G-Reason+with+shapes+&+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.* 1.G.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words //halves//, //fourths//, and //quarters//, and use the phrases //half of//, //fourth of//, and //quarter of//. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. remembering-shapes attributes and names understanding-shapes are alike and different applying-building shapes using other shapes analyzing-reason with shapes and thier attributes ||
 * ===**Common Core Standards**===
 * Students do not need to learn formal names such as â€œright rectangular prism.â€ || ===â€**Anchor Standard/Mathematical Practice(s)**===
 * MP.1. Make sense of problems and persevere in solving them.**
 * MP.2. Reason abstractly and quantitatively.**
 * MP.3. Construct viable arguments and critique the reasoning of others.**
 * MP.4. Model with mathematics.**
 * MP.5. Use appropriate tools strategically.**
 * MP.6. Attend to precision.**
 * MP.7. Look for and make use of structure.** ||
 * ===â€**Information Technology Standard**===
 * 1.SE.1.1 Use technology hardware and software responsibly.**
 * 1.SE.1.2 Explain why safety is important when using the Internet.** || ===â€ Revised Bloom's Level of thinking ===

â€**Essential Vo****cabulary**
Side, Corner, Triangle, Rectangle, Circle, Square, Face, Edge, Cube, Rectangular prism, Cylinder, Sphere, Plane shape Solid shape, Open, Closed, 2D, 3D, flat

â€**Differentiation**
===â€**Intervention: Create a box of shapes. Have students sort all the objects by their shapes. Draw examples of both open and closed shapes. Relate both types of items to everyday life. Create a chart to show examples. Have students identify examples of plane and solid shapes through out the classroom. Continue to hunt for shapes on a walk around the school and out on the playground.**===

â€**Enrichment: illuminations**
===Directions-soak a package of whole dried peas overnight. You can find these with the dried beans at the grocery store. I've used small beans when I couldn't find whole peas. Give the children peas and toothpicks. Toothpicks should be pointed at both ends. I prefer natural colored picks but colored is fine too. Remind children to gently press the toothpick into the pea so that the pea doesn't split. I've done this with 1st Graders and they get the hang of it quickly. I always ask students to build a few conventional shapes before going crazy with their own inventions.===
 * composing shapes**

â€**Instructional Resources**
geometry games ===actvities other activities===

â€**Notes and Additional Information**
First Grade students use their knowledge of defining and non-defining attributes of shapes to identify, name, build and draw shapes (including triangles, squares, rectangles, and trapezoids). They understand that defining attributes are always-present features that classify a particular object (e.g., number of sides, angles, etc.). They also understand that non-defining attributes are features that may be present, but do not identify what the shape is called (e.g., color, size, orientation, etc.). As first graders create composite shapes, a figure made up of two or more geometric shapes, they begin to see how shapes fit together to create different shapes. They also begin to notice shapes within an already existing shape. They may use such tools as pattern blocks, tangrams, attribute blocks, or virtual shapes to compose different shapes. First Graders begin to partition regions into equal shares using a context (e.g., cookies, pies, pizza). This is a foundational building block of fractions, which will be extended in future grades. Through ample experiences with multiple representations, students use the words, halves, fourths, and quarters, and the phrases half of, fourth of, and quarter of to describe their thinking and solutions. Working with the “the whole”, students understand that “the whole” is composed of two halves, or four fourths or four quarters.