Pattern-Block and
Template Shapes
Objectives To guide the identification of plane shapes; and to
facilitate
investigating some of their characteristics.
f
www.everydaymathonline.com
ePresentations
eToolkit
Algorithms
Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
Key Concepts and Skills
Practicing with Fact Families
• Count the sides and corners on
plane shapes. Math Masters, p. 202
Children practice writing fact families.
[Number and Numeration Goal 2]
[Geometry Goal 1]
• Compose plane shapes. READINESS
Guessing the Shape
Math Journal 2, p. 142
Children practice and maintain skills
through Math Box problems.
Building and Graphing a Pattern-Block
Design
Home Link 7 3
Children 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.
Differentiation Options
Math Boxes 7 3
[Geometry Goal 1]
Key Activities
Interactive
Teacher’s
Lesson Guide
Children identify pattern-block shapes
“drawn” on their backs.
• Identify, describe, and compare plane shapes. Curriculum
Focal Points
Math Masters, p. 203
Children practice and maintain skills
through Home Link activities.
Ongoing Assessment:
Recognizing Student Achievement
Use journal page 140. [Geometry Goal 1]
Key Vocabulary
trapezoid rhombus side corner square corner polygon
ENRICHMENT
Math Masters, p. 204
pattern blocks Pattern-Block Template
Children make and graph pattern-block
designs.
EXTRA PRACTICE
Reading About Geometry
Math Masters, p. 305
Children read Round is a Mooncake to
practice geometry skills.
ELL SUPPORT
Building a Math Word Bank
Differentiation Handbook, p. 126
Children add the terms side and corner
to their Math Word Banks.
Materials
Math Journal 2, pp. 140 and 141
Home Link 72
slate pattern blocks Pattern-Block
Template pattern-block shape posters
(optional) chart paper
Advance Preparation
Place 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
Lesson 7 3
633_EMCS_T_TLG2_G1_U07_L03_576841.indd 633
633
2/4/11 10:03 AM
Getting Started
Mental Math and Reflexes
Math Message
Tell the following story problems to children. Have them record solutions on
their slates.
Take a pattern block. Find
another person who has the same
pattern-block shape.
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
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.
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.
Pattern-Block Template
Student Page
Date
LESSON
73
Pattern-Block Template Shapes
1. Use your template to draw each shape.
square
large triangle
small hexagon
Adjusting the Activity
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
trapezoid
small triangle
ELL
fat rhombus
K I N E S T H E T I C
Identifying Pattern-Block
T A C T I L E
V I S U A L
SMALL-GROUP
ACTIVITY
Shapes
(Math Journal 2, pp. 140 and 141)
large circle
skinny rhombus
large hexagon
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.
Math Journal 2, p. 140
EM3MJ2_G1_U07_137-150.indd 140
634
2/3/09 1:16:57 PM
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.
Unit 7 Geometry and Attributes
634-637_EMCS_T_TLG2_G1_U07_L03_576841.indd 634
2/3/11 9:54 AM
Student Page
Date
Ask:
LESSON
73
●
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
Pattern-Block Template Shapes
continued
2. Draw shapes that have exactly 4 sides and 4 corners.
Write their names. Sample answers:
The Pattern-Block Template has 6 quadrilaterals.
Children may use any of them.
square
trapezoid
rhombus
rhombus
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.
Math Journal 2, p. 141
137-150_EMCS_S_SMJ_G1_U07_576396.indd 141
2/2/11 9:47 AM
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.
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
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]
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.
Lesson 7 3
634-637_EMCS_T_TLG2_G1_U07_L03_576841.indd 635
635
4/6/11 1:43 PM
Teaching Master
Name
Date
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.
Fact Triangles and Fact Dominoes
LESSON
73
Write the fact families.
1.
2.
11
13
+, -
+, -
5
6
5
6
11
11
+
+
-
4
6
5
6
5
=
=
=
=
11
11
5
6
4
9
13
13
3. Write the fact family.
9
+
+
-
9
4
4
9
=
=
=
=
13
13
9
4
Links to the Future
4. Make up your own domino.
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.
Draw the dots.
Write the fact family.
8
6
14
14
+
+
-
6
8
8
6
=
=
=
=
14
14
6
8
+
=
+
=
-
=
-
=
Answers vary.
2 Ongoing Learning & Practice
Math Masters, p. 202
Practicing with Fact Families
196-220_EMCS_B_MM_G1_U07_576930.indd 202
2/2/11 10:10 AM
INDEPENDENT
ACTIVITY
(Math Masters, p. 202)
Use Math Masters, page 202 to provide practice with fact families.
NOTE You may wish to review the inverse
relationship between addition and subtraction
before children complete Math Masters,
page 202.
Math Boxes 7 3
INDEPENDENT
ACTIVITY
(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.
Student Page
Writing/Reasoning Have children draw, write, or
verbalize an answer to the following question: What is a
rectangle? A reasonable answer should describe a shape
with 4 sides and 4 corners.
Date
LESSON
Math Boxes
73
1. Find the small square.
2. Find the sums.
Circle the odd sums.
Shade it.
7
+9
8
+3
16
6 + 7=
14
11
13
= 10 + 4
96–97
3. Draw and solve.
4. Show 81¢ in two ways.
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
Use ‰, Í, Â, and Î.
Sample answers:
‰‰‰ÂÎ
or
‰ÍÍÍÍÍÂÎ
One child’s work in response to the Writing/Reasoning prompt
Home Link 7 3
Sample drawing:
INDEPENDENT
ACTIVITY
(Math Masters, p. 203)
88–89
Home Connection Children name pattern-block shapes.
Math Journal 2, p. 142
137-150_EMCS_S_SMJ_G1_U07_576396.indd 142
636
2/3/11 9:37 AM
Unit 7 Geometry and Attributes
634-637_EMCS_T_TLG2_G1_U07_L03_576841.indd 636
3/9/11 1:16 PM
Home Link Master
Name
3 Differentiation Options
READINESS
Guessing the Shape
Date
HOME LINK
73
Family
Note
Polygons
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.
PARTNER
ACTIVITY
Please return this Home Link to school tomorrow.
1. Use the Word List to help you write the name of each shape.
5–15 Min
Word List
hexagon
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
Building and Graphing a
INDEPENDENT
ACTIVITY
30+ Min
Pattern-Block Design
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?
Reading About Geometry
rhombus
square
trapezoid
triangle
square
rhombus
hexagon
trapezoid
triangle
rhombus
Practice
2. Write the fact family for this domino.
(Math Masters, p. 204)
EXTRA PRACTICE
52–55
6
+
1
=
7
7
+
1
=
6
1
+
6
=
7
7
+
6
=
1
Math Masters, p. 203
EM3MM_G1_U07_196-220.indd
203
2/11/10
2:41 PM
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.
SMALL-GROUP
ACTIVITY
5–15 Min
(Math Masters, p. 305)
Teaching Master
Name
LESSON
73
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.
Date
Shapes Bar Graph
10
Shapes I Used
9
8
ELL SUPPORT
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.
Number Used
7
SMALL-GROUP
ACTIVITY
6
5
4
3
2
1
0
Shape
Math Masters, p. 204
196-220_EMCS_B_MM_G1_U07_576930.indd 204
2/2/11 10:10 AM
Lesson 7 3
634-637_EMCS_T_TLG2_G1_U07_L03_576841.indd 637
637
2/4/11 10:04 AM