Lesson 3-1: Pattern-Block Graph
Standard - CC.2.4.K.A.4 - Classify objects and count the number of objects in each category.
E: Essential Questions:
● How can you sort, count, compare, and graph pattern blocks by shape?
A: Activating Strategy (what is getting them focused):
● Have students form a circle and asking them if they can help you sort through something
● Take a handful of pattern blocks and place them in front of you on the carpet. Ask
students questions about how we could sort/count them
○ Which shape has the most? Fewest? How do you know?
T: Teach:
● Remind students of the age graph and apple graph. Explain that we will be making a
graph to show how many shapes they have.
● Bring out pattern block graph grid and discuss the rows and columns
○ Model how to organize on the graph. After placing shapes on the graph, remove
one by own and color those shapes in.
● Give each student their own handful. Ask, do you think every child will have the same
numbers of each shape? Why or why not?
○ Simplify by having 2 or 3 kinds in each handful
● Students will place the shapes on the grid, then color them
○ Which shape did you have the most of? fewest?
S: Summarize:
● Students have to say which shape they had the most of and the fewest of by referencing
their graphs
Lesson 3-2: Ten- “Bean” Spill
Standard - CC.2.2.K.A.1 - Extend concepts of putting together and taking apart to add and
subtract within 10.
E: Essential Questions:
● How can a number be represented as tens and ones in more than one way?
A: Activating Strategy (what is getting them focused):
● Gather students on the carpet and ask them what they can tell you about a ten frame.
● Show them the “ten coin spill” where you shake a cup of 10 coins and spill it out onto the
carpet.
○ Discuss what comes out. Discuss the different combinations.
T: Teach:
● Teacher will discuss that students will receive a clip board with a sheet of 6 ten frames on
it.
○ Teacher will choose partners for students, giving them one cup of ten coins, and
two clipboards with the ten frame sheets
S: Summarize:
● Students have to say which shape they had the most of and the fewest of by referencing
their graphs
Lesson 3-3: Rope Shapes
Standard - CC.2.3.K.A.2 - Analyze, compare, create, and compose two- and three-dimensional
shapes.
E: Essential Questions:
● What are the attributes of different shapes? (Circle, triangle, square, rectangle)
A: Activating Strategy (what is getting them focused):
● Shape walk! Teachers will walk around the room and ask children what they know about
shapes displayed around the room.
○ What is the same about shape families? (“all triangles have 3 sides, some facing
up others facing down, etc.”)
● Students will be at desks
T: Teach:
● Teacher will allow 3 students at a time to take a rope and form a triangle. Have students
explain what they are doing as they form the shape.
● Teacher will then allow 4 students to form a rectangle. Same criteria applies
○ Then make a square, have students visually compare side lengths
○ Allow the students to attempt on their own! Have them explain as they go
● Finally, challenge yourself to make a circle. CHildren will most likely struggle to make it
round
○ Ask students how it is different than the others
● Conclude by asking children what they learned about the shapes by using the ropes, and
which was the hardest
S: Summarize:
● Give students their own string to make shapes on their desks. Compare with their desk
partners shapes.
