## Geo Jammin' - Day 2, Lesson 5: Eeny, Meeny, Miney, Mo

### Katie KoehnemannBay District Schools

#### Description

Working in groups of four, students utilize song lyrics, past knowledge, correct mathematical language, and speaking skills, to name, categorize, and describe various two- and three-dimensional shapes and objects.

#### Objectives

The student uses volume, phrasing, and intonation appropriate for different situations (for example, large or small group settings, sharing oral stories, dramatic activities).

The student speaks for different purposes (for example, informing, entertaining, expressing ideas).

The student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles).

The student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles).

The student sorts two- and three-dimensional figures according to their attributes.

The student knows the names of two-dimensional and three-dimensional figures presented in various orientations in the environment.

#### Materials

-Geo George(ette) puppet
-Math Mouth word board
-Quality Speaking poster (Lesson 2, Math Mouth)
-Displayed song lyrics (Lesson 4, Sing a Song of Shapes)
-Display of sorted shapes with proper labels (Lesson 4, Sing a Song of Shapes)
-Study Stations to accommodate four students each
-Materials at each Study Station:
-A designation number (#1, #2, #3, etc)
-Four objects to categorize (square, rectangle, triangle, circle, cube, rectangular solid, pyramid, or cylinder) These are objects students brought from home. Each is labeled with an Eeny, Meeny, Miney, or Mo removable label.
*Tip: Not enough items brought in? Use examples from around the classroom such as geometric manipulatives. Two-dimensional Student Manipulatives are provided (See Associated File) if needed.
-One Eeny, Meeny, Miney, Mo worksheet for each student (See Associated File)
-Sharpened pencils
-Student Task Sheet printed as a transparency (See Associated File)
-Correct labels for each shape or figure (square, rectangle, triangle, circle, cube, rectangular solid, pyramid, or cylinder)
-Shape or figure labels displayed in a pocket chart
-An Assessment Management Tool for each student (See Associated Files in Unit Plan)

#### Preparations

1. Prepare each Study Station with needed materials:
-A designated number (#1, #2, #3, etc)
-Four objects to categorize (square, rectangle, triangle, circle, cube, rectangular solid, pyramid, or cylinder)
-A removable label on each object (Eeny, Meeny, Miney, or Mo)
-Sharpened pencils
-Eeny, Meeny, Miney, Mo worksheet for each student
2. Make sufficient copies of Eeny, Meeny, Miney, Mo worksheet. (See Associated File)
3. Set up overhead projector with projection surface.
4. Make transparency of Student Task Sheet. (See Associated File)
5. Display song lyrics in the class. (Lesson 4, Sing a Song of Shapes)
6. Display Math Mouth word board in the class. (Lesson 2, Math Mouth)
7. Display Quality Speaking poster in the class. (Lesson 2, Math Mouth)
8. Write the words cube, rectangular solid, pyramid, and cylinder on sentence strip for adding to the Math Mouth word board.
9. Make Eeny, Meeny, Miney, and Mo labels and attach to each object. (Just a simple slip of paper with the name written on it and taped to the surface will do.)
10. Provide correct labels for each shape or figure (square, rectangle, triangle, circle, cube, rectangular solid, pyramid, or cylinder).
12. Memorize the Eeny, Meeny, Miney, Mo poem.
13. Use Assessment Management Tool to record student formative assessment results. (See Associated Files in the Unit Plan)
14. Associated File contains:
Eeny, Meeny, Miney, Mo worksheet
Two-dimensional Student Manipulatives

#### Procedures

NOTE: Set Study Stations up ahead of time.

1. Geo George(ette) explains to students there are too many shapes and figures for him to sort all by himself! He asks children if they would help him.

2. Geo George has students number off 1,2,3,4,5,6; 1,2,3,4,5,6 (or however many groups will accommodate the class to make groups of four).

3. Have all ones gather at Study Station #1, twos at Study Station #2, etc.

4. To gain student attention and set the stage for the task, Geo George teaches the students this little rhyme:
Eeny, Meeny, Miney, Mo,
Catch a shape by the toe,
If he hollers,
Name him so,
He’ll no longer be,
Eeny, Meeny, Miney, or Mo.

