1st Grade Units 2 & 9 Overview and

Standards

Before You Begin this Unit…

Unit at a Glance

In Kindergarten, students identified shapes and described them

according to attributes, such as number of sides, color, and

size. They recognized figures by appearance and compared them

to a known example of a shape. They also described relative

positions of shapes using terms such as above, below, in front of,

and so on. In grade 1, these concepts are extended. Students

understand that regardless of a shape’s position, color, or size, the

number of sides determines the identity of the shape which also

corresponds to the number of angles and vertices. Students at

this level are given ample opportunities to observe and compare

the attributes of different shapes. Learning the language of

geometry becomes essential to students understanding how to

classify two- and three-dimensional figures.

In Kindergarten, students named, modeled, and analyzed two- and

three-dimensional shapes. Students also used simple shapes to

make larger shapes. In grade 1, students begin their study of

geometry by building and drawing shapes according to defining

attributes. Students compose a wider variety of two-dimensional

shapes into more complex shapes than they did in Kindergarten.

This geometry unit focuses on two-dimensional shapes and the

relationships between them. Students observe, describe,

compare, classify, represent, and compose and decompose 2-D

shapes. Students learn to use geometric language to describe and

identify important features of familiar 2-D shapes. As they sort and

describe groups of shapes, they begin to distinguish specific

attributes of triangles and quadrilaterals. As a final project,

students create paper quilts by repeating combinations of

triangles and squares. The Shapes software is introduced as a tool

for extending and deepening this work. This tool is designed for K–

2 students to explore how different shapes go together,

experiment with different sorts of geometric transformations

(rotations, translation, reflection), explore patterning, and

investigate symmetry.

Estimated Duration: 15 Days

Investigation 1: 6 days

Teach 1.1-1.4,

combine 1.5 & 1.6- see

discussion suggestion in SMP 7

section here

Teach 1.7.

Investigation 2: 5 lessons (2.1-

2.5).

Investigation 3: 1 lesson

(Spend 1 day on Session 3.1

Quilts. As students make quilts,

provide opportunities for them

to discuss the attributes of the

2-dimensional shapes they are

working with. Also use

applicable assessment

questions from session 3.4;

October 16).

*Unit 9: 3 lessons (teach 1.1-

1.3 and emphasize different

ways to use 3-D shapes to

compose objects and other 3-D

shapes. October 17-21).

Standards Addressed in the Unit

Click here for the NCDPI CCSS Unpacking Document

1.G. Reason with shapes and their attributes.

1.G.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.

1.G.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.

1st Grade Units 2 & 9 Planning

Differentiation

Students Who Struggle...

Behaviors Resources How to Use

Struggles with identifying

and classifying shapes

Shape Sorts –

Activity 7.1

(Teaching

Student-Centered

Mathematics

Grades K-3)

Students each randomly select two

shapes. The task is to find something

that is alike about their shapes and

something that is different

The teacher selects one shape at

random and places it in the center of

the workspace. Students then find all

other shapes that are like the target

shape but all according to the same

rule. For example, the teacher might

say, “This one is like our shape

because it has a curved side and a

straight side,” then all other shapes

that students put in the collection

must have these properties.

Encourage students to use correct

vocabulary terms.

Share a sorting rule with the class

and show examples (make sure to

use defining attributes such as

straight sides, 4 corners, etc). All

students then draw a new shape that

will also fit in the group according to

the same rule. Have students write

why their new shape fits the rule.

Struggles with filling in

pattern block outlines.

Provide students with easier templates that

either only use 1 shape or fewer shapes.

Templates can also be made that have the

outline of the shape, which tell students

where to place the shapes.

Struggle applying

vocabulary

Have students identify the name of various

shapes and practice identifying attributes by

counting the number of sides and vertices.

Students Who Have Mastery...

Behaviors Resources How to Use

Students who has shown

mastery of identifying and

classifying shapes

Guess My Shape?

Have a student pick a random shape on an

index card. They cannot share the index

card with anyone. Then have the student tell

the other students all of the attributes of the

shape on the card. The other students will

have to guess the shape.

Students who are able to

create a composite shape

with more and fewer pattern

blocks understand the

opposite relationship

between the size of the

shape they use and the

number of shapes they

need.

Use equivalent

expressions to

model filling

composite shapes.

Challenge them to write equivalent

expressions using their solutions for filling

the composite shapes. For example, 1

Trapezoid + 3 Triangles = 2 Rhombi + 2

Triangles. This encourages students to apply

algebraic reasoning to their work.

