Beacon Lesson Plan Library
Kid Garden Math
Escambia County Schools
The student designs a geometric garden. Shapes to be included are squares, triangles, and hexagons.
The student recognizes, compares, and sorts real-world objects or models of solids.
-Hoban, Tana. [Shapes, Shapes, Shapes], Mulberry Books; ISBN:0688147402
-Pattern blocks, square,triangle,hexagon sets divided and placed in zip lock bags.
-Overhead pattern blocks; square,triangle, hexagon
-Flower pictures precut from garden magazines, cut to the shape of the flower
-Overhead graph transparency 1 inch
-1 inch graph paper for students
-Template square 2 1/2in. by 2 1/2in.
-Template triangle 2 1/2in by 2 1/2in 2 1/2.
-Template hexagon 6 2 1/2 in. sides.
-10 sets of templates(place one template of each shape in a ziplock bag)
1.Gather reading material for activity.
2.Make copy of geometric design worksheet.
3.Make overhead graph transparency.
4.Precut flower pictures sized to fit into geometric shapes.
5.Create sample of finished product: precut flower pictures glued onto outlined geometric shapes.
Prior to beginning this activity read [Shapes, Shapes, Shapes] by Tana Hoban
1. Review geometric shapes using pattern blocks. Hold up each shape and question student's knowlege of each shape; triangle,square and hexagon.
2. Ask students to name other items or objects that have the same shape as the pattern block that is held up.
3. Choose students to come to the board to draw a triangle, square and a hexagon.
4. Let student leaders pass out a set of pattern blocks to every two students. The students will be working with a partner.
5. Show pattern blocks on the overhead, point to and name each shape.
6. Place one inch graph transparency on overhead. Trace around the triangle pattern block,showing students how to hold the pattern block while tracing around it. Continue showing the students how to trace the square and the hexagon. Explain that they should trace around the triangle pattern block first then the square and then the hexagon.These three designs should be evenly spaced on the graph paper. For example, two shapes at the top of the page and one on the bottom of the page.
7. After tracing around the pattern block shapes with a pencil show the students that they can go back over their design outlines with a colored pencil.
8. Show the students a completed example of the drawn designs.
9. Tell students that they are going to do the same tracing procedure on their graph paper.
10. Pass out graph paper to students.
11. Students trace each design with pencil. Then trace around the outline with a colored pencil.
12. Students may need partners to hold the pattern block, while tracing around the shape.
13. Walk around and assist students in the tracing process.
14. When all of the students have completed the tracing and outlining process tell them to put their compled paper to the right hand side of their desks.
15. Show the students the sample of the completed garden picture (teacher made sample), then and tell the students that they are going to be geometric gardners now.
16. Leaders pass out another piece of one inch graph paper to each student.
17. Leaders pass out shape templates in ziplock bags, one set to every two students.
18. Leaders pass out ziplock bags of precut flower pictures, one bag for every two students.
19. Demonstrate on the overhead, on one inch graph paper how to trace around the enlarged templates of a square, triangle and hexagon.
20. Take precut garden pictures and paste onto outlined geometric designs; square,triangle, and hexagon.
21. Allow students to begin the tracing and gluing process.
22. Remind students to choose the appropriate sized precut flower picture for each outlined area. The flower pictures should be glued within the shapes,so that the outlined area will now look like a garden.
23. Walk around observe and assist students while they are working on their creative designs.
Students orally describe and name geometric shapes found in their garden pictures.
Teacher records accuracy on a check list.
Students who can not identify square, triangle and hexagon will need remediation.
Students compare and name geometric shapes found in the picture of a partner.
Ask students why they chose particular pictures for specific geometric shapes. Students respond verbally.
Students may also draw pictures of flowers within the geometric designs.