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Interactive Teacher’s

Lesson Guide

CurriculumFocal Points

Family Letters

EM Facts Workshop Game™

Algorithms Practice

eToolkitePresentations AssessmentManagement

Common Core State Standards

Lesson 7�3 633

Advance PreparationPlace a set of pattern blocks near the Math Message. Write the following names of the pattern-block

shapes on the board: triangle, square, rhombus, trapezoid, and hexagon.

For the optional Extra Practice activity in Part 3, obtain a copy of Round Is a Mooncake by Roseanne

Thong (Chronicle Books, 2000).

Teacher’s Reference Manual, Grades 1–3 p. 152

Key Concepts and Skills• Count the sides and corners on

plane shapes. 

[Number and Numeration Goal 2]

• Identify, describe, and compare plane shapes. 

[Geometry Goal 1]

• Compose plane shapes. 

[Geometry Goal 1]

Key ActivitiesChildren identify shapes of pattern blocks.

They discuss characteristics of Pattern-Block

Template shapes and sort them into groups

according to common attributes. Children

discuss defining and non-defining attributes

of shapes. They construct plane shapes from

pattern blocks.

Ongoing Assessment: Recognizing Student Achievement Use journal page 140. [Geometry Goal 1]

Key Vocabularytrapezoid � rhombus � side � corner �

square corner � polygon

MaterialsMath Journal 2, pp. 140 and 141

Home Link 7�2

slate � pattern blocks � Pattern-Block

Template � pattern-block shape posters

(optional) � chart paper

Practicing with Fact FamiliesMath Masters, p. 202

Children practice writing fact families.

Math Boxes 7�3Math Journal 2, p. 142

Children practice and maintain skills

through Math Box problems.

Home Link 7�3Math Masters, p. 203

Children practice and maintain skills

through Home Link activities.

READINESS

Guessing the ShapeChildren identify pattern-block shapes

“drawn” on their backs.

ENRICHMENTBuilding and Graphing a Pattern-Block DesignMath Masters, p. 204

pattern blocks � Pattern-Block Template

Children make and graph pattern-block

designs.

EXTRA PRACTICE

Reading About GeometryMath Masters, p. 305

Children read Round is a Mooncake to

practice geometry skills.

ELL SUPPORT

Building a Math Word BankDifferentiation Handbook, p. 126

Children add the terms side and corner

to their Math Word Banks.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

��������

Pattern-Block and Template Shapes

Objectives To guide the identification of plane shapes; and to

facilitate investigating some of their characteristics.f

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634 Unit 7 Geometry and Attributes

Adjusting the Activity 1. Use your template to draw each shape.

square large triangle small hexagon

trapezoid small triangle fat rhombus

large circle skinny rhombus large hexagon

Pattern-Block Template ShapesLESSON

7�3

Date

�

EM3MJ2_G1_U07_137-150.indd 140 2/3/09 1:16:57 PM

Math Journal 2, p. 140

Student Page

Pattern-Block Template

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASS ACTIVITY

Point to triangle on the board. Ask children who have a triangle block to go to one area of the room. Point to square and have those children with a square go to a second area. Repeat the procedure with trapezoid and hexagon. Children with a rhombus remain seated.

Have children who are standing check with their group to see whether their pattern blocks are all the same size and shape. Have those seated sort their rhombuses by shape. To distinguish between the two rhombuses, give them names such as skinny and fat or identify them by their colors.

Make a poster for each pattern-block shape on a separate sheet of

colored paper and post them around the room. Children stand under the picture

that matches their shape. Write the name on each poster.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Identifying Pattern-Block SMALL-GROUP ACTIVITY

Shapes(Math Journal 2, pp. 140 and 141)

Have children use their templates to draw the shapes specified on journal pages 140 and 141. Encourage children to help others in the group identify their shapes.

When children have completed the pages, bring the class together. Review journal page 141, where children drew four shapes with exactly 4 sides and 4 corners.

ELL

Getting Started

Math MessageTake a pattern block. Find another person who has the same pattern-block shape.

Home Link 7�2 Follow-Up

Have children share the objects they found that have triangles, squares, and circles. Collect any objects children brought for the Shapes Museum.

Mental Math and Reflexes Tell the following story problems to children. Have them record solutions on their slates.

