1. SHAPE UP By: Morgan White

2.  The purpose of this unit plan is for the children to learn how to manipulate and create different polygons (triangles, quadrilaterals, pentagons and hexagons). They will learn how to identify these different shapes according to their different characteristics (number of angles, number of equal sides and number of sets of parallel lines). This unit plan will provide children with real world, engaging and hands-on experiences. They will get to experience the content first hand with concrete and semi-concrete manipulatives. The children will be assessed throughout the unit through discussions, observations and activities/worksheets.

3.  Concept: Geometry  Grade: 2nd  Standard: Geometry 2.G Reason with Shapes and Their Attributes.  1.Recognize and draw shapes having specific attributes, such as a given number of angles. Identify triangles, quadrilaterals, pentagons and hexagons.

4.  INSTRUCTIONAL MATERIALS:  “Shape Up” by David A. Adler  Play dough  Pretzel rods  Tooth picks  Blank paper  Shape up booklets  Notebook paper

5.  The purpose of this lesson is for the students to understand that there are many different kinds of polygons. They will understand what a polygon is not. In this lesson, they will learn about triangles. They will learn about the different triangles (equilateral, scalene, isosceles, right, acute, and obtuse). They will be able to identify these different triangles according to their different characteristics and they will also be able to draw/make them when given specific characteristics.

6.  The students will demonstrate their understanding of the different triangles by completing the activities as we read “Shape Up”.

7.  I will have the question up on the board: “What is a polygon?” I will call on a few students to come up to the front of the classroom and write a definition, a drawing or a characteristic of a polygon. We will go over the answers together as a class. We will discuss the answers and clear up any misconceptions that they have about polygons. I will also draw a non- polygon so they can see the difference between that and a real polygon. I will ask them to point out some polygons in the classroom. I will let them know that all of the shapes we will encounter throughout the week will all be polygons. Once they have an idea about what polygons are, I will introduce to them the book, “Shape up.”

8.  As we are doing these activities the students will be creating their own shape up book. I will provide them all with booklets (or they could make them). They will record all of the different shapes and concepts that they encounter throughout this unit plan. They will include pictures/drawings and definitions of each shape and concept.

9.  I will pass out the materials to the students. They can work in groups, partners, or even alone.  Each student will receive a small amount of Play dough, some toothpicks, pretzel rods, and a plain piece of paper. We will read the first thirteen pages of the book together and we will complete the activities that are in the story as we go.  For the first activity, the students will need their Play dough and their toothpicks. They will roll their dough out flat onto the table and they will poke three holes into it. The holes CANNOT be in a straight line. They will then use their toothpicks to connect the dots to create a triangle. I will have the students compare their triangles to see if they are the same or different. This will help them understand that all triangles are polygons but they don’t all have to look the same. Then we will continue on to the next activity.

10.  For this activity they will need a handful of pretzel rods. They will take three pretzel rods and create an equilateral triangle. They will then bite ONLY ONE of their pretzel rods and put it back to create an isosceles triangle. Then they will take away one pretzel to create an angle or a VERTEX (they will write this in their shape up books). I will explain to them that triangles can be named according to the angles that they have as well.  For the next activity they will need the plain piece of paper that I provided them with. They will make their own right angles out of it. They will use it to measure the triangles that they draw in their shape up booklets. They will decide if the angles are obtuse, acute or right.

11.  I will have the students complete an exit slip. They must write at least one thing that they learned about triangles that day.  Discussion, activities, class participation and the exit slip will serve as the assessments.

12.  INSTRUCTIONAL MATERIALS:  “Shape Up”  Graph paper  Pretzel rods  Paper right angle  Shape up booklets

13.  The purpose of this lesson is for the students to learn about quadrilaterals which are also considered polygons. They will learn about the different types of quadrilaterals. They will understand that they are all quadrilaterals because they are all closed figures with four straight sides. But their distinct characteristics give them specific names. They will also understand what a quadrilateral is not.

14.  The students will demonstrate their understanding of the different quadrilaterals by completing the activities as we read “Shape Up”.

15.  The students will get out their shape up booklets.  I will have four shapes drawn on the board. I will ask the students to come up and circle which ones they think are quadrilaterals. All of the shapes will be quadrilaterals. This will help the students to understand that quadrilaterals can look different but they all must be closed figures with four straight sides. I will draw a few non-quadrilaterals to clear up any misconceptions.  I will then ask the students if any of the figures have a set(s) of parallel lines. We will talk about horizontal parallel lines and vertical parallel lines. I will have the students draw a few quadrilaterals in their shape up booklets. They must draw a quadrilateral with a set of parallel horizontal lines and a quadrilateral with a set of parallel vertical lines.

16.  As a class we will read pages 18-21. We will complete the activities in the book as we read it.  For these activities, the students will need a piece of graph paper. They will draw a trapezoid, a parallelogram, a rectangle, a rhombus and a square. We will discuss the shapes we drew as a class and talk about the characteristics that make them that specific shape. During the activities the students will need their paper right angle that they created the day before. They will need it to measure the angles of the shapes that they are making (to show if they have obtuse, right or acute angles). The students will also use their pretzel rods to create all of the shapes (they will have to manipulate them in order to make the right shape).

17.  The students will complete an exit slip. They must draw at least two different quadrilaterals and at least two different non- quadrilaterals.  Discussion, activities, class participation and the exit slip will serve as the assessments.

