Eme Artifact 3

Grade Level 1st
Subject Math (Geometry)

Standards:
MAFS.1.G.1.2 Compose two-dimensional shapes (rectangles,

squares, trapezoids, triangles, half-circles, and quarter-circles) or
three-dimensional shapes (cubes, right rectangular prisms, right
circular cones, and right circular cylinders) to create a composite
shape, and compose new shapes from the composite shape.
MAFS.1.G.1.1 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.
Learning Goals:
Students will be able to use the Paint application on the classroom

desktop to create a composite shape of their choice (animal, building,
etc.) out of at least 10 two-dimensional shapes.
Students will be able identify each individual shape and write down or
verbally explain how they know what shape it (i.e. I know its a
triangle because it has three sides.).
Students will be able to count the total number of sides that their new
composite shape has.
Students will be able to access the internet on the classroom desktop
and (with help if needed) look up what the name of the shape is that
they created. For example, if they created a composite shape that has
nine sides, they would Google shape with nine sides to find that it is
called a nonagon.
Pedagogical Decisions:
Eight Corresponding Continua
1. This activity would be primarily student-centered. The teacher will
model what is required while explaining the activity, and then after
that the students will work independently to complete the activity as a
Math work-station.
2. The type of learning is convergent; the goal is for all students to be
able to identify two-dimensional shapes, tell how they know what
shapes they are, count the sides of their composite shape, and use the
computer to look up the name of that shape.
3. At the point that this activity is introduced, students will have already
received instruction on how to identify specific two-dimensional
shapes. Where prior knowledge may differ for students in this activity
4.
5.
6.
7.
8.
is in regards to their experience using computers/the Paint

application/Google.
The students should at this point already have a surface
comprehension of two-dimensional shapes, so this activity is meant to
give them more practice with shapes in a different medium (the
computer) in order to foster a more in-depth understanding of how to
identify these shapes.
This is a short-duration activity meant to be accomplished during 20minute Math work stations. No at-home work is required, though the
students may choose to recreate this activity on their home
computers.
This is a less-structured learning activity; after the teacher
demonstrates how to complete the activity, students essentially have
free-reign over what shapes they use and what composite shape they
create.
This activity is independent for all students; each student is required to
create their own composite shape. Students may ask a teacher for
assistance if necessary.
The only resource necessary for this activity is a classroom computer
with Paint (or a similar application) enabled. If students choose to
hand-write their justification of the shapes rather than type it, they will
need a piece of paper and a pencil.
Activity Type:
This extra-practice activity falls under the Produce activity type

(Table 4)
o Grandgenett, N., Harris, J., & Hofer, M. (2011, February).
Mathematics learning activity types. Retrieved from College of
William and Mary, School of Education, Learning Activity Types
Wiki: http://activitytypes.wm.edu/MathLearningATs-Feb2011.pdf
The specific type of activity is called Produce a Representation, for
which the description is written as, Using technology for production
assistance if appropriate, the student develops a mathematical
representation (table, formula, chart, diagram, graph, picture, model,
animation, etc.)
Assessment:
This activity in itself is an informal formative assessment to see where

each student is at in regards to their knowledge of two-dimensional
shapes, as well as their ability to access applications/internet on a
computer and use them efficiently.
For this unit on two-dimensional shapes, there will be a formal
summative assessment in the form of a written exam that will test the
students knowledge of each two-dimensional shape learned over the

course of the unit this will include identifying a picture of the shape,
drawing the shape themselves, and telling how many sides each shape
has.
Tools and Resources:
Materials Needed
Classroom computer
o must have the Paint application
o must have internet access
o must have Word or notepad application
Paper/pencil (if students choose to handwrite their justification)
Math textbook/packet for students to reference for identification of
two-dimensional shapes
Prior Knowledge
Students will have already learned about two-dimensional shapes in
lessons prior to this activity (how to identify them, how to draw them,
etc.)
Students prior knowledge of computer use may vary
TIM Rationale
On the Technology Integration Matrix, this activity falls under Active
Adoption
o Students are using technology in conventional ways and the
locus of control is on the teacher. The teacher controls the type
of technology and how it is used. The teacher may be pacing the
students through a project, making sure that they each complete
each step in the same sequence with the same tool. Although
the students are more active than students at the Entry level in
their use of technology, the teacher still strongly regulates
activities. The setting is arranged for direct instruction and
individual seat work. The students may have very limited and
regulated access to the technology resources.
http://fcit.usf.edu/matrix/matrix.php

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Grade Level 1st

Subject Math (Geometry)

MAFS.1.G.1.2 Compose two-dimensional shapes (rectangles,

Students will be able to use the Paint application on the classroom

is in regards to their experience using computers/the Paint

This extra-practice activity falls under the Produce activity type

This activity in itself is an informal formative assessment to see where

students knowledge of each two-dimensional shape learned over the

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