5. Display on overhead Student Task Sheet. (See Associated File) Geo George explains what students need to do by reviewing task sheet.

6. Explain groups may discuss and prepare descriptions for each object together. Each member orally presents one item to the class and adds it to the class display.

7. Groups begin to classify their shapes. Geo George explains he will return when students are ready to share. Monitor groups’ work to formatively assess on task behavior, correct completion of the Eeny, Meeny, Miney, Mo worksheet, correct use of appropriate mathematical language in preparing descriptions for each item, and use of classroom resources such as the song lyrics and Math Mouth word board.

8. This activity should not take a lot of time. Properly utilizing the classroom resources should expedite the process of naming and preparing a brief description of the attributes of each item.

9. Geo George returns, anxious to listen to each student categorize a shape.
Directions:
-Student stands to share, say, for example, “This is Eeny (or whichever name label it has taped to it). It has four equal sides, four vertices, and four equal angles. I can measure it in two directions. Eeny is a square.”
-Geo George asks the class if he/she is right.
-Class gives one unison clap to vote approval.
-If not consensus, ask one child who disagrees why they think it does not fit the description. Allow them the chance to explain their thinking and receive feedback from Geo George. (For example, “Tommy thinks the sides are not equal. How can we be sure? Let’s measure.”)
-When comfortable, but not overwhelming, the puppet gives feedback on student speaking quality. For example, “Wonderfully clear, Sam, you enunciated each word.”
-Once approved, child takes Eeny tag off the item, selects a correct label (square) from the pocket chart, tapes it on the item, and places the item in the classroom display with two-dimensional items.

10. Students with three-dimensional items will be challenged when selecting the correct label from the pocket chart. Guide them into accepting the challenge and allow them to talk their thinking out loud so others can hear how they decide to choose the label they select. Lead students to differentiate between cube, rectangular solid, pyramid, and cylinder. Assistance may be needed in reading these new words. Input from other students may help facilitate the decision-making process.

11. Formative assessment occurs as students share responses. As more descriptions are given, you should see solid improvement in the stating of attributes, accuracy of the description, and quickness with which students are able to identify, describe, and name the objects. As proficiency builds, the sorting should flow quickly and smoothly with little need for corrective feedback. Note students who are struggling, as these are the ones who will need reteaching of the standards to this point.

12. Geo George is pleased with students’ accurate sorting. He points out that from this activity the class has learned four new Math Mouth words. Call on students to name the new words to be added. Add cube, rectangular solid, pyramid, and cylinder to the Math Mouth word board.

13. Collect Eeny, Meeny, Miney, Mo worksheets. Formatively assess for accuracy, adding feedback comments. Copy group members’ pages and put into each child’s folder so each student has a copy of the group's work in their folder.

#### Assessments

Student knowledge of and description for two- and three-dimensional shapes is formatively assessed through identifying, sorting, describing, and creating a class display. Quality speaking traits are formatively assessed and individual feedback given as Geo George orally converses with students about shapes. All formative assessment data should be used to drive the instruction of the unit.

#### Extensions

*Lessons may reflect modifications of, but are designed in conjunction with the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom.
1. This is Lesson 5 – Eeny, Meeny, Miney, Mo; a Math lesson
Lessons 1 – 3 are for Day 1 of the unit Geo Jammin’
Lessons 4 – 7 are for Day 2 of the unit Geo Jammin’
Lessons 8 – 11 are for Day 3 of the unit Geo Jammin’
Lessons 12 – 15 are for Day 4 of the unit Geo Jammin’
Lessons 16 – 19 are for Day 5 of the unit Geo Jammin’
Lesson 20 is for Day 6 of the unit Geo Jammin’
Lesson 21 is for Day 7 of the unit Geo Jammin’
2. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2959. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
3. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
4. The Facts Please, Mr. Mumble is an interactive Student Web Lesson that addresses the standard: the student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles). Students should visit the lesson regularly for optimal practice in describing two-dimensional attributes. The Facts Please, Mr. Mumble can be visited by clicking the link in the Weblinks section of this lesson plan or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3161
5. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.