Running head: Grade 2 Geometry

Geometry-Quilting Squares
Stephanie Keena
Medaille College
EDU-502 Methods in Math and Science

Geometry- Quilting Squares

Grade 2 Geometry
I.

LESSON DATA:
A. Teacher Candidates First & Last Name: Stephanie Keena
B. Subject/Content Area: Mathematics
C. Grade Level: 2
D. Unit Topic: Geometry
E. Lesson Topic: Reason with shapes and their attributes
F. Duration of Lesson: 40 minutes
G. Materials:
- Computer
- Internet
- Colored paper squares
- Worksheet (cover up) Down loaded from: (see Appendix A)
o https://www.teacherspayteachers.com/Product/2G2-Activity-PackPartition-into-same-size-squares-551847
Pencil
YouTube videohttps://www.youtube.com/watch?v=nHHI-YtLvK8
INSTRUCTIONAL PROCESS:
A. Standards:
NYS P-12 CCSS Standards: Geometry
Reason with shapes and their attributes.
CCSS.Math.Content.2.G.A.2
Partition a rectangle into rows and columns of
-

II.

same-size squares and count to find the total

number of them
Art:
Standard 1 - Visual Arts
Key idea: Students will make works of art that explore
different kinds of subject matter, topics, themes, and
metaphors. Students will understand and use sensory
elements, organizational principles, and expressive images
to communicate their own ideas in works of art. Students
will use a variety of art materials, processes, mediums, and

Grade 2 Geometry

1
techniques, and use appropriate technologies for creating
and exhibiting visual art works.
Performance Indicators
Elementary
Students will:

identify and use, in individual and group experiences,

some of the roles and means for designing, producing,
and exhibiting art works

English Language Arts

Reading Standards for Literature K-5 (RL)
CCSS.ELA-LITERACY.RL.2.1
1. Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of
key details in a text.
CCSS.ELA-LITERACY.RL.2.2
2. Recount stories, including fables and folktales from
diverse cultures, and determine their central message,
lesson, or moral.
Ontario Standards
Geometry Specific Expectations

Grade 2 Geometry

1
Geometric Properties
By the end of Grade 2, students will: and Spatial Sense
compose and decompose two-dimensional shapes
(Sample problem: Use Power Polygons to show if you can
compose a rectangle from two triangles of different sizes.);
Visual Arts:
OVERALL EXPECTATIONS
By the end of Grade 2, students will:
D1. Creating and Presenting: apply the creative process
(see pages 1922) to produce a variety of two- and threedimensional art works, using elements, principles, and
techniques of visual arts to communicate feelings, ideas,
and understandings;
SPECIFIC EXPECTATIONS
D1. Creating and Presenting
By the end of Grade 2, students will:
D1.2 demonstrate an understanding of composition,
using principles of design to create narrative
art works or art works on a theme or topic
Language:

Grade 2 Geometry

1
OVERALL EXPECTATIONS
By the end of Grade 2, students will:
1. Read and demonstrate an understanding of a variety of
literary, graphic, and informational texts, using range
of strategies to construct meaning;
SPECIFIC EXPECTATIONS
By the end of Grade 2, students will:
Extended Understanding
1.6 extend understanding of texts by connecting the ideas in
them to their own knowledge and experience, to other
familiar texts, and to the world around them.

B. Central Focus: To have students create rows and columns using different colored
paper squares. The students will choose a size of quilt (one of the rectangles) then
fill in the quilt using rows and columns. Once the student has filled in all rows
and columns they will count how many squares are in one whole row, how many
are in one whole column and how many squares there are all together.
C. Objectives: By the completion of this lesson students will be able to
a. define what a row and column are.
b. Fill a rectangle with the appropriate number of squares.
c. Observe that smaller shapes can be used together to make up the whole of
a larger shape.
D. Assessment Plan:
Formative:

Grade 2 Geometry

Students will work in small groups to look up the definition for either the

word; row or column

Students will work independently and completely fill in the large rectangle
with small squares.

Summative:
-

Students will count all the square in a row and write down the number.

Students will write down all the squares in one column.

Students will count the total number of squares it takes to fill in the whole
rectangle and write it down.

E. Opening/Anticipatory Set: 15 minutes

1. Teacher: Good morning boys and girls. Today we are going to talk about
quilts. Does anyone know what a quilt is?
2. Have a discussion about quilts: What they are? What they can be made from?
Why do people make them? Why where they made more in years past then
they are today? (use formative assessment, having student recall prior
knowledge of quilts)
-students will talk about quilts being a type of blanket that is made from
different types of material or clothing. They may talk about people making
them to stay warm or as a keepsake. They may say they were made more in
years past because it wasnt so east to go to a store and buy a blanket as it is
now. (show students examples of quilts that have been made, google row
quilts)
3. Teacher- Does anyone have a quilt at home?
4. Allow students to answer students may talk about a quilt that has been
passed down from generation to generation, they may talk about having ones

Grade 2 Geometry

1
on their beds or hanging on the wall or put away so it doesnt get ruined

because it is really old and special.

