Show each child a collection of five shapes and tell them that you Students will share their rules for sorting their shapes and defend their thinking. have a secret rule that they are sorted by. Tell the students that they will be and help you use shape clues to “shape detectives” SMP 4: Model with mathematics – discover what the secret rule is. Students will model mathematics by the Gather students in a circle where all can see and have access to way that they sort the objects and their the bags of two- and three-dimensional real world and model justification for the sorting. shapes. SMP 6: Attend to precision Student Have the students work in pairs to sort a bag of shapes. – use the correct mathematical vocabulary Once students have sorted their shapes, students should share when comparing shapes and discussing their sorting rules with the class and show examples. As students their solutions. are sharing their sorting rules, ask the following guiding questions: What is the same about your shapes? What is different about your shapes? Could you sort your shapes by a different sorting rule? Allow students the opportunity to examine and talk about the shapes. Lead the class in generating a list of characteristics of each shape and record on an anchor chart. As students are looking at the shapes and discussing characteristics of each shape, ask guiding questions to scaffold their thinking such as the following: Which shapes are curved? Which are not? Which shapes roll? Which do not? How would you describe a triangular prism? How are the cube and the rectangular prism the same? How are they different? Can you identify how many corners, sides, faces there are on the shape? What can you tell me about the shape? What else do you notice?
Show each child a collection of five shapes and tell them that you have a secret rule that they are sorted by. Tell the students that they will be “shape detectives” and help you use shape clues to discover what the secret rule is. Gather students in a circle where all can see and have access to the bags of two- and three-dimensional real world and model shapes. Have the students work in pairs to sort a bag of shapes. Once students have sorted their shapes, students should share their sorting rules with the class and show examples. As students are sharing their sorting rules, ask the following guiding questions: What is the same about your shapes? What is different about your shapes? Could you sort your shapes by a different sorting rule? Allow students the opportunity to examine and talk about the shapes. Lead the class in generating a list of characteristics of each shape and record on an anchor chart. As students are looking at the shapes and discussing characteristics of each shape, ask guiding questions to scaffold their thinking such as the following: Which shapes are curved? Which are not? Which shapes roll? Which do not? How would you describe a triangular prism? How are the cube and the rectangular prism the same? How are they different? Can you identify how many corners, sides, faces there are on the shape? What can you tell me about the shape? What else do you notice? Students will share their rules for sorting their shapes and defend their thinking. SMP 4: Model with mathematics – Students will model mathematics by the way that they sort the objects and their justification for the sorting. SMP 6: Attend to precision – Student use the correct mathematical vocabulary when comparing shapes and discussing their solutions.