Unit: 2
Subject(s): Math
and Amy Shoe
Grade(s): 1
Designer(s): Jennifer Laxton, Taylor Moore, Wanda Barber, Carly Ericson, Dawn Raney,
PREAMBLE
In this unit, students will develop their understanding of how to compose and decompose two-dimensional shapes. It is also important to help students
discover how shapes can fit together to compose three-dimensional shapes. Numerous experiences with pattern blocks, tangrams, attribute blocks, or virtual
shapes are necessary for students to discover similarities and differences in the number of angles, sides, and faces. Students need a strong foundation in
geometry to transition to fractional representations. Vertically, the physical and visual modeling experiences required to support the work of number and
operations with fractions involve use of folded paper, pattern blocks, number lines, fraction strips, Cuisenaire rods, graph paper, and double sided counters for
deep understanding and student discovery of fractions. The five areas across grade levels that support development of number and operations of fractions are:
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

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Unit Fractions: understanding the significance of the numerator and denominator
Equivalent Fractions: using area models, linear models, and physical models to represent equal parts
Adding and Subtracting Fractions: solving problems with both like and unlike denominators
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Multiplying Fractions: multiplying whole numbers with unit fractions (e.g., 3 × 2) and unit fractions with unit fractions (e.g., 2 × 5)
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Dividing Fractions: dividing whole numbers with unit fractions (e.g., 3 ÷ 2) and unit fractions with whole numbers (e.g., 2 ÷ 3)
Foote, M. Q., Earnest, D., & Mukhopadhyay, S. (2014). Implementing the common core state standards through mathematical problem solving:
Grades 3-5. Reston, VA: National Council of Teachers of Mathematics.
Lannin, J. K., Ellis, A. B., & Elliott, R. (2011). Developing essential understanding of mathematical reasoning for teaching mathematics in
prekindergarten-grade 8. Reston, VA: National Council of Teachers of Mathematics.
Schwartz, S. L. (2013). Implementing the common core state standards through mathematical problem solving Kindergarten-grade 2. Reston, VA:
The National Council of Teachers of Mathematics.
STAGE 1 – DESIRED RESULTS

Unit: Geometry: Attributes of Shapes
Transfer Goal:
Students will be able to use their learning to independently identify, describe, and create new shapes in their world.
Enduring Understandings:
Essential Questions:
Students will understand that…
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
The attributes of shapes make them alike or different.
Some shapes have sides, angles, vertices, and/or faces, which can be
counted.
 Two and three-dimensional shapes exist in the real world.
Students will know:

How shapes are different from other shapes.
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
How do attributes help us to compare, identify, or create shapes?
How can shapes be sorted?
Students will be able to:

Use appropriate mathematical language in discussions: shape, closed,
open, side, attribute/feature, two-dimensional, rectangle, square,
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 9/7/2016
1
Unit: 2
Subject(s): Math
Grade(s): 1 Designer(s): Jennifer Laxton, Taylor Moore, Wanda Barber, Carly Ericson, Dawn Raney,
and Amy Shoe
trapezoid, triangle, circle, hexagon, half-circle, quarter circle,
 How to compose and decompose two-dimensional and threethree-dimensional, sphere, cube, cone, prism, and cylinder.
dimensional shapes.
 Name, build, draw, and identify two-dimensional and three How to identify geometric attributes using appropriate mathematical
dimensional shapes and describe them according to specific attributes
language(ex: sides are straight, half-circle has one side; faces are flat
(e.g. number of sides, opened, closed, number of vertices).
surfaces, a cone has one face).
 Distinguish between defining (closed, sides, faces, vertices, angles)
and non-defining (color, size, orientation) attributes.
 Compose and decompose (build and/or draw) two-dimensional and
three-dimensional shapes using an object’s attributes and position in
space.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 9/7/2016
2
Unit: 2
Subject(s): Math
and Amy Shoe
Grade(s): 1
Designer(s): Jennifer Laxton, Taylor Moore, Wanda Barber, Carly Ericson, Dawn Raney,
STAGE 1– STANDARDS
Cluster
Standards
Distinguish between defining attributes (e.g., triangles are
closed and three-sided) versus non-defining attributes (e.g.,
1.G.1
color orientation, overall size); build and draw shapes to
possess defining attributes.
Compose two-dimensional shapes (rectangles, squares,
trapezoids, triangles, half-circles, circles, and quarter-circles)
or
three-dimensional shapes (cubes, right rectangular prisms,
1.G.2
right circular cones, and right circular cylinders) to create a
composite shape, and compose new shapes from the composite
shape.
* Students do not need to learn formal names such us “right
rectangular prism.” *
Standards for Mathematical Practice
1.G
Reason with shapes and their attributes.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason Abstractly and quantitatively.
MP.3
Construct viable arguments and critique he 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.
MP.8
Look for and express regularity in repeated reasoning.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 9/7/2016
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