We begin by going over our old 2D shapes from the beginning of the year. For most of us, this is easy review. The kids are really the stars of the introduction, taking turns discussing the 2D shapes and real-world examples of each. Confidence is high as we begin the lesson! I show the poem, 3D Shapes, and we read it a second time, with students joining in. I tell students in my anticipating, whisper voice that we will be as good at knowing our 3D shapes as we are with our 2D shapes! Some students don’t believe it’s possible, I can tell from the looks on their faces, and of course, a couple turkeys insist that they are already experts on all shapes!

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I hold up a snack-sized baggie that I have carefully stuffed with shaped crackers—everything from a basic, round Ritz cracker to a couple cone-shaped Bugle crackers (which took some time to find in a grocery store, but was definitely worth the search!) Next, I show my 2D/3D shape-sorting mat, and I explain that before I can eat my shape snacks, I must sort them on my mat into the proper category. Paginas para descargar libros gratis. My sorting mat is my tool to help me keep track of my shape snacks (MP.5). “Let’s try to sort a few things together!” I suggest with enthusiasm. (I never ask them if they want to do anything of course they want to! This also helps avoid the kid who might say “No,” simply for the sake of saying “No.”).

My helper of the day distributes the sorting mats, and I distribute hand-sanitizer squirts to the kids before any food items are passed out. I remind them that since we will be eating some or all of our shaped snacks, we must begin with clean hands and keep our hands clean. I ask some kids to help explain what is and is not okay to do during math today, and some of my buddies raise their hands to not such wonderful tips as, “Don’t pick your nose,” and “Don’t wiggle your wiggly tooth in math today!” (I personally love the inclusion of “in math today,” as we know that the pursuit of tooth fairy income is an ongoing endeavor in kindergarten!) When students show me they are ready to be mathematicians, I pass them a snack baggie filled with snacks. Even our most distractible students are surprisingly ready today!

Once snack baggies are distributed, I ask the students to take out a circle-shaped cracker, and we all pull out at Ritz. My sorting mat is projected on “the big screen,” and we talk about how we are using our sorting tool to keep track of our math objects (MP.5). “What is the shape we have here?” I ask again, just to keep the focus on the shapes and not the snacks.

“Circle!” students declare. I ask them where to place the circle shapes, and they all place the circle on the 2D side. We continue with a cool, store-brand cheese & chipotle-flavored cracker that is happily shaped like a hexagon, and sort the hexagon cracker on the 2D side, as well. Next, the new vocabulary gets practiced right away. I know that while my class is “language limited” to a large extent, a handful of kids have at least some exposure to this new 3D shape vocabulary. We practice the new vocabulary right away—cylinders, spheres, cubes, cones—and we practice often (MP.6).

(The kids get a feeling that once our snacks are sorted, they will get to eat them, so we are all trying our best with our new vocabulary!) After going over cylinder and sphere together as we sort mini marshmallows and cereal, I tell the students that they must sort their snacks. “Can we eat them as we sort?” I ask, to clarify. Students proclaim, “No!”. Students sort away with their shapes, and I am circulating around the room, asking 3D shape names, asking about shape attributes, and complimenting the focused work. Before I know it, the once over-stuffed baggies are empty, and kids are announcing with pride that they are finished. Peta kota surabaya terbaru 2017 pemain.

As slower workers are finishing up, I move around to “finished” kids, asking them to tell me 2 shape names of 2D shapes, and 3 shape names of 3D shapes. As our work groups are heterogeneously mixed, I can sneak a peek at the slower finishers and ask prompting questions, if needed. When it seems like we’re almost entirely finished, and the kiddos are just dying to eat their math, I bring on my teacher fun-factor, with a devilish smile. “Girls and boys, you have all sorted your 2D and your 3D shapes so beautifully you have worked hard and used new vocabulary” The kids just know that I am going to let them loose to chow down on their snacks. Poor turkeys.