5. Teacher- Wow you guys seem to have a great knowledge of what a quilt is
and any of you have ones in your home or have family members who do.
That is really awesome. We are going to watch a short video on the reading of
the story The Keepsake Quilt by Patricia Polacco.
6. Watch YouTube video: https://www.youtube.com/watch?v=nHHI-YtLvK8
F. Main Body/Procedure: 20 minutes
1. Teacher-I believe that was a great story of how things from back home
Russia were kept in the family for generations. Quilts can be amazing
keepsake items. What are some of the things that are special to you that you
would use when making a quilt to pass on to future generations?
2. Have a discussion with the students about what they would include in their
quilts and why.
3. Possible student comments: I would include my baby clothes because they
are special to me., I would include my grandpas shirt, so I can always
remember cuddling with him.
4. Teacher-So now we are going to make our own quilts, I will give you a
worksheet that has different sized rectangles that would be representative of
different size quilts for different size beds. When you are putting a quilt
together you have to put the quilting squares in rows and columns. What is a
row and what is a column? As a class lets come up with descriptions for each.
You will each make a foldable to record the information in, so you can have it
in your notebook to look at whenever you need a refresher.
5. Hand out the paper for the foldable, and the quilt work sheet called- Cover
me.

Have students make a two section foldable. Fold the piece of paper in

Grade 2 Geometry

1
half hamburger style, then in half again hamburger style. Unfold one fold and

cut in the valley so you have a background and two flaps.

6. Teacher- Now we have three minutes to come up with as much as we can
about rows and columns. I will start with a drawing then we will work
together to create a definition for them both.
7. Teacher draws a row and a column diagram
8. Teacher- How would you describe a row or column?
9. Have students give their definitions. They could be things like a row runs
from side to side, a column runs up and down, etc.
10. Once students have written on their foldable they can glue them into their
math work books.
11. Teacher- okay now we get to the fun part. You are each going to make your
own quilt. You will choose colored squares and make quilts on your
worksheet. Once you have filled in the rectangle with all the little squares you
will count how many squares there are in a row, how many are in a column
and how many there are in the whole quilt. You will do this for all three of the
rectangles on the work sheet. You will have to make rows and columns of
squares so that the full side of the squares are touching full sides so that
everything is lined up in nice straight rows and columns.
12. Teacher- okay boys and girls you may start. Pick whatever colors you would
like and let us see how creative you can be with your quilts.
13. Give students time to work on their quilts, walk around and see how students
are doing and if they need any help. Make sure students put the squares so
they are touching each other and have full sides touching full sides.
G. Closure/Ending:
1. Teacher-Boys and girls you are very creative, I love all of your quilts so far.
You have just a few more minutes left so please finish up what you are doing.

Grade 2 Geometry

1
As we are finishing up, can anyone tell me what happened to the big rectangle

we started with?
2. Let students think about it and start a discussion with their answers. They
may answer things like; it got covered up, it is still there, it is underneath the
squares, etc.
3. Teacher-Has the size or the shape of the rectangle changed?
4. Some students may say the shape has changed into small squares, so may say
it has not changed at all.
5. Teacher-The shape has not changed at all, it is just what we have made it
with that has. To begin with we made the rectangle with one big, solid piece,
then we had that same shape (the rectangle) with a whole bunch of little
squares, but when we put all the little squares together we are still making the
same shape we are just making it in a different way. The end result is still the
same. We will end here for today but next class we will continue our
discussion on how we can make the same shapes in different ways.
6. Have students tidy up and put their worksheet in their math book.
III.

REFLECTION PROCESS:
1. Culturally Responsive Teaching:
The classroom is similar to a quilt. A quilt is made up of different squares of
material sewn together to make one big blanket. Just as the students are different
from each other, a classroom is made up of students from all different cultures,
religions, ethnic groups and social classes but in the classroom they all combine
together as a whole to create a unit within the four walls of the classroom. Quilts
have been around for many centuries originally an ancient Egyptian art.
Europeans picked it up and brought it to the Americas. Once in North America
quilting was used as a means of necessity as blankets that were brought from
Europe wore out and fabric was expensive. Women sat around and quilted for

Grade 2 Geometry

social time but also to help each other get it done faster. Students in the class can
add their own cultures into their quilts by choosing colors or patterns that
represent their culture, religion or ethnicity.
2. Accommodations:
i.
Students can work together (matching students having trouble with higher
level students to help them understand) if a student is unable to place the
ii.

small squares into rows or columns on their own.

There is no color or pattern students have to follow so for students that are

iii.

color blind it is not an issue.

For advanced students there is a second worksheet that they can do that
has them looking at what would happen if you were to use bigger squares
to fill in the rectangle instead of the small ones, how would that change
the number of squares in each row, each column and the total number of
squares? They could also try using different shapes to fill in the rectangle

and she how many it would take of say small triangles.

3. Name 2-3 prerequisite skills that students need to master:
i.
Students need to be able to follow verbal instructions.
ii.
Students need to know how to glue small squares in a row or column (side
by side touching full side to full side)
iii.
Students need to know how to count up to at least 100.
4. Discuss any anticipated misconceptions:
Students could have a misconception of how to glue full side to full side,
therefore leaving to much space between quilting squares. If students did not
understand this concept I would demonstrate for them (model it, do it with them
then have them do one and show me).
5. What academic language are central to this lesson?
Students would have frontloaded vocabulary words such as quilt, row, column,
quilting squares, quilting bee. The teacher would introduce them at the beginning
of the lesson and then refer to them throughout the entire lesson.

Grade 2 Geometry

Appendix A:

Grade 2 Geometry

Grade 2 Geometry

Grade 2 Geometry

Grade 2 Geometry