MathGame9.13.

16
Author:JuliannaMendez
Datecreated:09/13/20168:33PMESTDatemodified:09/27/20166:34PMEST

VITALINFORMATION
TotalNumberofStudents

2students:1girland1boy

Area(s)StudentsLiveIn

ThisschoolisinthesuburbsofSonomaCounty.

Free/ReducedLunch

TheschoolisaTitle1andCharterschool.

EthnicityofStudents

Twostudentsplayedthegame:1waswhiteand1washispanic.

EnglishLanguageLearners

AdresseachELL
ThereisoneEnlgishLanguageLearner.Idon'tknowwhatlevelbutforstudentteachingIwillknow.

StudentswithSpecialNeeds

Therearenostudentswithspecialneeds.

Subject(s)

ForeignLanguage,Mathematics

TopicorUnitofStudy

Practicingattributesofshape.

Grade/Level

Grade1

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Listeningattentivelytopartnerandpracticingspanishoralskillswhiledescribingattributesofshapes.

LearningOutcome(s)

1.TLWpracticedescrbingtheattributesofshapes
2.TLWpracticeoralskillsinSpanish

Summary

WewillplayagamecalledBehindtheWall

Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:Mathematics
Grade:Grade1
Domain:Geometry1.G
Cluster:
Reasonwithshapesandtheirattributes.1.Distinguishbetweendefiningattributes(e.g.,trianglesareclosedand
threesided)versusnondefiningattributes(e.g.,color,orientation,overallsize)buildanddrawshapestopossess
definingattributes.2.Composetwodimensionalshapes(rectangles,squares,trapezoids,triangles,halfcircles,and
quartercircles)orthreedimensionalshapes(cubes,rightrectangularprisms,rightcircularcones,andrightcircular
cylinders)tocreateacompositeshape,andcomposenewshapesfromthecompositeshape.3.Partitioncirclesand
rectanglesintotwoandfourequalshares,describethesharesusingthewordshalves,fourths,andquarters,anduse
thephraseshalfof,fourthof,andquarterof.Describethewholeastwoof,orfouroftheshares.Understandfor
theseexamplesthatdecomposingintomoreequalsharescreatessmallershares.

Comments

MathPractices:Attendtoprecision
:Modelwithmathematics

ASSESSMENTS
Assessment/Rubrics

1.TTWwalkaroundandmonitorthegamelisteningtothestudentsdescriptionsofshapesanddesigns.Thisisall
formative.
2.TTWwalkaroundandlistentothestudentsuseofdescriptionsspokeninSpanish.

Comments

MATERIALSANDRESOURCES
InstructionalMaterials
(Handouts,etc.)

Patternblocks
Foldersorabook

Page 1 of 3

Comments

IMPLEMENTATION
SequenceofActivities

1.Hook:TTWsay,Todaywewillbelearningaamathgame!
2.TTWsayrememberhowwe'vebeentalkingabouttheattributesofshapes.Welltodaywearegoingtoplayagame
thatisgoingtohelpuspracticedescribingattributesofshapes.
3.TTWsaylet'sreviewthesquaresong
4.TTWaskthestudentstostandupandmakeasquareastheysingalongtothesong(songtaughtpriortolesson)
TheSquareSong
(tothetuneof"YouAreMySunshine")
Iamasquare,alovelysquare
Ihavefoursidesthey'reallthesame
Ihavefourcorners,fourlovelycorners
Iamasquare,thatismyname!
Canteach.ca
5.TTWhavethestudentsturnandtalktotheirpartneraboutwordstheyheardinthesongthathelpdefinetheshape
6.TTWthenaskthestudentstoremindusofwhatwordstheyheardthatdescribedtheshapeandhowtheyknowitis
asquare
7.TTWwalkaroundlisteningtothethinkpairshares
9.Togethertheywillcometotheconclusiontohiglightthesephrases:"Ihavefoursides","they'reallthesame","I
havefourcorners"
10.TLWrespond:it'sasquareandIknowthisbecauseithasfourequalsides
10.TTWsayIlikedyourresponsebecauseyousaidthewordbecausewhichisapowerfulword
11.TTWsayyesweknowthatitisasquarebecauseithasfourequalsides.Thatisanexampleofwhatkindof
attribute?(studentssayadefiningattribute)
12.TTWsaynowthatwehavereviewedwearereadytoplaythegameandpracticeusingdescribingattribitues
andcharacteristicsofshapes

13.TTWsaythisgameiscalledBehindtheWall
Youandyourpartnerwillsitfacingeachother(teacherwillaskforonestudenttobeherpartner)
2.Youwillplaceadividerinbetweenbothofyousothatyoucan'tseeyourpartnerssideofthetable
3.Playeroneisgoingtomakeadesignwiththesepatternblocks(teachermakesanexampleofadesign)
3.Onceplayeroneisdonebuildingtheirdesign,playeroneisgoingtodescribeusingdefiningandnondefining
attributestoplayertwosothatplayertwocantryandbuildthesamedesign(teachermodelsdescribingthedesignto
herpartner)"mydesignhasayellowsquare,ashapewithfoursidesinthemiddleflatonthetable,onthetopofthat
squareisaredtriangle."
4.Rememberyouwanttotryandbeasclearanddescriptiveaspossible.
5.Playertwowilltrytobuildthedesign.Onceyouthinkyouaredoneyouwilltakethedividerouttoseeifyourpartner
wasabletobuildyoursamedesign.
6.Thenyouwillswitchandplayertwowillbuildadesignanddescribeittoplayeronesoplayeronecantrytobuildthe
samedesign
7.TTWaskonestudenttorepeatthedirectionsofthegametotheirpartnertomakesuretheyunderstandwhatthey
aredoing
8.Studentsplaythegame!
9.Whilestudentsareplayingthegametheteacherisfacilitatingandaskingstudentsopenendedquestionsthatcan
helpthemdescribethedesigntotheirpartner.
10.Closure:Theteacherasksstudentshowtheyfeltaboutthegameandwhatwordsdidtheyusedthatreallyhelped
themdescribethedesignandshapes?

GroupingStrategies

Iwasworkingwithasmallgroup.Ipulledtwostudents:onewasanEnlgishonlystudentandonewasanEnlgish
Learner.

Page 2 of 3

DifferentiatedInstruction

Thegamewasreallyshortandsimple.Ididn'tneedtodifferentiate.

IfIhadELLsIwouldhavesentencestartersandalistofwordsthattheycouldusetodescribetheshapes.However,
thislessonwastaughtinSpanish,thereforefortheEOstudentIwouldhavesentencestartersinSpanishandalistof
wordsinSpanishhecouldusetodescribethewords.

Comments

REFLECTIONS
PriortoLesson
PostLesson

IfIweretoteachitasecondtimeIwouldhavediscussedwiththestudentsbeforeplayingthegamewhatattributesof
shapesare.Alsodiscusswhatkindsofwordsweusetodescribeshapes.Ialsowouldhaveaskedmoreopenended
questions.Forexample:Howcouldyouhavedescribedyourdesigntoyourpartnermoreclearly?Whatwordscouldyou
usethatwouldreallyhelpyourpartnerbuildthesamedesignyoudid?

Comments

Page 3 of 3