18.  MATERIALS:  Shape up booklets  Blank paper squares  “Shape Up”  scissors

19.  The purpose of this lesson is for the students to understand that pentagons and hexagons are in the family of polygons. They will be able to identify these shapes and their characteristics. They will create these shapes during the lesson as well using the materials provided by the teacher.

20.  The students will demonstrate their understanding of pentagons and hexagons by completing an activity as we read the last pages of “Shape Up”.

21.  I will have the students complete a two minute write with the prompt, “Can polygons have more than four sides? If so, what do you call them?” We will discuss some of the responses and we will discuss the fact that polygons can have more than four sides. Two polygons that we will discuss in this lesson that have more than four sides are pentagons and hexagons.

22.  I will read the remainder “Shape Up” to the students.  I will then give each of them a square sheet of paper. They will have to create a pentagon by cutting off one of the corners of the square. They will record their findings in their shape up booklets.  They will then create a hexagon by cutting one corner off of the pentagon. They will record their findings in their shape up booklets.

23.  The students will complete an exit slip. They will write or draw an example of something that is a pentagon and an example of something that is a hexagon.  Two minute write, discussion, the activity, class participation and the exit slip will serve as the assessments.

24.  Time to review!  This lesson will serve as a review day to prepare for the test on the fifth day.  The students will split into two different teams.  I will have a table at the front of the room with a bell in the middle of it.  Someone from each team will come up to answer a trivia question. Whoever answers it correctly first gets the point (similar to Family Feud).  If the first person answers it wrong, the other person has a chance to steal the point.

25.  What is a polygon?  What do you call a triangle with two equal sides?  What is a quadrilateral?  What quadrilateral has only one set of parallel lines?  What polygon(s) has more than four sides?  What is an angle called when it is larger than 90 degrees?  What is the shape called that looks like a diamond?

26.  The students will complete a review sheet after the game to use as a study guide for the test on the fifth day.  The shape up booklets will also serve as a study guide.  The trivia game will serve as the assessment.  Whichever team wins will receive three bonus points on their test.  The study guide will consist of all of the questions that were asked during the trivia game.  There will be a few other questions where the students are asked to draw a shape that is described. For example: Draw a polygon with three equal sides (an equilateral triangle).

27.  This final lesson will serve as an assessment of the whole week.  There will be no tricks!  All of the questions that will be asked on the test will be questions that were asked in the review sheet.

28.  Dear parents,  I am so very excited to share with you the new content your children will be exploring this week. We are going to working on shapes and their attributes. The children will be recognizing shapes according to their attributes and drawing them or creating them. They will be identifying shapes such as triangles, quadrilaterals, pentagons and hexagons. The children will be investigating the attributes of these shapes such as the number of vertices, the number of equal sides and the number of sets of parallel lines. I believe your children are beyond prepared to take on this challenge. This unit will be hands on and it will relate to the world around them. They will have so many new manipulatives and concepts to explore and I cannot wait to get started with them. They have worked very hard thus far, and I know they are going to have a very fun positive experience during this unit. Thank you for taking the time to read this letter. I would also like to extend the invitation to you all to come in and see your children at work. Our math block takes place between 8:30 and 9:45. I hope you all can make it at least one of the five days to see your children’s beautiful minds at work. Thanks again!  Sincerely,  P.S. I have attached a release form for the opportunity to document your children’s explorations with photos. If you agree to this, please cut off the bottom portion and return it to school with your child. Thank you.  I, ________________________ give permission for my child to be photographed during this unit plan.

29.  DAY 1 Lesson #1: Triangles  Objective: The students will demonstrate their understanding of the different triangles by completing the activities as we read “Shape Up”.  Set: “What is a polygon?” Discussion. Introduce the book “Shape Up”. Pass out shape up booklets.  Input: Read the first thirteen pages of the book and complete the activities.  Closure: Exit slip: write one thing you learned about triangles.  Assessment: participation during activities and discussion. Exit slip.

30.  DAY 2 Lesson #2: Quadrilaterals  Objective: The students will demonstrate their understanding of the different quadrilaterals by completing the activities as we read “Shape Up”.  Set: “What is a quadrilateral?” Discussion.  Input: Read pages 18-21 of the book and complete the activities.  Closure: Exit slip: draw at least two different quadrilaterals and at least two different non- quadrilaterals.  Assessment: participation during activities and discussion. Exit slip.

31.  DAY 3 Lesson #3: pentagons and hexagons  Objective: The students demonstrate their understanding of pentagons and hexagons by creating them using a square piece of paper and scissors.  Set: Two minute write. “Can polygons have more than four sides? If so, what do you call them?” Discussion.  Input: Read the remaining pages of Shape Up and complete the activity.  Closure: Exit slip: write or draw an example of something that is a pentagon and an example of something that is a hexagon.  Assessment: participation during activity and discussion. Exit slip.

32.  DAY 4 Lesson #4: Test Review  Objective: The students will apply what they learned about polygons to a review game.  Set: Introduce game, explain rules and split classroom into two teams.  Input: Students will play trivia game.  Closure: The students will complete a review sheet of the content.  Assessment: Participation during the game.  DAY 5 lesson #5: Test Day  Objective: The students will apply their knowledge of polygons to a final test.  Set: Leave time open before the test for students to ask final questions (5-10 minutes to look over the content/review sheet/shape up booklets).  Input: Take final test.  Closure: Collect tests.  Assessment: Test.