Lesson 20: Computers- Geometry (LO: 1, 2, 4) I will: Show students how to do the geometry activities on the computer through the overhead projector. Do/Write: Observation We will: Work together to complete a few of the activities. They will: Students will explore the various geometry activities in the program. Lesson 21: Shape scavenger hunt (LO: 1, 4) I will: Explain that 2-D and 3-D shapes can be found everywhere in the environment. Read the story about where students could find them to engage prior knowledge. We will: Students will identify shapes and objects that they have seen in the environment and where they have seen them. They will: Students go on a scavenger hunt and look around the classroom, look for and record 2-D and 3-D objects. ___________________________________ Say: Group Discussion Do: 3-D creature Write: Math journal

-Students have contributed accurate name and number of objects. -Students have made a 3-D creature, named him, and wrote a story about their creature. (PLO: 2- Ma C7; 3- Ma C6) _________________________________

-Students are actively engaged and exploring the activities within the program. (PLO: 2- Ma C6, C7, C8, C9; 3- Ma C6, C7)

-Students have identified logical 2-D shapes and 3-D objects.

Write: Scavenger hunt worksheet

-Students have at least two items under each shape and object.

(PLO: 2- Ma C7, C8, C9; 3- Ma C6)

C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010

1) I can identify 2D polygons and 3D shapes. 2) I can sort 2D and 3D shapes by 2 attributes and state sorting rule. 3) I can make 2D and 3D shapes. 4) I can find 2D shapes and 3D objects in the environment.

Lesson 22: Build a structure or creature (LO: 1, 2) I will: Make a simple structure using 3-D Objects. Graph with the students how many of each object I used to build my creature We will: Students will work individually or in small groups to build a structure or person. Explain that they need to be able to see all of the pieces for an accurate count. They will: Once students have completed their structure/creature, they will complete a worksheet stating how many of each object they used. ___________________________________ Lesson 23: Review (LO: 1, 2, 3, 4) I will: Bring out the picture used for the PWIM activity at the beginning of the unit and read out the words that students used to describe what they saw in the picture. We will: Students will think-pair-share and look at a smaller version of the picture together. Write: Individual Picture They will: Students can choose any of the activities that they have previously done throughout the unit or explore using the manipulatives

Do: 3-D sculpture or person

-Students have created a 3-D sculpture or creature using a variety of 3-D shapes.

Write: Math journal

-Students have stated how many of each objects they used to build their sculpture or creature.

(PLO: 2- Ma C7, C9; 3- Ma C6)

Do/say: Group Picture

-Student are actively looking at the picture and contributing logical answers about the objects and shapes that they are viewing. -Students have coloured each shape or object that is the same, the same colour.

(PLO: 2- Ma C6, C7, C8, C9, ELA A1; 3- Ma C6, C7, ELA A1)

C:\Users\Christine\Documents\Year 5\Practicum\Math- geometry\Matrix-geometry 2D & 3D.rtf Created : Sept. 2010