Grade 1 Math Talk and Lesson – 3-D Geometry –

Valerie Wilson – 1ère année immersion – November, 2018

Instructional Focus: La Géométrie en 3D

Students will be provided a problem solving question about 3D shapes in order to see the
differences in student thinking through their responses. As they share their mathematical
thinking and strategies based on the question, I can provide feedback that will be
differentiated to individual students as needed. Noticing and naming their strategies and
responses allows me, as a teacher, to reinforce and support their thinking or extend their
academic challenges to meet their level.

Curriculum Expectations: Specific (Grade 1)

Geometric Properties
Students in Grade 1 will identify common three-dimensional figures (i.e. cubes, cones, cylinders,
spheres, rectangular prisms) and sort and classify them by their geometric properties (i.e. size,
number of sides, texture, colour, shape of faces) using concrete materials and pictoral representations
(e.g.,“I put the cones and the cylinders in the same group because they all have circles on them.”)
Students in Grade 1 will trace and identify the two-dimensional faces of three-dimensional figures,
using concrete models (e.g.,“I can see squares on the cube.”)
Students in Grade 1 will build three-dimensional structures using concrete materials, and describe the
two-dimensional shapes the structures contain.
Students will also describe similarities and differences between an everyday object and a three-
dimensional figure (e.g.,“A water bottle looks like a cylinder, except the bottle gets thinner at the top.”)

Assessment Strategy:
Observation of oral contributions during Math Talk/Minds-On activity. Observation of
classification of cubes, cones, cylinders, spheres triangular and rectangular prisms in Math
centers. Observation of named figures and geometric properties in Math centers. Student
conferences throughout the inquiry and classification process.
Evaluation of independent responses and completion of classification and tasks in centers.

Differentiated Instruction:
Use “Who am I?” activity to allow students to visualize and use tactile learning during Math
Talk.
Provide visual cues as reminders for students while naming the geometric solids.
Provide “mûr de mots” Math word wall to mark the solids directly and white boards for
discovery activity.
Provide students with a permanent classroom geometric word wall to name and visualize the
3-D solids.
Provide additional teacher-guided support as appropriately needed.

Individual Accommodations:
Mason – Give responsibilities during Math Talk (i.e. have him hold the bag for me when
choosing objects, have him pass out the shapes to small groups at carpet). Observation of
on-task behavior. Provide reminders to remain on task and teacher support as needed. May
require assisted scribing. Body breaks as needed.
Blake – Observation of on-task behavior. Provide reminders to remain on task and teacher
support as needed. May require assisted scribing. Body breaks as needed.

General Accommodations:
Time reminders – use of visual timer at the front of the class.
Visual reminders – groups/titles posted on board to show rotation through Geometry centers
Extra time – check each student’s responses – allow students to continue work – allow for
extra time as week progresses if necessary
Restate verbal instructions – have students repeat instructions, review word wall and names
for centers daily

Resources:
Ontario Math Curriculum
Making Number Talks Matter – C. Humphreys & R. Parker
3D solids – wooden blocks, foam blocks, classroom objects, construction
materials
Math word wall

Materials:
Bag of “geometric solids” and bag for introductory activity. Visual labels (student names and
center names) attached to white board at front of classroom.
Magnifying glasses
Copies of students tracking sheets for Math centers (2 sheets x 18 copies)
Geometry words in French for word wall.
Marshmallows and toothpicks

Procedure:
Before Math Talk:
Remind students that we have been and will continue focusing on geometric shapes this
week. Recall 2-D shape names and activities such as “Les formes s’amusent” where we
created art using 2-D shapes and the centers we worked.

Problem solving situation:

Indicate that Mme Wilson has a bag of mystery solids that Mme Carson would like students in
the class to help her learn about. Tell students that they are going to need to be the “détectifs”
and that in little groups they will be given a magnifying glass to help them with their mission.
Explain that in my bag of objects, there are shapes that I need help naming and classifying.
Let them know that I need their help to figure out names and how to describe these shapes.
Number students from 1 to 3 and have students of the same number sit together at the carpet
and select one volunteer from each group to come up and get an object from the bag.
Students have 2 minutes to chat with their team to identify the size, number of sides, texture,
colour and shapes of faces and finally identify the name of the shape ( i.e. cube, cone, cylinder,
sphere, rectangular prism) using the math word wall. Have each group present their findings
and name the items together.

Student inquiry task: Ask students to be “geo mathematicians” as they explore our class
looking for more 3D solids in pairs. Ask them to find as many solids in 5 minutes as they can.
Hand out white boards for students to draw the objects they find.
Return to math carpet for oral sharing in circle. Notice student thinking and use of accurate
vocabulary.

During Geometry Centers:

Indicate that, similar to the “détectifs” activity, we will be using names and properties of the 3-
D solids to discover what we know about them and how to classify them correctly.
Share titles for centers and what is expected/success criteria to complete each one.

Next: Review Math center expectations and instructions together –

Instruct that students are to keep track using the self-evaluation list and page
 When “mains sur la tête” is called out students are to stop the work they are doing at
that canter and move on to a new one rotating clock-wise.

After:
Students complete the math centers using their self-evaluation checklists. Check responses
on self-evaluations and completed work at centers to assess level of comprehension. Discuss
progress with students. Secure pages in their math duotangs.
Je peux:
 Nommer les formes solides communs.
 Construire une forme 3D en guimauves.
 Tracer les faces d’un solide et les regrouper
correctement.
 Mettre les épingles à linge sur les cartes pour
identifier le nom des formes 2D.
 Construire un structure en solides et dessiner ce
que j’ai construit.
Nom: _______________

Mon travail de stations de Math à finir:

1. Je construis une structure (dessin de solides) ________

2. Jeu des épingles à linge pour identifier les formes ________
3. Je trace les faces des figures en 3D et je les regroupe
________
4. Je construis un modéle 3D en guimauves ____________
5. Je nomme les figures 3D ____________

Bravo! Tu as
fini ton travail de solides en 3D!

 Nom: ________________

Ma structure en formes 3D:

# de chaque forme utilisé:

_______ cubes ________ sphères

______ prismes rectangulaires

_______ cones
______ prismes triangulaires
_______ cylindres
 Je nomme les formes géométriques Nom: _________________

La forme Nom de la figure

 Je trace les faces des formes géométriques Nom: _________________

La forme Les faces

 Nom: ________________

Ma structure en 3D (Guimauves):

# de carrés: _____________

# de triangles: ____________

# de rectangles: __________