Can You Sort The Shapes? Day 1 I. SECTION ONE A. PA Academic Standards for Mathematics CC.2.1.K.A.

A.1: Know number names and write and recite the count sequence CC.2.1.K.A.2: Apply one-to-one correspondence to count the number of objects CC.2.1.K.A.3: Apply the concept of magnitude to compare numbers and quantities CC.2.3.K.A.1: Identify and describe two- and three-dimensional shapes CC.2.3.K.A.2: Analyze, compare, create, and compose two- and three-dimensional shapes CC.2.4.K.A.4: Classify objects and count the number of objects in each category 2.1.K.C: Use concrete objects, drawings, diagrams or models to group objects into sets of ten 2.1.K.D: Use concrete objects to demonstrate regrouping ones to tens, with adult assistance 2.9.K.A: Identify and describe common 2-dimensional shapes

B. Enduring Understandings Students will understand that numbers have an order Students will understand that there are different ways to represent numbers Students will understand place value for tens and ones Students will understand that there are different ways to count or group numbers Students will understand that shapes are different and have different characteristics Students will understand that shapes are all around us C. Essential Questions How do we count? How do we represent numbers? Are there different ways to count? What does a number represent? Are all shapes the same? Where are shapes found? D. Performance Standards Students will know How to count in a variety of ways What numbers represent How to represent numbers in a variety of ways That the order of digits in a number matters The difference between a circle, square, and triangle That shapes are all around us Students will be able to Represent numbers in a variety of ways

Count by different variables (ones, fives, tens) Count in order from least to greatest Identify a circle Identify a square Identify a triangle Sort different shapes into categories Work together to complete a task Identify shapes around them/in the world

II. SECTION TWO A. Pre-assessment Smartboard activity Assess students ability to differentiate between circles, squares, and triangles B. Formative/Summative Students going through the daily routine in math of adding a day of school to our counting Group sorting activity C. Adaptations Students who need extra assistance in sorting will be given the extra attention of a teacher Students who are more advanced will be given the opportunity to do their own sort

III. SECTION THREE A. Materials Number bee chart Straws Straw pocket folder Markers Pencils Smartboard Poster paper Glue Shapes in the classroom Shape cutouts Numbered bees B. Procedures Have students gather on the carpet Talk about how our tally marks for our days of school are for the previous day so we need to add a tally mark If it is 1-4 add a regular one

If it is the 5th one, talk about how it has to go slanted across Count the tally marks regularly by fives Then count our fun with our hands and feet Lift your hands and feet as you add a group of five Have the hoppy helper for the day come up and add a straw to our straw pocket folder that represents the days of school Ask if they know which pocket they should put it in Ones or tens Take all the straws out of the pocket folder If today is our ___ day of school, how many straws should be in my hand? Count the straws Remind students that before we were counting by fives, but now our straws are grouped by tens Count by tens and ones Write the number on the pocket chart in the appropriate place value column Write the number on the star If we put our ___ and our ___ together we get ___ Find out bee for the day to add to our bee pocket chart Tell students what color the bee for the day is and put it in the chart Have students turn to face the smartboard Count on the 100s chart up to the amount of days of school If there is time, try count to 100 with your students On the hundreds chart, count by 10s all the way to 100 while students flash tens Two hands flashing five each Pull up the shape sort on the smartboard Talk to students about circles, squares, and triangles Talk about how each shape has a different amount of sides and points (a) Circle has no points and only one side since its complete (b) Square has 4 points and 4 sides (c) Triangle has 3 points and 3 sides Have the students do a sorting activity with shapes on the smartboard Sort between circles, squares, and triangles After that is done, talk to students about how shapes are really all around us Point out examples (a) Circle: clock (b) Triangle: tip of word wall word pencils; wizard hat (c) Square: smartboard; posters Ask students if they can point anything else out but if not it is okay Explain to students the project they are going to do at their tables Each group is going to have a piece of poster paper that is split into three categories (a) Triangles (b) Squares (c) Circles

