Mathematics - Week 4

Introduction (2-3 minutes)

Hold up a plate and a square sticky note. Say: "Today we're going to learn about shapes! Shapes are all around us. This plate is a special shape called a circle. This sticky note is called a square."

Say: "Let's discover what makes these shapes special."

Main Activity (8-10 minutes)

Exploring Circles:

Hold up a circular object. Say: "This is a circle. Let's see what makes it a circle." Trace your finger around the edge: "A circle is perfectly round. It goes around and around with no corners or straight lines."

Let your student trace around the circle with their finger. Show several circular objects: coin, lid, ball. Say: "These are all circles because they're round with no corners."

Have your student draw a circle in the air with their finger. Then draw circles on paper.

Exploring Squares:

Hold up a square object. Say: "This is a square. A square has 4 sides." Point to each side and count: "1, 2, 3, 4 sides. All 4 sides are the same length—they're equal."

Point to the corners: "A square also has 4 corners. Count with me: 1, 2, 3, 4 corners." Let your student touch each corner as you count.

Show several square objects. Each time, count the 4 equal sides and 4 corners together.

Have your student draw squares on paper. Help them make 4 equal sides and 4 corners.

Practice (5-7 minutes)

Play "Circle or Square?" Show various objects one at a time and ask: "Is this a circle or a square?"

• Show a lid → "Circle!"
• Show a cracker (square) → "Square!"
• Show a coin → "Circle!"
• Show a post-it note → "Square!"

Say: "Now let's look around the room. Can you find something that's a circle?" Let them search and point out circular objects.

"Can you find something that's a square?" Let them find square objects.

Closure (2-3 minutes)

Ask: "How can you tell if something is a circle?" (It's round, no corners.) "How can you tell if something is a square?" (4 equal sides, 4 corners.)

Preview: "Tomorrow we'll learn about two more shapes—triangles and rectangles!"

Introduction (2-3 minutes)

Review yesterday: "We learned about circles and squares. Today we'll meet two more shapes—triangles and rectangles!"

Main Activity (8-10 minutes)

Exploring Triangles:

Show or draw a triangle. Say: "This is a triangle. A triangle has 3 sides." Trace each side and count: "1, 2, 3 sides."

Point to corners: "A triangle has 3 corners too. Count: 1, 2, 3 corners."

Say: "Remember, TRI means three. A TRIangle has THREE sides and THREE corners."

Show triangles of different sizes and orientations (pointing up, pointing down, sideways). Each time, count the 3 sides and 3 corners together.

Have your student draw triangles on paper.

Exploring Rectangles:

Hold up a book or rectangular object. Say: "This is a rectangle. A rectangle has 4 sides like a square, but look—2 sides are long and 2 sides are short."

Point to each side: "Long side, short side, long side, short side. The sides across from each other are the same length."

Count corners: "Rectangles have 4 corners, just like squares. 1, 2, 3, 4."

Show several rectangular objects: phone, door, dollar bill. Each time, identify the long sides and short sides.

Have your student draw rectangles on paper (help them make 2 long sides and 2 short sides).

Practice (5-7 minutes)

Play "What Shape Am I?"

Give clues: "I have 3 sides and 3 corners. What am I?" (Triangle!)

"I have 4 sides—2 long and 2 short. What am I?" (Rectangle!)

"I'm perfectly round with no corners. What am I?" (Circle!)

"I have 4 equal sides and 4 corners. What am I?" (Square!)

Look around the room together: "Can you find a triangle?" "Can you find a rectangle?"

Closure (2-3 minutes)

Ask: "How many sides does a triangle have?" (3) "How is a rectangle different from a square?" (Rectangle has long and short sides; square has all equal sides.)

Preview: "Tomorrow we're going on a shape hunt—we'll find shapes everywhere!"

Introduction (2-3 minutes)

Say: "Now that we know our four shapes, let's go on a shape hunt! Shapes are hiding everywhere—in furniture, food, toys, and more. Let's see how many we can find!"

