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Digital Math Talks On Shapes

Grade Levels
K - 2nd, Homeschool
Standards
Formats Included
  • Zip
Pages
24 pages
$3.75
$3.75
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Description

First graders make sense of their math world and numbers by talking about it! This packet gives your kids ways to talk purposefully about shapes and the geometry standards for K-2. Get your students comfortable with identifying properties of shapes, recognizing shapes partitioned in halves or fourths, and using defining and non-defining attributes to tell whether or not a figure is a triangle, rectangle or square.

Visit my blog for ideas on how I used this in my classroom.

INCLUDED IN THIS RESOURCE are slides with purposefully planned figures to get K-2 kids talking about shapes and their properties. There are 4 figures for each "talk" and 20 total talks (that's 80 figures to talk about altogether!). There are 4 planned talks for each of the following categories:

• What is a shape? (properties of shapes)

• Is it a triangle?

• Is it a rectangle?

• Is it a square?

• Which figure is divided in half/fourths? (2 talks for halves and 2 talks for fourths)

This product is available as an interactive powerpoint or pdf file. Plus, a main menu for easy navigation on each page! (Note: navigation links are only available in the PowerPoint file.)

RELATED RESOURCES:

Tricky Shapes: A Complete Geometry Packet for K-2

More Cognitively Guided Math Resources

RELATED VIDEOS:

What Is A Math Talk? (Intro & Routines)

Copyright Whitney Shaddock, 2019, licensed for one classroom use only. Please use the multiple licensing option for more than one classroom use!

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Total Pages
24 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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Standards

to see state-specific standards (only available in the US).
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

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