Students can also find multiple ways to

create a composite square by counting the

number of smaller squares in this composite

square. Or, students can work with shapes

beyond the pattern blocks by solving

Tangram puzzles.

1st Grade Units 2 & 9 Planning Each

Investigation and Classroom Routines

Notes About Each Investigation

Investigation 1-As students work through this Investigation, emphasize the need to place the

pattern blocks carefully so that there are no gaps or overlaps. Later in this investigation, provide

opportunities for students to reason about the size of shapes and the number of shapes needed to

fill an outline. Visualizing how a larger unit can be composed of smaller ones and how shapes

can be combined to form larger units is the basis for understanding many other geometric (and

measurement) ideas, such as polygons, area, and volume.

Investigation 2 -The work in this Investigation focuses on the characteristics of 2-dimensional

shapes, including the defining attributes of shapes, such as triangles and specific quadrilaterals.

Encourage students to use grade-level appropriate vocabulary during their work and continue to

model throughout the investigation. Also, students may confront their assumptions about

prototype shapes such as equilateral triangles and regular polygons as they continue to become

more competent at analyzing characteristics of shapes.

Investigation 3-Spend 1 day on Session 3.1 Quilts. As students make quilts, provide

opportunities for them to discuss the attributes of the 2-dimensional shapes they are working

with.

UNIT 9- Only Teach Session 1.2. Emphasize different ways to use 3-D shapes to compose

objects and create other 3-D shapes.

Classroom Routines

Activity Note Standard

Morning

Meeting:

Calendar

During this unit, vary the focus of

this routine to using the calendar

to solve problems, and solving

problems based on the number of

students in class.

Students engage in a variety of activities

involving number sense and patterns.

Start

With/Get

To

Students count from a number

between 0 and 15, to a number

between 16 and 30. Then, they

count from a number between 16

and 30, to a number between 0

and 15.

1.NBT.1 Students work on the counting

sequence to determine how far the ending

number is from the starting number.

Quick

Images

Students draw and compare

various shapes. Make sure to

have students turn and talk to each

other about the attributes of the

shape. You may want to ask

students to use the terms ____ and

____ when describing the

attributes to your partner.

1.G.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.

1.G.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.

1st Grade Units 2 & 9 Teaching Standards

for Math Practice

Standards for Mathematical Practice

(behaviors of mathematically proficient students)

Building the Language of

Mathematics

Increasing accountable talk is the goal

for ALL students in our district.

The following activities are provided to

help ensure your students are engaging

in mathematical conversations that

address SMP 3 (Construct Viable

Arguments) and SMP 6 (Attend to

Precision)

Words you should hear

students use in

mathematical

conversations:

triangle, rectangle, square,

circle, attributes, corner

(vertex), cube, side

Throughout the unit, create index cards as you hear students use attributes to describe shapes (4

sides, straight lines) etc. After several lessons, hold up 2 of the cards and say, “Turn and talk

to your partner, describe a shape using these two attributes”. Continue this periodically

throughout the unit to ensure students are engaging in mathematical conversations and

attending to precision in communication.

Building Mathematically Proficient Students

SMP 7: Look for and Make Use of Structure

At the end of session 1.6, show students 2 different ways to fill the shapes (like the colored

example on page 50). Ask, “Why did it take 12 blocks to fill the first picture, but only 9 blocks

for the 2nd picture?” The goal is to get students to see relationships in the number of blocks. For

example, students might say, “The hexagon took the place of 3 triangles and a trapezoid, so that

took 4 blocks away”. This discuss will allow students to move deeper into SMP 7 as they look

for the numeric relationships between pattern blocks.

1st Grade Units 2 & 9 Assessing Student

Understanding

Resource:

Teaching Suggestion:

Response Card

Provide students with a response card to assess

their understanding of shapes and attributes. On

the card, include groups of shapes in which all

but one shape shares an attribute with the

others. Direct students to cross out the shape

that does not belong. Discuss student responses

and ask them to justify their reasons for crossing

out that shape.

Exit Tickets and Journal Prompts

Utilize the exit tickets to inform future

instruction and immediate feedback. The exit

tickets have the session labeled in parenthesis to

let you know which session to administer. The

journal prompts should be given at the

conclusion of each investigation.

Filling with More and Fewer (Session 1.6)

In this activity, students fill in a shape outline,

first with a few pattern blocks and then with

many pattern blocks. In earlier sessions students

fill in shape outlines and count the number of

each type of block they used, then they fill in

one shape outline in three different ways. After

doing the activity Filling with More and Fewer

students have a discussion about how they could

fill a shape with the most and fewest pattern

blocks.