Main Activity (8-10 minutes)

Go room by room on a shape hunt:

Living Room/Bedroom:

• Circles: Clock face, lamp shade (from bottom), doorknob, wheels on toys
• Squares: Coasters, tiles, window panes (if square)
• Rectangles: Books, doors, windows, TV screen, phone
• Triangles: Roof shape (point), sandwich cut diagonally, yield sign (if visible)

Kitchen:

• Circles: Plates, bowls (from top), clock, burners on stove
• Squares: Crackers, napkins, tiles, sticky notes
• Rectangles: Table, fridge, cabinet doors, cereal box
• Triangles: Pizza slice, sandwich cut diagonally

As you find each shape, have your student: 1) Name the shape, 2) Explain how they know (count sides/corners), 3) Point it out.

Practice (5-7 minutes)

Create a "Shape Collection" sheet. Divide paper into 4 sections labeled: Circle, Square, Triangle, Rectangle.

Have your student draw or write the names of objects they found for each shape:

• Circle: plate, clock, ball
• Square: cracker, window, sticky note
• Triangle: sandwich, roof
• Rectangle: door, book, phone

Closure (2-3 minutes)

Ask: "Which shape did you find the most of?" "Which shape was hardest to find?" "Can you think of a shape we didn't find today?"

Preview: "Tomorrow we'll learn to measure things using objects like blocks and paper clips!"

Introduction (2-3 minutes)

Hold up two objects of different lengths (e.g., a long pencil and a short crayon). Ask: "Which one is longer?" Let them point.

Say: "Today we're going to learn to measure—to find out exactly HOW MUCH longer one thing is than another!"

Main Activity (8-10 minutes)

Introducing Measuring with Units:

Place a pencil on the table. Say: "Let's find out how long this pencil is using paper clips." Line up paper clips end-to-end along the pencil's length.

Count together: "1, 2, 3, 4, 5 paper clips. This pencil is 5 paper clips long!"

Important points to teach:

• No gaps between paper clips
• No overlapping
• Line them up straight
• Start at one end and go to the other end

Measure a book together using paper clips. Count and record: "The book is ___ paper clips long."

Now measure the same book using blocks. Count: "The book is ___ blocks long."

Say: "Notice we got a different number! That's because blocks and paper clips are different sizes. The unit we use matters!"

Practice (5-7 minutes)

Give your student paper clips and objects to measure:

• "Measure this spoon with paper clips." (Student lines up and counts)
• "Measure your shoe with paper clips." (Student measures)
• "Measure this crayon with paper clips." (Student measures)

Record each measurement: "The spoon is 6 paper clips long."

Compare: "Which is longer—the spoon or the crayon? How do you know?" (The spoon is 6 paper clips, the crayon is 3 paper clips, so the spoon is longer.)

Closure (2-3 minutes)

Ask: "What does it mean to measure?" (To find out how long something is.) "Why do we need to line up our units with no gaps?" (So we measure accurately.)

Preview: "Tomorrow we'll practice all our shape and measuring skills!"

Introduction (2-3 minutes)

Say: "This week you learned about shapes and measuring! Today let's show off all your new geometry skills!"

Quick review: "Name the 4 shapes we learned." (Circle, square, triangle, rectangle.)

Main Activity (8-10 minutes)

Shape & Measurement Challenge:

Station 1 - Shape Sorting: Mix up various shape objects. Student sorts into 4 groups: circles, squares, triangles, rectangles.

Station 2 - Shape Detective: "Find 3 rectangles in this room." "Find 2 circles." etc.

Station 3 - Measurement Challenge:

• "Measure your hand with paper clips."
• "Measure this book."
• "Which is longer—your hand or the book?"

Station 4 - Create Your Own: "Draw a picture using only shapes! Use circles for wheels, rectangles for buildings, triangles for roofs."

Practice (5-7 minutes)

Shape Art Project: Create a shape picture or shape robot:

• Draw a rectangle for the body
• Draw a square for the head
• Draw circles for eyes
• Draw triangles for a hat or feet

Have student label each shape on their picture.

Closure (2-3 minutes)

Celebrate: "You learned so much this week! You can identify circles, squares, triangles, and rectangles. You can find shapes in your environment. You can even measure things using objects like paper clips! You're becoming a real mathematician!"

Ask: "What was your favorite thing you learned this month in math?"

Preview: "Next month, we'll learn even more amazing math—including counting to 20, making groups of 10, and more addition and subtraction!"