Lesson Plan Week 3 Pattern Blocks

NJCCS
4.2.2 A Geometric Properties Grade 2
4. Recognize, describe, extend and create designs and patterns with geometric objects of different shapes and colors.


Entry Skills:
For successful adaptation of this lesson, students should be familiar with the properties of and be able to identify a trapezoid and a square.

Strategies Utilized for Achieving Objectives
• Direct Instruction
• Modeling
• Guided Practice
• Independent Practice
• Cooperative Learning

Materials: paper, pen/pencil, dry erase marker, board, pattern blocks comprised of the following geometric shapes (square and trapezoid)


Introduction:
Students will be provided a bag of pattern blocks. Each student will be instructed to pull out a red trapezoid and an orange square. Students will be asked to put congruent pieces together (a square and a square, a trapezoid and a trapezoid) to resemble a table and see how many seats can be obtained using these geometric constructions (with each open side considered an open seat).

Procedure:
Students will now be instructed to pair up with another student or work independently if they choose on the following activity. The teacher will instruct students to pull out several square and trapezoid pieces. Using the introductory example to illustrate how various shapes can be used to resemble a table, students will be asked to make as many constructions as possible to seat 25 total people (with each open side resembling a seat. Pieces do not necessarily have to be placed together, so 5 square pieces and a trapezoid piece would suffice). Students will also be instructed to write down their figure combinations on paper for a later class discussion. Approximately 15 minutes will be allowed for this exercise as the teacher walks around the room monitoring each group or individual student.



Follow Up Discussion:
A group discussion will occur following the 15 minute exercise. Students will be asked to verbalize their solutions as well as how they came to these conclusions. Solutions will be written displayed to the class as they were drawn by the respective groups.

Assessment:
Assessment and understanding will be based on participation in the activity and class discussion. The class discussion will focus in part on the thought process utilized by the students in this exercise and how conclusions were reached.

Problem Solving Strategies:
Some students will opt to create a table detailing the number of pieces used along with the number of open faces/seats. Other may opt to draw the their respective constructions for a more visual look.

Future Implications:
This lesson can be used as a lead in for future lessons on multiples and divisors, recognizing 5 tables with 5 seats each give the total 25 seats being searched for. Remainders can also be introduced if a student comes up with a seating construction showing 26 open seats (2 trapezoids, 4 squares), showing a remainder of 1.