Drawing two dimensional shapes - math grade 2 - lesson 43

Yesterday we sorted two-dimensional shapes using different attribute rules. Today we are going to review those shapes by sky drawing them. You may remember skywriting letters and numbers in school before. You take your pointer finger and hold it in the air. Your finger is your air pencil. When I name a shape, you will watch me draw it on the board first, and then you will write it in the sky with me.

Math4u grade 2 first term

ماث فور يو جريد 2 

math grade 2 first term

شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط

Mathematics Teacher`s Guide primary 2

Math primary 2 first term lesson 43

Learn (40 minutes)

Directions

Note to the Teacher: In today’s lesson, students practice sky drawing shapes and identifying shapes by their attributes. Students also create their own shape clues to test their partners.

TEACHER DO: Draw a triangle on the board.

TEACHER SAY: Our first shape is a triangle. A triangle has 3 sides and 3 vertices. Stand and sky draw a triangle with me. Make sure you draw straight lines and make sharp corners.

STUDENTS DO: Stand and sky draw a triangle.

TEACHER DO: Repeat the process with trapezium, square, rectangle, rhombus, pentagon, and hexagon, naming, reviewing the number of sides and vertices, and sky drawing each shape.

STUDENTS DO: Sky draw each shape with their teacher.

2.TEACHER SAY: Now we are going to play a game called What Shape Am I? Open your student book to page Lesson 43: Apply.

STUDENTS DO: Take out student book and turn to page Lesson 43: Apply.

TEACHER SAY: On this page, you will see 6 numbered boxes. We will start with box number 1. I will call out clues about a shape and you will use those clues to identify and draw the shape. Sometimes there may be more than one correct answer. Just draw the shape that comes to your mind. Are you ready? I am a two-dimensional shape with 4 equal sides. What shape am I?

STUDENTS DO: Listen to the clue and draw the shape in the student book.

TEACHER DO: Allow time for students to draw the shape. When they are finished, choose a student to name the shape and draw it on the board.

TEACHER SAY: Great. My shape is a square, which is a quadrilateral because it has four sides that are equal. Raise your hand if you drew a different shape with four equal sides.

STUDENTS DO: Raise their hands to answer. Selected students share their answers.

TEACHER DO: If no one drew a different shape, draw a rhombus on the board

TEACHER SAY: Turn and discuss with your Shoulder Partner if this shape would fit the clue. Why or why not? Give me a Thumbs Up when you are ready.

STUDENTS DO: Turn and discuss the shape with their Shoulder Partner. Give a Thumbs Up when ready. Selected students share their thinking.

TEACHER SAY: Th is rhombus has 4 equal sides as well. Remember, some of our shapes share many of the same attributes. Now let’s go to box number 2. Here is your next clue: I am a two-dimensional shape with 3 vertices. What shape am I?

TEACHER DO: Continue with the other 4 clues listed below. For each shape, ask students if they came up with a different answer. Ensure all student answers are accurate and encourage them to explain their thinking.

3. I am a two-dimensional shape with 6 sides and 6 vertices. (hexagon)

4. I am a two-dimensional shape with 5 sides. (pentagon)

5. I am a two-dimensional shape with 4 sides: 2 short sides that are equal and 2 long sides that are equal. (rectangle)

6. I am a two-dimensional shape with 4 vertices. I am not a square or a rectangle. (rhombus or trapezium— allow two people to share—one who drew a rhombus and one who drew a trapezium.)

STUDENTS DO: Draw the shapes based on the clues given by the teacher.

3.TEACHER SAY: Now it is your turn to come up with the clues. Th ere are two boxes at the bottom of the page. Above the boxes, it says What Shape Am I? Student Clues. First, you will find a partner using Hands Up, Pair Up. Th en, you will think of a shape and come up with clues for the shape. You will tell your partner your clues. Your partner will guess your shape by drawing it in the student book in one of the boxes. Th en you will discuss the shape your partner drew. Does it fit your clues? Why or why not? It does not matter who goes first. You will each get two turns. You give clues and your partner draws. Th en, your partner gives clues and you draw. Do you have any questions?

STUDENTS DO: Ask questions, if needed.

TEACHER DO: Answer students’ questions and review the directions, if necessary.

TEACHER SAY: Let’s find our partners. You will need to bring your student book and a pencil with you. Ready? Hands Up, Pair Up.

STUDENTS DO: Find a partner using Hands Up, Pair Up. Take the student book and pencil with them.

TEACHER SAY: Find a spot to sit with your partner and begin playing the game.

STUDENTS DO: Take turns creating clues and drawing shapes in the student books and discussing each shape.

TEACHER SAY: Great job, class. Before you go back to your desk, give your partner a high five.

STUDENTS DO: Give their partner a high five and then go back to their desk.