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The Greedy Triangle
Transcript of The Greedy Triangle
design by Dóri Sirály for Prezi
This is a story about a triangle that had many jobs but got bored one day with his shape. He decided to visit the shape-shifter who transformed him to a different polygon and every time he got bored with that one, he went back to be transformed to a polygon with more sides each time. He eventually had so many sides that he was almost a circle and had an accident because he couldn't tell which side he was on. He then decided to go back to his first job as a triangle.
English Language Arts and Reading, Second Grade
(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) describe similarities and differences in the plots and settings of several works by the same author; and
(B) describe main characters in works of fiction, including their traits, motivations, and feelings.
(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:
(A) identify the main idea in a text and distinguish it from the topic;
(B) locate the facts that are clearly stated in a text;
(C) describe the order of events or ideas in a text; and
(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.
17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(20) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.
(2.7) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to:
(A) describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.;
(B) use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different; and
(C) cut two-dimensional geometric figures apart and identify the new geometric figures formed.
Mathematics, Second Grade
(Can you recall information?)
Who was the main character?
What was his problem?
Was he happy with his decision?
Teacher will ask the questions aloud one by one and the students will write their answers on their dry-erase board after they have all answered, they will then raise their board so the answer can be checked.
(Meaning of information)
Can you explain the different polygons we learned about?
Students will identify and describe the polygons that were discuss in the story. They will be given this worksheet and will fill out the number of sides, angles, and vertices of each polygon.
(make use of information)
From the different jobs of a triangle you have learn can you tell me about your jobs?
After learning about all the roles a triangle plays, the students will now illustrate a picture of the jobs they have as a child.
(breaking down information into parts)
Creating (Generating new products, ideas and ways of viewing things)
Can you create a unique picture containing just polygons?
Students will create a colorful unique picture containing just the polygons they learned about.
(TEKS Art 2a, b)
Can you make an outline of each polygon's different jobs?
Students will choose three of the polygon's learned in the story and will construct them using construction paper and will make an outline of each polygons jobs.
Evaluate (justifying the decision)
Can you write a letter to the greedy triangle explaining to him why it was or wasn't a good idea to be transform to other polygons and leaving his job as a triangle?
Students will criticize and evaluate the triangle on his actions by writing a letter to the greedy triangle of why they think it was or it wasn't a good idea to transform into other polygons and leaving his job as a triangle.
(TEKS Math 2.7 a, b,c)
(Art 3c, & ELA 14b,c,d)
Writing 17 a,b & 20
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
(A) express ideas and feelings in artworks, using a variety of colors, forms, and lines;
(B) create effective compositions, using design elements and principles; and
(C) identify and practice skills necessary for producing drawings, paintings, prints, constructions and modeled forms, using a variety of art materials.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
(A) identify stories and constructions in a variety of artworks;
(B) compare ways individuals and families are depicted in different artworks; and
(C) identify different kinds of jobs in art.
Art TEKS, Second grade