This resource is part of Tools4NCTeachers.

This is lesson 4 of 6 lessons focused around developing a mathematical community at the beginning of the school year. While this lesson addresses standards NC.K.MD.1 and NC.K.MD.2, its primary goal is for students to recognize that mathematicians ask questions to gather information.

This resource is part of Tools4NCTeachers.This resource provides suggestions for integrating writing into the math block, while working with standard 1.G.3.

This resource is part of Tools4NCTeachers.

In this lesson, students build pattern block animals inspired by literature, describe and graph the shapes used, and interpret the data by asking and answering questions to develop the concepts of geometry and graphing.

This resource is from Tools4NCTeachers.  In this lesson students will sort polygons, paying attention to their attributes.  They will use geometric vocabulary and identify their sorting rules. Sorting cards, activity sheets, and sample student solutions are included within this lesson.

This resource is part of Tools4NCTeachers.

After reading the book "Shapes", students discuss attributes of shapes and take a shape walk.

One of the four goals in geometry is Visualization, this includes being able to identify geometric shapes in the environment. As students begin to see geometry in their world, the content becomes more relevant and interesting to them.

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Students engage in a character study of the numerous figures created by Charles Dickens in A Tale of Two Cities. Students first compare and contrast several forms of communication: email, text message, and telephone. They then complete a character study chart that breaks down physical background, character traits, social status/background, unanswered questions about the character, and a final judgment about the character. Next, students will create text messages between numerous characters that show the relationship between the characters, their background, and plot points that they are involved in. The lesson concludes with students sharing their text messages and a discussion of the rationales behind their choices.

In this assessment task all students are involved to describe the attributes of shapes. Geometric shapes are placed in bags. A student chooses a shape and describes it using attributes such as corners sides or same sides. The students who are seated will draw the shape their classmate described on a whiteboard. The class will discuss the attributes that let them know they chose the correct shape. A student checklist and rubric are provided.