Shaping Up Summer

$Shaping Up Summer book cover$

Grade 2
4 skill lessons

Math

Skill lessons

The mathematics the book carries, taught directly. Printable workbook pages and teacher keys are not available for this book yet.

1Which Flat Shape Does This Solid Show You
2Print Every Flat Side
3Find the Pair That Isn't
4Say Exactly Where the Bird Is

Math + reading

Math through the reading

The same book, entered through a sentence it prints. Change one word in the reading and the numbers change with it.

No math-through-reading lessons for this book yet.

Reading

Reading and language lessons

The same book read as a text. What a word means in its sentence, how a character is shown, how the writing is put together - no mathematics.

No reading and language lessons for this book yet.

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Skill lessons

4 lessons on the mathematics the book carries. Printable workbook pages and teacher keys are not available for this book yet.

1. Which Flat Shape Does This Solid Show You Concept · Telling a solid shape from the flat shape it looks like

This book asks about pictures on nearly every page and states a geometric fact outright exactly once. It says the sun is a sphere, then says that from this far away we see a circle instead, and joins the two halves with but. Students put solids one at a time into a beam of light, draw round the shadow each one throws, and lay flat tiles on the drawings to find which flat shape each solid showed them. The tube gives a circle standing on its end and a rectangle lying on its side; the ball gives a circle however far it is turned. Each child finishes holding one solid and saying two shape names for it, the solid's name first and the flat one's second.

Full lesson — 20 minutes

1. Trace what the ball shows you (5 min)
Set the ball on white paper so the light throws its shadow across the sheet, and draw round the edge of that shadow. Lift the ball away and look at what you drew. Lay the circle tile on the drawing and say whether it sits inside the line, outside it, or on it all the way round.
Word preview: sphere, circle
the sun is actually the shape of a sphere
But the sun is so far from where we all are that we see it as a circle.
2. Turn the tube and draw it twice (6 min)
Stand the tube on one end in the light and draw round its shadow. Now lay the same tube down on its side and draw round that shadow next to the first one. Try the circle tile on both drawings and the rectangle tile on both. Say which tile fits which drawing, and say what you did to the tube in between the two.
Word preview: cylinder
Can you see a sphere, a cube, a rectangular prism, a pyramid and a cylinder?
3. Turn the ball and draw it again (5 min)
Put the ball back in the light, turn it as far as you like, and draw round its shadow a second time. Turn it again and draw a third. Put those three drawings beside the tube's two and say which solid changed what it showed you and which one did not. Say it about the drawings on the desk, not about what you expected.
Word preview: sphere, circle
But the sun is so far from where we all are that we see it as a circle.
4. Say two shape names for one solid (4 min)
Pick any one solid off the tray and hold it up. Tell your partner the name of the solid first and the name of the flat shape its shadow made second, in that order. Put a finger on the drawing as you say the second name. Your partner picks a different solid and does the same, and you say whether their two names match the drawings on the sheet.
Word preview: sphere, circle, cylinder
the sun is actually the shape of a sphere

Short version — 9 minutes

1. Trace what the ball shows you (4 min)
Set the ball on white paper in the light and draw round the edge of its shadow. Lift the ball away, lay the circle tile on the drawing, and say whether the tile sits on your line all the way round.
Word preview: sphere, circle
the sun is actually the shape of a sphere
But the sun is so far from where we all are that we see it as a circle.
2. Turn the tube and draw it twice (5 min)
Stand the tube on one end in the light and draw round its shadow, then lay it on its side and draw that shadow beside the first. Try both tiles on both drawings. Say which tile fits which drawing and what you did to the tube in between.
Word preview: cylinder
Can you see a sphere, a cube, a rectangular prism, a pyramid and a cylinder?

Three levels

Support: Work with the ball and the tube only and leave the other four solids in the tray. Keep every drawing: the ball's shadow twice, the tube standing and the tube lying down. Four drawings instead of six or more, and the same question asked of each one, which is whether a tile sits on the line all the way round.
At Grade: All six solids put in the beam, the tube drawn standing and lying down, the ball drawn from two different turns, the tiles tried on every drawing, and both names said for one solid with the solid's name first and the flat shape's name second.
Extension: Find a turn of the tube that gives an outline neither the circle tile nor the rectangle tile will sit on, and draw it. Then try the cone and say whether it behaves like the ball, which shows the same shape however it is turned, or like the tube, which shows two. Say what has to be true of a solid for its shadow never to change.

