Do you think shapes could be grouped together in the same family or classification? Explain. How do you know the difference between shapes if several of them have the same number of sides? MATERIALS Math Journals Chart Paper Small Tangram triangles (4 per student; these can be paper copies if manipulative is unavailable.) Tangram tracing paper GROUPING Groups (4 students per group works well)/Individual NUMBER TALK By now number talks should be incorporated into the daily math routine. Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. In addition Catherine Fosnot has developed of numbers that could be included in a number “strings” talk to further develop mental math skills. See Minilessons for Early Multiplication and Division by Willem Uittenbogaard and Catherine Twomey Fosnot. (2007) TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION PART I: (SMP 1, 2, 3, 4, 5, and 7) Display the following shapes using the small triangles in the Tangram set. Ask the students which shapes are created when the edges of the triangles match. Ask three different students to create shapes where the edges of the triangles match completely (examples below). Ask the students how they know that the shapes are different. Explain to them that closed shapes with line segments meeting to make an angle are called polygons.
Do you think shapes could be grouped together in the same family or classification? Explain. How do you know the difference between shapes if several of them have the same number of sides? MATERIALS Math Journals Chart Paper Small Tangram triangles (4 per student; these can be paper copies if manipulative is unavailable.) Tangram tracing paper GROUPING Groups (4 students per group works well)/Individual NUMBER TALK By now number talks should be incorporated into the daily math routine. Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. In addition Catherine Fosnot has developed “strings” of numbers that could be included in a number talk to further develop mental math skills. See Minilessons for Early Multiplication and Division by Willem Uittenbogaard and Catherine Twomey Fosnot. (2007) TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION PART I: (SMP 1, 2, 3, 4, 5, and 7) Display the following shapes using the small triangles in the Tangram set. Ask the students which shapes are created when the edges of the triangles match. Ask three different students to create shapes where the edges of the triangles match completely (examples below). Ask the students how they know that the shapes are different. Explain to them that closed shapes with line segments meeting to make an angle are called polygons.
3rd-Math-Unit-4.docx