1. TIPM3 March 2, 2011 Kindergarten and First Grade

2. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

3. Geometry Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, spheres). K.G.1. Describe objects in the environment using names of shapes, and describe the relative position (above, below, beside, in front of, behind, and next to.) K.G.2. Correctly names shapes regardless of their orientation or overall size. K.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

4. Geometry Analyze, compare, create, and compose shapes. K.G.4. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, (e.g., number of sides and vertices / “corners”) and other attributes (e.g., having sides of equal length). K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

5. Geometry Reason with shapes and their attributes. 1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the composite shape 1.G.2. Partition circles and rectangles into two and four equal shares and describe the shares using halves, fourths, and quarters….

6. Van Hiele Levels of Geometric Thought Level 0: Visualization Description See geometric shapes as a whole; does not focus on their particular attribute Example A student would identify a square but would be unable to articulate that it has four congruent sides with right angles. Teacher Activity Reinforce this level by encouraging students to group shapes according to their similarities

7. Shape Sort Work in groups of 4 with set of 2-D shapes 1.Each person selects a shape. In turn, tell one or two things you find interesting about your shape. There are no right or wrong answers. 2.Randomly select two shapes. Find something that is alike about the two shapes. Find something that is different. 3.The group selects one shape at random and places it in the middle of the table. Find all the other shapes that are alike the target shape according to the same rule.

8. Shape Sort Work in groups of 4 with set of 2-D shapes 1.Select one shape at random and place it in the middle of the table. 2.Find all the other shapes that are alike the target shape according to the same rule. For example – this shape is like the target shape because it has a curved side and a straight side. Then all the shapes put into the collection must have a straight side and a curved side. 3. Do a second sort with the same target shape, but use a different property.

9. What’s My Shape? One student is the leader and is given a secret-shape folder. The other students are to find the shape in the folder by asking questions to the leader to which the leader can answer only yes or no. The group can eliminate shapes as they ask the questions to narrow down the possibilities. They are not allowed to point to a shape and ask if that is the one. Ask questions until the choices are reduced to one shape.

10. Shape Sort van Hiele This is a level 0 activity because students are operating on shapes they see in front of them. These shapes may “change” or have different properties as they are rearranged or rotated. The object of this activity is to begin to see that there are likenesses and differences in shapes.

11. van Hiele Levels of Geometric Thought Level 1: Analysis Description Recognize that each shape has different properties; identify the shape by that property. Example A student is able to identify that a parallelogram has two pairs of parallel sides, and that if a quadrilateral has two pairs of parallel sides it is identified as a parallelogram. The products of thought at level 1 are the properties of shapes.

12. Reflection Two important ideas about teaching Geometry concepts to K and 1 are: 1. 2. Two important ideas about teaching measurement concepts to K and 1 are: 1. 2.