English learners

Drawing round a shadow needs no English at all, so a child new to the language can complete every drawing here before understanding a word of the lesson. Ball and tube are the words most children already have; sphere and cylinder are the ones being added, and in Spanish, Portuguese, French and Italian they are close enough to the English to arrive half known. Accept ball and tube while the drawing is going on and put the pair of names side by side rather than replacing one with the other. The sentence to rehearse is short and fixed, said once with the solid in one hand and a finger on the drawing: it is a sphere, but here I see a circle. Invite a child to say what their two drawings show in their strongest language first, pointing at both, and then say the frame in English with the drawings still on the desk.

Materials

A wooden or plastic sphere, cylinder, cube, rectangular prism, pyramid and cone per pair
A torch clamped at desk height per pair, or one sunny window per table
White paper and a pencil per pair
A set of flat tiles per pair: circle, square, rectangle and triangle
Word cards: sphere, circle, cylinder

Standards & curriculum

These lessons are being matched against curricula now.

2. Print Every Flat Side Representation · Sorting solids by the shape and the number of their flat faces

The book asks which ice chunks have circle faces and which have square faces, then asks a four-way sorting question about shapes with one face, two faces, three faces and more, and answers none of it. It names five solids in a single sentence and never says how many faces any one of them has. Students press each solid's flat sides into dough one at a time until a press only repeats a mark they already have, count and name the marks, and sort the solids into the book's own four groups. The ball leaves no mark at all, which is the answer the book's list has no room for, and a child finds it by pressing rather than by being told.

Full lesson — 20 minutes

1. Press one flat side and look at the mark (4 min)
Take the cube and press one flat side down into the dough, then lift it straight up without sliding it. Look at the mark it left and say what shape that mark is. Now press a different side of the same cube into a clean patch of dough and put the two marks side by side. Say whether the second mark is the same shape as the first.
Word preview: face, faces
Which ice chunk shapes have circle faces?
2. Print every flat side of one solid (6 min)
Choose one solid and print every flat side it has, moving to a clean patch of dough for each one. Stop when a press only gives you a mark you already have. Count your marks and say the number out loud. Then say what shape the marks are, and say so again if they are not all the same shape.
Word preview: face, faces
Do you see a shape with one face? Two faces? Three faces? More faces?
Can you see a sphere, a cube, a rectangular prism, a pyramid and a cylinder?
3. Sort the six by how many marks they made (6 min)
Print the rest of the solids the same way and put each one in the loop that matches how many marks it made: one, two, three, or more. One solid will not leave a mark at all no matter how hard you press it. Put that one outside all four loops and be ready to say which it is.
Word preview: face, faces
Do you see a shape with one face? Two faces? Three faces? More faces?
Can you see cone shapes?
4. Hold up two that made the same shape of mark (4 min)
Look across all the marks on your tray and find two different solids that left marks of the same shape. Hold those two up together and say the shape's name, then say how many marks each of them made. Your partner checks by pressing both of your solids once more into clean dough.
Word preview: face, faces
Which ice chunk shapes have circle faces?

Short version — 9 minutes

1. Print every flat side of one solid (5 min)
Choose one solid and print every flat side it has, using a clean patch of dough each time. Stop when a press only repeats a mark you already have. Count your marks, say the number, and say what shape they are.
Word preview: face, faces
Do you see a shape with one face? Two faces? Three faces? More faces?
Can you see a sphere, a cube, a rectangular prism, a pyramid and a cylinder?
2. Sort the six by how many marks they made (4 min)
Print the other solids and put each one in the loop that matches how many marks it made: one, two, three, or more. One solid leaves no mark at all. Put that one outside every loop and say which it is.
Word preview: face, faces
Do you see a shape with one face? Two faces? Three faces? More faces?

Three levels

Support: Print three solids rather than six: the cube, the tube and the ball. Those three give the three answers that matter, which are many marks all the same shape, two marks the same shape, and no mark at all. Keep the pressing, the lifting straight up and the counting exactly as they are, and keep all four loops on the table even though only two of them will be used.
At Grade: All six solids printed side by side until the marks repeat, the marks counted and named for each solid, the six sorted into the book's four groups with the ball placed outside every one of them, and two solids that share a mark shape held up together with both counts said.
Extension: Before you press the rectangular prism, say how many marks you think it will make and which of them will match each other, then press it and say whether you were right and what told you. Then find the solid whose marks are not all the same shape, say which shapes it gave and how many of each, and say why the book's four groups have nowhere to put a solid that leaves nothing behind.

English learners

Pressing and counting carry this lesson, and a child new to English can do both correctly from the first minute. The word face is the difficulty and it is a false friend twice over: in everyday English a face is the front of a head, and in many languages the nearest word means surface or side in a much looser sense. Here it means one flat part of a solid, and the mark in the dough is what defines it, so point at the mark rather than at the solid when you say the word. Rehearse one frame with the solid in hand and a finger on the dough: this face made a square. Invite a child to say how many marks they got in their strongest language first, holding up that many fingers, and then say the number and the shape in English with the tray still in front of them.