Each table of students is going to have cutouts of items that are in the shapes of circles, triangles, and squares They need to sort the shapes as a group and work together to put them in the right spots on the poster paper Glue their work down Teacher will check their posters when they are done

Can You Identify The Shape? Day 2 IV. SECTION ONE A. PA Academic Standards for Mathematics CC.2.1.K.A.1: Know number names and write and recite the count sequence CC.2.1.K.A.2: Apply one-to-one correspondence to count the number of objects CC.2.1.K.A.3: Apply the concept of magnitude to compare numbers and quantities CC.2.3.K.A.1: Identify and describe two- and three-dimensional shapes CC.2.3.K.A.2: Analyze, compare, create, and compose two- and three-dimensional shapes CC.2.4.K.A.4: Classify objects and count the number of objects in each category 2.1.K.C: Use concrete objects, drawings, diagrams or models to group objects into sets of ten 2.1.K.D: Use concrete objects to demonstrate regrouping ones to tens, with adult assistance 2.9.K.A: Identify and describe common 2-dimensional shapes

B. Enduring Understandings Students will understand that numbers have an order Students will understand that there are different ways to represent numbers Students will understand place value for tens and ones Students will understand that there are different ways to count or group numbers Students will understand that shapes are different and have different characteristics C. Essential Questions How do we count? How do we represent numbers? Are there different ways to count? What does a number represent? Are all shapes the same? What do shapes feel like? D. Performance Standards Students will know How to count in a variety of ways What numbers represent How to represent numbers in a variety of ways That the order of digits in a number matters The difference between a circle, square, and triangle Students will be able to Represent numbers in a variety of ways Count by different variables (ones, fives, tens) Count in order from least to greatest

Identify a circle Identify a square Identify a triangle Work together to complete a task

V. SECTION TWO A. Pre-assessment Discussion/review on circles, squares, and triangles B. Formative/Summative Students going through the daily routine in math of adding a day of school to our counting Feely bag activity C. Adaptations Students who need extra assistance in sorting will be allowed to look at the shape and describe it instead of not looking Students who are more advanced will be given the opportunity to attempt harder shapes

VI. SECTION THREE A. Materials Number bee chart Straws Straw pocket folder Markers Pencils Smartboard Feely bags Shape blocks Numbered bees B. Procedures Have students gather on the carpet Talk about how our tally marks for our days of school are for the previous day so we need to add a tally mark If it is 1-4 add a regular one If it is the 5th one, talk about how it has to go slanted across Count the tally marks regularly by fives Then count our fun with our hands and feet Lift your hands and feet as you add a group of five Have the hoppy helper for the day come up and add a straw to our straw pocket folder that represents the days of school

Ask if they know which pocket they should put it in Ones or tens Take all the straws out of the pocket folder If today is our ___ day of school, how many straws should be in my hand? Count the straws Remind students that before we were counting by fives, but now our straws are grouped by tens Count by tens and ones Write the number on the pocket chart in the appropriate place value column Write the number on the star If we put our ___ and our ___ together we get ___ Find out bee for the day to add to our bee pocket chart Tell students what color the bee for the day is and put it in the chart Have students turn to face the smartboard Count on the 100s chart up to the amount of days of school If there is time, try count to 100 with your students On the hundreds chart, count by 10s all the way to 100 while students flash tens Two hands flashing five each Bring up pictures or hold up big blocks of a square, circle, and a triangle Review what these shapes look like Sides Points Talk about the activity they are going to do Students will pair up with a partner They will take turns closing their eyes and pulling a shape out of a brown bag (a) Make sure the bag is opaque so they cant see what is inside Have students keep their eyes closed while they feel the shape in their hands (a) How many sides does it have? (b) How many corners? Have the students try to guess what shape they have in their hands Once they have guessed, allow them to open their eyes to see if they were right Now it is the partners turn Repeat until they are out of shapes/ the activity is over