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Children create shapes out of everyday materials.
Gather a variety of chenille sticks, straws, and yarn for this activity. Prior to beginning this lesson plan, students will have studied a variety of geometric shapes such as a circle, triangle, square, rectangle, etc.
Ask students to share with the class the names and attributes for geometric shapes. As students speak write their contributions on a classroom white board using Crayola® Dry Erase Markers. When identifying attributes, students might say that a rectangle has four points, instead of four vertices or angles. Ask students to illustrate their suggestion on the white board and show the 'points'. You may want to introduce the term 'angle' for students to hear. Write it on the white board.
Let the class know that they will be making geometric shapes in this lesson using some unusual materials. Distribute the chenille sticks, straws, and yarn, as well as Crayola School Glue. Have students work on small groups, allowing time for discussion about technique. If enough adults are available, assign one adult to each group to guide the discussion and assure safe use of materials.
Using construction paper and Crayola Colored Pencils, ask students to draw a shape of their choice. Once drawn, have students to place Crayola School Glue or Glitter Glue on top of the lines drawn to form the shape.
Using Crayola Scissors, students cut chenille sticks, drinking straws, and/or yarn to fit their shapes. Place the pieces on the glue to create a 3-D effect. Allow glue to dry overnight.
Once glue has dried, students place their names on the shapes they have created. Holding their geometric shape in their hands, students peruse their classroom and identify items that contain their shape. For example, the windows in the classroom may be rectangular, the dry erase markers are round like a circle, etc. Assist students with the classroom tour as needed.
Let's make something!
Use math skills to create designs like M.C. Escher! A tessellation is a shape that, when drawn, makes even the negative
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