Materials

A tray of firm playdough or plasticine per pair, rolled flat
A wooden or plastic cube, rectangular prism, pyramid, cylinder, cone and sphere per pair
Four labelled loops or hoops per table: one, two, three, more
Word cards: face, faces

Standards & curriculum

These lessons are being matched against curricula now.

3. Find the Pair That Isn't Reasoning · Testing pairs of lines for a gap that stays the same

The book makes one claim about a whole set and then asks for the members that break it: most of these pairs of lines are parallel, and can you find the ones that aren't. It never says how many pairs there are and never says which of them fail, because both answers are in the picture. Students test six pairs of card strips by walking a short stick down the gap between them, sort the mats by whether the stick kept touching, count the two trays and say aloud whether most of their own pairs kept the same gap. The exceptions they find are on their own mats. They finish by building a pair that fails and then moving one strip until it passes.

Full lesson — 20 minutes

1. Hear the claim and test one pair (4 min)
Listen to the two lines about the pairs of lines, and notice that the second one asks you to find something. Take the first mat and slide the gap stick in between the two strips at one end. Walk it all the way to the other end without lifting it off the mat. Say whether the stick kept touching both strips the whole way.
Word preview: parallel, pairs
Most of these pairs of lines are parallel. Can you find the ones that aren't?
Sunlight travels away from the sun and all the earth soaks it in.
2. Walk the stick down all six (6 min)
Do the same test on every mat. Put a mat in the first tray if the stick kept touching both strips from end to end, and in the second tray if it jammed or came loose anywhere along the way. Decide by what the stick did, not by looking down the strips from one end, because two strips that lean apart slowly still look right from there.
Word preview: parallel, pairs
Most of these pairs of lines are parallel.
3. Answer the book's question off your own trays (6 min)
Count the mats in each tray and say both numbers. Then say out loud whether most of your six pairs kept the same gap, and say how many did not. Hold up each mat from the second tray and put a finger on the exact place where the stick first came loose. Your partner walks the stick to that place to check.
Word preview: parallel, pairs
Can you find the ones that aren't?
4. Make one that is not, then mend it (4 min)
Take the two loose strips and lay them down so the gap changes from one end to the other. Test it with the stick to prove that it does. Then move one strip until the stick walks the whole way without coming loose, and tell your partner which strip you moved and which way it went.
Word preview: parallel, pairs
Imagine what shapes and a sense of space could do.

Short version — 9 minutes

1. Walk the stick down all six (5 min)
Slide the gap stick between the two strips on each mat and walk it from one end to the other without lifting it. Put the mat in the first tray if the stick kept touching all the way, and in the second if it jammed or came loose. Decide by the stick, not by looking down the strips.
Word preview: parallel, pairs
Most of these pairs of lines are parallel.
2. Answer the book's question off your own trays (4 min)
Count the mats in each tray and say both numbers. Say whether most of your six pairs kept the same gap and how many did not. Hold up each mat from the second tray and point to where the stick first came loose.
Word preview: parallel, pairs
Can you find the ones that aren't?

Three levels

Support: Test three mats rather than six, chosen so that exactly one of the three is a pair whose gap changes. Keep the gap stick and keep the walk from one end to the other exactly as they are. The child still sorts into the two trays, still counts them and still points to where the stick came loose; there are three decisions to make instead of six and one exception to find instead of two.
At Grade: All six mats tested with the stick walked end to end, sorted into the two trays, both trays counted, and the count said aloud as a claim about most of the six, with every failing mat held up and the place the stick first came loose pointed to and checked by a partner.
Extension: Set two strips so the gap changes, then find and mark the one place along them where the stick still fits exactly, and say what is true at that place and nowhere else. Then take a pair that passed, slide one strip a long way along its own direction without turning it, and say whether the test still passes and what that tells you about which movements matter and which do not.

English learners

The test itself is silent and physical, and a child new to English can run all six mats and sort them correctly without a word. Two things must be taught. The first is that pair here means the two strips are judged together and neither can be judged alone, so hold up two fingers when you say it. The second is the negative contraction in the book's question, aren't, which is easy to hear as its opposite and which carries the whole point of the second tray. Say the long form beside it, the ones that are not, and let the second tray be the meaning. Rehearse one frame with a hand on each strip: this gap stayed the same, this gap changed. Invite a child to say what the stick did in their strongest language first, walking it again as they speak, and then say the frame in English with the mat still in front of them.

Materials

Six mats per pair, each holding two long card strips fixed down
A short gap stick per pair, cut to fit exactly between the two strips of the first mat
Two labelled trays per pair: the gap stayed the same, the gap changed
Two loose card strips per pair
Word cards: parallel, pairs

Standards & curriculum

These lessons are being matched against curricula now.