Jorge is going sledding, but first he has to stop at his grandmother’s house. It takes Jorge 10 minutes to walk to his grandmother’s house and 10 more minutes to walk to the sledding hill. How many minutes did Jorge walk? 20 minutes

Sophia’s ballet class is 30 minutes long. It takes Sophia 5 minutes to change and 10 minutes to get home. How long will it be before Sophia returns home? 45 minutes

Eduardo likes to bake. Each batch of his cookies takes 7 minutes in the oven. How many minutes will 3 batches take in the oven? 21 minutes

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Lesson 7�3 635

Pattern-Block Template Shapes continuedLESSON

7�3

Date

2. Draw shapes that have exactly 4 sides and 4 corners. Write their names.

square trapezoid

rhombus rhombus

Sample answers: The Pattern-Block Template has 6 quadrilaterals. Children may use any of them.

137-150_EMCS_S_SMJ_G1_U07_576396.indd 141 2/2/11 9:47 AM

Math Journal 2, p. 141

Student Page

Language Arts Link You might

want to point out that the word

polygon comes from the Greek

language: poly- means “many,” and -gon is

derived from gonia, which means “angle.”

There is a more detailed examination of

polygons in the next lesson.

Ask:

● How many straight sides does a triangle have? 3

● How many straight sides does a square have? 4

● How many straight sides does a circle have? 0

● How is a circle different from the other shapes? A circle is curved—it has no straight sides.

Draw three different triangles on the board, similar to those shown below, each colored and/or shaded differently from the others. Label one side and one corner (a corner is a point where two sides meet) of one of these triangles.

side corner

Make two columns on a piece of chart paper. Ask: What do these triangles have in common? Sample answers: They have three corners. They have three straight sides. They are flat. They are polygons. Write these common attributes in the first column. Ask: What is different about the triangles? Sample answers: They are shaded differently. They point different ways. They are different sizes. Write these attributes in the second column. Ask: Even though they look different, are all 3 shapes still triangles? yes Explain that this is because the attributes in the first column help define these shapes as triangles. The attributes in the second column could be true of shapes that are not triangles. They don’t help explain what triangles are. Label the first column Defining Attributes of Triangles, and the second Non-Defining Attributes.

Discuss how the shapes that are not circles are alike and different.

� Each shape is made up of straight sides.

� Each shape has corners.

� Each shape has as many sides as it has corners.

� The numbers of sides and corners vary from shape to shape. For example, hexagons have 6 sides and corners; and squares, trapezoids, and rhombuses each have 4 sides and corners.

� The corners of the square are the “same shape” as the corners of books. Such corners are called square corners.

� The hexagon corners are “bigger” than the square corners.

� The triangle corners are “smaller” than the square corners.

Explain that each of these shapes is a polygon. A polygon is a shape with all straight sides that touch only at their endpoints.

After discussing polygons, give each group four pattern blocks of each shape. Tell children that they may use these shapes to make new shapes. For example, children may combine 2 trapezoids to make a hexagon or may put 4 triangles around a square to make a composite shape resembling a flower.

Have children make several composite shapes from pattern blocks and trace these new shapes onto paper. A child may hold the

NOTE All triangles have these attributes

in common: They are polygons, they

have 3 sides and 3 corners, and they are

2- dimensional (or flat). Discuss whether any

other common attributes that children suggest

help define the shapes as triangles. For

instance, if you have drawn all of the triangles

with white chalk, help children understand that

being drawn with white chalk is not an attribute

that defines the shape as a triangle. Triangles

can be any color and still be triangles.

Ongoing Assessment: Recognizing Student Achievement Journal

Page 140 �

Use journal page 140 to assess children’s

ability to identify 2- dimensional shapes.

Children are making adequate progress if

they are able to identify circles, squares,

and triangles. Some children may be able to

identify other plane shapes.

[Geometry Goal 1]

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636 Unit 7 Geometry and Attributes

1. Find the small square. Shade it.

2. Find the sums. Circle the odd sums.

7 8 + 9 + 3

6 + 7 =

= 10 + 4

3. Draw and solve. There are 8 balloons. 4 balloons pop. How many balloons are left? Fill in the circle next to the

best answer. A. 0 B. 6 C. 4 D. 12

4. Show 81¢ in two ways. Use ‰, Í, Â, and Î.

Math Boxes LESSON

7�3

Date

96–97

88–89

Sample drawing:

Sample answers:‰‰‰ÂÎ

or‰ÍÍÍÍÍÂÎ

16 11

1314

137-150_EMCS_S_SMJ_G1_U07_576396.indd 142 2/3/11 9:37 AM

Math Journal 2, p. 142

Student Page

LESSON

7� 3

Name Date

Fact Triangles and Fact Dominoes

Write the fact families. 1. 2.

+ = + =

+ = + =

- = - =

- = - =

3. Write the fact family. + =

+ =

- =

- = 8614681414861468

99 444

565

611115611

1313

1391394

11

655 6

11+,-

4 9

13+,-

4. Make up your own domino. Draw the dots. Write the fact family.

+ = + = - = - = Answers vary.