Task 14

See NCDPI MID-Year Assessment.

Given a sheet with various shapes (open and

closed), students will have to circle all the

rectangles.

Exit Tickets

Investigation 1

Exit Tickets:

Choose 2 different shapes and describe their

attributes. (1.4)

List several shapes that can be put together to fill a

hexagon. (1.7)

Journal Prompt/Reflection: Explain a strategy you

could use to fill a hexagon with the most blocks.

Investigation 2

Exit Tickets:

Create two different triangles and two shapes that

are not triangles. (2.5)

Journal Prompt/Reflection: Describe the attributes

of a triangle and a quadrilateral.

Investigation 3

Exit Ticket:

How are squares and triangles related? Explain

using pictures, numbers, and words. (3.4)

Journal Prompt/Reflection -Describe the pattern

you made with your quilt.

1st Grade Units 2 & 9 Digital Resources

Interactive Student Resources

Resource Suggestion for Use: What standard(s) are addressed?

Dreambox

Students will engage in

curriculum-based learning

activities that will enhance

and deepen students’

foundational understanding

of core math concepts. 1.G.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.

1.G.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.

Patch Tool

Have students create a patch

of their own design. Ask:

What features does your

patch have that you find

interesting?

Was there a shape that was

harder or easier to fit with

other shapes? If so, why?

If you put several copies of

your patch together, how

would they match up?

When did you have to flip a

shape? Could you have

rotated the shape instead?

Interactive

Venn

Diagram

Shape Sorter

Students will interact with

various shapes by sorting

them in a Venn Diagram.

-

Digital Resources for Teachers

Resource Suggestion for Use: What standard(s) are addressed?

Geoboard/Geoboard

APP

Students use appropriate

vocabulary to describe shapes to

their classmates. Students focus on

the properties of shapes to develop

mental images of objects from

descriptors. They create multiple

representations of triangles using

geoboards, string, and crayons and

paper.

1.G.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.

1.G.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.

Tangram Puzzles

In this activity, students choose a

picture and use all seven Tangram

pieces to fill in the outline. They

describe and visualize what figures

look like when they are

transformed through rotations,

reflections, or translations, and are

put together or taken apart in

different ways. This activity helps

students to develop their spatial

memory and spatial visualization

skills, to recognize and apply

transformations, and to become

more precise in their use of

vocabulary about space. Students

use an internet-based tool to

explore tangram puzzles.

My Pet

In this lesson, students develop

and use spatial relationships and

spatial memory by creating a map

of a pet. The students use visual

and spatial skills, measure with

nonstandard units, and describe

"trips" around their pet using

directional and positional words.

1.G.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.

Fill the Hexagons

Video

Watch a teacher interact with

struggling and strong math

students while playing the game. 1.NBT.1, 1.G.1, 1.G.2

Notice questions they ask as they

play, as well as explanations of

their teacher moves.

Printable Resources for Teachers

Resource Suggestion for Use: What standard(s) are addressed?

Comparing

Polygons

This activity is a writing

activity in which students

will draw two 2-D shapes

and distinguish between

the two by defining

attributes.

1.G.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. Pattern

Block

Numbers

Students will make

numbers by using pattern

blocks and then explain

the kind of pattern blocks

used and the quantity.

1st Grade Units 2 & 9 Professional Learning

for Teachers

Professional

Learning

Activities

Things to Discuss with Your

Team

Young Children’s Ideas about

Geometric Shapes

“…preschooler’s scores were 54% while elementary

students’ scores ranged from 63%-68%. Although

approximately 8 years separate these groups, the scores on

the same tasks increased only minimally.”

Does this fact surprise you? After reading this article,

discuss with your team what impedes a student’s growth,

and what you can do at your school to prevent this.

Read page 128 “About the

Math in the Shapes Software”

Many times, we think of online work as game play. Read

this page in your manual to understand the math students

learn while using the Shapes Software. Discuss with your

team why using this software helps students be more

intentional and precise.

1st Grade Units 2 & 9 Teacher to Teacher

Files

Teacher to Teacher Files

Smart Board/Promethean Files

Teacher Made Work

Daily Weather Notebook File

Unit 2 Smart Board File

Quilt Squares Smart Board File

Shape Cards Smart Board File

Unit 9 Smart Board File

3D Geometry PPT for workshop

End of Unit Assessment Rubrics