4. Say Exactly Where the Bird Is Application · Describing where one object is using the book's six location words

The book asks where each puffin is in relation to its burrow and offers six answers as a bare list, with no example of any of them and no answer given. Students put a toy bird in and around a shoebox burrow for each of the six words in turn, then take turns placing the bird and naming the word that fits, with the placer confirming or correcting. The list hides a difference the book never mentions: five of the six words fix a position against one burrow and between fixes it against two. Students meet that when the teacher calls out between and there is only one box on the table, and they have to say what is missing before they can ask for it.

Full lesson — 20 minutes

1. Do all six words with the bird (5 min)
Your pair has one burrow and one bird. Hear each of the six words read out on its own and put the bird where that word says, one word at a time. Say the word back with a finger on the bird before the next one is read. If a word will not work with what is on your table, leave the bird where it is and say so.
Word preview: inside, outside, between, beside
Which word or phrase describes each Puffin's location in relation to its burrow?
Inside, outside, in front of, behind, between, or beside?
2. One of you places it, one of you names it (6 min)
Take turns. One of you places the bird while the other looks away, then the other turns back and says which of the six words tells where it is. The one who placed it says whether that was the word they meant, and if it was not, both of you say what the bird would have to do for each word to be right. Swap after every three turns.
Word preview: inside, outside, between, beside
Inside, outside, in front of, behind, between, or beside?
3. Find the word one burrow cannot do (5 min)
Your teacher calls out between. Try to put the bird between with only the one burrow on your table. When you cannot, say what is missing before you fix it, then ask for a second burrow and do it properly. Say the word again with a finger on the bird and a finger on each burrow.
Word preview: between
Inside, outside, in front of, behind, between, or beside?
Follow the dotted lines to find out.
4. Write it so a partner can follow it blind (4 min)
Write one sentence saying where your bird is, using between and naming both burrows so there is no guessing. Read it to a partner whose eyes are shut, and they place their own bird from your sentence alone. If their bird lands somewhere else, change your sentence rather than explaining it, and read the new one.
Word preview: between
Which word or phrase describes each Puffin's location in relation to its burrow?

Short version — 9 minutes

1. Do all six words with the bird (5 min)
Your pair has one burrow and one bird. Hear each of the six words on its own and put the bird where the word says. Say the word back with a finger on the bird before the next one is read. If a word will not work with what is on your table, say so and leave the bird where it is.
Word preview: inside, outside, between, beside
Which word or phrase describes each Puffin's location in relation to its burrow?
Inside, outside, in front of, behind, between, or beside?
2. Find the word one burrow cannot do (4 min)
Your teacher calls out between. Try it with only the one burrow on your table. When you cannot, say what is missing, ask for a second burrow and do it properly, then say the word with a finger on the bird and a finger on each burrow.
Word preview: between
Inside, outside, in front of, behind, between, or beside?

Three levels

Support: Work with four of the six words rather than all of them: inside, outside, beside and behind. Keep every placing and every saying exactly as they are, and keep the guessing game with those four. The step that finds between still runs at the end, and it runs better with fewer words in the air, because between arrives as a new word rather than as the fifth item on a list a child is still holding.
At Grade: All six words placed and said with a finger on the bird, the guessing game played both ways with the placer confirming or correcting each naming, the second burrow asked for by name once between cannot be done with one, and one written sentence a partner can follow with their eyes shut.
Extension: Find a place for the bird that two of the six words both describe truthfully, put it there and say both words with a reason for each. Then write a sentence a partner can follow blind using a location word that is on none of the six cards, and say what your word tells them that no word on the list would have.

English learners

Five of these six words are prepositions and prepositions are where languages disagree most, so a child who has all six meanings in their first language may still put the bird in the wrong place. The bird and the box settle it without translation: the child places, the partner names, and a wrong naming is visible on the table rather than argued about. Behind and in front of depend on which way the burrow faces, and a child from a language that fixes those to the speaker rather than to the object will place them consistently and differently, so agree out loud which end of the box is its front before the game starts. Rehearse one frame with a finger on the bird: the bird is beside the burrow. Invite a child to say where the bird is in their strongest language first and let their partner place a second bird from it, then say the frame in English with both birds still on the table.

Materials

One shoebox burrow per pair with a hole cut in one end
One small toy bird per pair
Six word cards per pair: inside, outside, in front of, behind, between, beside
A second shoebox burrow per pair, kept off the table until a child asks for it
Paper and a pencil per child
Word cards: inside, outside, between, beside

Standards & curriculum

These lessons are being matched against curricula now.