Second Grade Content Preview
Unit 04
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
I love math: Teacher writes edges or vertices on the board (this can change halfway through the game as well) Students indicate a number with their hands, one or two hands. The number the student throws out is the number of edges/vertices of the shape. The partner must identify the shape by saying "A shape with _____ vertices/edges is called a _________" Then the other student does the same answering back about their partners shape. If a student throws a 1 or a 2, the edges/vertices are that number plus ten to include hendecagon (11 sided) or dodecagon (12 sided). If a student throws a zero, the partner must say "If a shape has zero edges/vertices it is not a polygon" or a teacher can eliminate the zero from the game.
Opening (5-10 min)
Which one Doesn't Belong: http://wodb.ca/shapes.html
You can have students justify by speaking to a partner in a complete sentence. As students learn more about shapes and how to justify their reasoning, you can have them respond in writing. Images can be found at the link above or use a few are found below.
Students can then create their own as an extension to share with the class with a justification why each of the shapes would "not belong" with the other shapes they have drawn.
Optional Unit 04 Activities
Little Miss/Mr. Geometry Inside Outside Circle
Shapes are in the middle of the circle.
Some students are moving/dancing inside the circle while the other students are on the outside of the circle during the chant.
Inside students stop in front of a student in the circle and gives them 3 attributes of a shape they are thinking of.
On the “Go, go” part, the outside circle student goes to the table and finds a shape that matches the attributes described. That student becomes “Little Miss/Mr. Geometry”
Geometry Says
Students stand in a circle with one student in the center with eyes closed.
All students in the outside circle pass around shapes (you should have enough shapes for all students to have one).
When the music stops, students put shapes behind their back.
Student in the middle gives three clues about a shape. Students sit down if their shape doesn’t match the attribute clue.
Example: Example:
Geometry says Sit down if your shape does not have one or more _______ (indicate a two dimensional shape that could be faces or the 2D shape)
Geometry says
Sit down if your shape is not _____
(Two dimensional or Three dimensional)
Geometry says
Sit down if your shape could not be a _________ (give a real world example of object: can of soup, kleenex box, yogurt lid)
Shapes and Poetry
Students read the poem "Shapes" from A Light in the Attic, by Shel Silverstein, and create their own illustration of the poem. In this lesson, students explore geometric figures and positional words.
https://illuminations.nctm.org/Lesson.aspx?id=832
Extend this activity by having the students create a pattern of the poem including different shapes than what are written in the original poem. Students can then trade the new poem with a partner and the partner has to draw the illustration to match the words of the poem. Put them all together to form a class pattern book.
1. Guided Math
https://drive.google.com/open?id=1hllZ7XghI61BouTRaUVhB1mb9Qit_7WCZBV2ZjxhfDk
3. Review/Preview:
Preparing for fractions:
Need: two dimensional pattern blocks and large chart paper
Create four anchor charts (you can use two and the following week use the other two). Each anchor chart should be labeled: halves examples, halves non-examples, fourths examples, fourths non-examples. Continue to the use of shapes by having students partition two and three dimensional shapes into two and four fair shares or equal parts and described the parts as examples or non-examples of halves and fourths. Create a class anchor chart by having students draw the shapes on the chart, cutting out shapes and partitioning to show halves or fourths examples/non-examples. Or students can take a picture of the shapes they have partitioned and the pictures can be printed and put on a class anchor chart.
Fluency:
Mash ups with Thor: https://gallery.mailchimp.com/09ea969affe5fb531e031be37/_compresseds/14e9fec8-4b5c-4a73-9d52-83539d7057ab.jpg
I love math: Students in a group of four each make a two digit number. The students then add the four numbers together using various strategies for addition.
Adding/subtracting with regrouping without the algorithm practice:
Counting coins practice
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment