1st Grade Units 2 & 9 Overview and Standards€¦ · Compose two-dimensional shapes (rectangles,...
Transcript of 1st Grade Units 2 & 9 Overview and Standards€¦ · Compose two-dimensional shapes (rectangles,...
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