196-220_EMCS_B_MM_G1_U07_576930.indd 202 2/2/11 10:10 AM

Math Masters, p. 202

Teaching Master

Links to the Future

2 Ongoing Learning & Practice

� Practicing with Fact Families INDEPENDENTACTIVITY

(Math Masters, p. 202)

Use Math Masters, page 202 to provide practice with fact families.

� Math Boxes 7�3 INDEPENDENTACTIVITY

(Math Journal 2, p. 142)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 7-1. The skills in Problem 4 preview Unit 8 content.

Writing/Reasoning Have children draw, write, or verbalize an answer to the following question: What is arectangle? A reasonable answer should describe a shapewith 4 sides and 4 corners.

One child’s work in response to the Writing/Reasoning prompt

� Home Link 7�3 INDEPENDENTACTIVITY

(Math Masters, p. 203)

Home Connection Children name pattern-block shapes.

NOTE You may wish to review the inverse

relationship between addition and subtraction

before children complete Math Masters,

page 202.

blocks in place while another child traces the outline. Small groups may also combine two or more of their composite shapes into another new shape to trace. After each group has made several shapes, ask them to share some shape outlines with the class. Have children in other groups consider which pattern blocks each group used to compose the new shape.

In this lesson, children name and describe rhombuses and trapezoids. Children

will continue to work with these shapes, as well as others, throughout the year.

The Grade 2 Goal is that children identify, describe, and model plane figures

including circles, triangles, squares, rectangles, hexagons, rhombuses, and

trapezoids.

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We are beginning to identify polygons and their characteristics. A polygon is a closed 2-dimensional figure. It is formed by three or more line segments that meet only at their endpoints.

On this page, your child will try to name the shapes we worked with today. Some of the names may still be confusing.

Please return this Home Link to school tomorrow.

Family Note

HOME LINK

7�3

Name Date

Polygons

1. Use the Word List to help you write the name of each shape.

square rhombus hexagon

trapezoid triangle rhombusPractice

2. Write the fact family for this domino.

+ = + =

+ = + = 16776161

Word List

hexagon rhombus square trapezoid triangle

52–55

716 7

EM3MM_G1_U07_196-220.indd 203 2/11/10 2:41 PM

Math Masters, p. 203

Home Link Master

LESSON

7�3

Name Date

Shapes Bar Graph

Shapes I Used

Shape

Num

ber U

sed

0

1

2

3

4

5

6

7

8

9

10

196-220_EMCS_B_MM_G1_U07_576930.indd 204 2/2/11 10:10 AM

Math Masters, p. 204

Teaching Master

Lesson 7�3 637

3 Differentiation Options

READINESS PARTNER ACTIVITY

� Guessing the Shape 5–15 Min

To provide experience with identifying pattern-block shapes, have children take turns using their finger to “draw” a pattern-block shape on their partner’s back. The partner then tries to guess the shape.

ENRICHMENT

INDEPENDENTACTIVITY

� Building and Graphing a 30+ Min

Pattern-Block Design(Math Masters, p. 204)

To explore polygon relationships, have children create a design using pattern-block shapes. They can use their Pattern-Block Templates to record their designs on a piece

of paper. Then explain how to graph the number of pattern-block shapes children used in their designs. Tell them to shade boxes on the graph to show how many of each shape they used. Ask questions about children’s graphs, such as the following: What shape did you use the most? The least? How do you know? How many squares (or any other shape) did you use? How many blocks did you use in all?

EXTRA PRACTICE SMALL-GROUP ACTIVITY

� Reading About Geometry 5–15 Min

(Math Masters, p. 305)

Literature Link To provide practice with geometry skills, read Round Is a Mooncake by Roseanne Thong

(Chronicle Books, 2000). On an Exit Slip (Math Masters, page 305), have children draw a square and a rectangle that they see in the classroom.

ELL SUPPORT SMALL-GROUP ACTIVITY

� Building a Math Word Bank 5–15 Min

(Differentiation Handbook, p. 126)

To provide language support for geometry concepts, have children use the Word Bank Template found on Differentiation Handbook, page 126. Ask children to write the terms side and corner, draw pictures representing the terms, and write other words that describe them. See the Differentiation Handbook for more information.

NOTE For the Enrichment activity, instead

of shading boxes on the graph, you may

wish to have children make picture graphs by

drawing pictures of each block they used in

their designs. Ask questions about the graphs

and encourage children to pose their own

questions based on the data.

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