BCSD Mathematics Unit Planning Organizer
Grade 1 – Unit 5
Subject: Mathematics
Unit 5: Geometry and Graphing
Grade: 1
Pacing: 5 Weeks Instruct and Assess
1 week ERI
Total: 6 Weeks
Essential Questions:
1. Why do we need to identify and name two-dimensional shapes?
2. What attributes (properties) affect the shape of an object? What attributes (properties) do not affect
the shape of an object?
3. How are composite shapes made?
4. How do we use data to answer questions?
Big Ideas:
1. Identifying and naming two-dimensional shapes help us to understand spatial relationships in the
world around us.
2. Defining attributes such as the number of sides, corners, and whether the shape is “flat” or “solid”
affect the shape of an object. Non-defining attributes (properties) such as color, orientation, and
overall size do not affect the shape of an object.
3. Two or three dimensional shapes can be combined to create new composite shapes.
4. We can collect, organize, represent, and draw conclusions using object graphs, picture graphs, tcharts, tallies and bar graphs.
Priority Standards
Supporting Standards
*It is recommended to start with Geometry for end of quarter assessments.
1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon,
rhombus, trapezoid, and circle).
1.ATO.9 Create, extend, and explain using pictures and words for:
a. repeating patterns (e.g., AB, AAB, ABB, ABC type patterns);
b. growing patterns (between 2 and 4 terms/figures)
1.G.1 Distinguish between a two-dimensional shape’s defining (e.g., number of sides) and
non-defining attributes (e.g., color).
1.G.2 Combine two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus,
and trapezoid) or three-dimensional shapes (i.e., cube, rectangular prism, cone, and
cylinder) in more than one way to form a composite shape.
1.G.3 Partition two-dimensional shapes (i.e., square, rectangle, circle) into two or four equal parts.
1.MDA.4 Collect, organize, and represent data with up to 3 categories using object graphs,
picture graphs, t-charts, and tallies.
1. MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies and
bar graphs.
1.NSBT.3 Compare two two-digit numbers based on the meanings of the tens and ones digits,
Using the words greater than, equal to, or less than.
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BCSD Mathematics Unit Planning Organizer
Grade 1 – Unit 5
1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon,
rhombus, trapezoid, and circle).
Clarification
It is essential for students to:
 Identify and name squares in varied sizes and orientations—rectangles that have four equal
sides
 Identify and name rectangles in varied sizes and orientations—closed shapes with four sides
and four square corners
 Identify and name triangles in varied sizes and orientations—closed shapes with three sides and
three corners/vertices
 Identify and name hexagons in varied sizes and orientations—closed shapes with six sides and
six corners/vertices
 Identify and name rhombuses in varied sizes and orientations—a shape with four equal sides
and four corners/vertices that are not square
 Identify and name trapezoids in varied sizes and orientations—a closed shape with only two
opposite sides that are parallel
 Understand that a square is also a rectangle because it possesses all of the defining attributes
of a rectangle
It is not essential for students to:
 Identify and name shapes beyond those specified
Concepts (Need to Know)
Skills (Able to Do)
Cognitive Demand
 Two-dimensional shapes
 Identify
 Understand
 Name
 Analyze
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Grade 1 – Unit 5
1.G.1 Distinguish between a two-dimensional shape’s defining (e.g., number of sides) and
non-defining attributes (e.g., color).
Clarification
It is essential for students to:
 Differentiate between the defining and non-defining attributes of a square, rectangle, triangle,
hexagon, rhombus, trapezoid, and circle
 Two-dimensional shapes—Defining attributes for 1st Grade: Closed-figure, straight sides/edges,
number of sides/edges, numbers of corners/vertices, relationship between length of edges (all
equal edges; all unequal edges; some equal and unequal edges)
 Circle—Defining attributes for 1st Grade: No corner/vertex
 Identify closed and non-closed (open) shapes
 Understand the defining attributes of shapes—closed -figure, straight sides/edges, number of
sides/edges, numbers of corners/vertices, relationship between length of edges (all equal
edges; all unequal edges; some equal and unequal edges)
 Understand the non-defining attributes of shapes as those attributes that do not define a shape
category—color, size, thickness, orientation
 Know that a corner/vertex is where two sides/edges meet in a two dimensional figure
 Draw shapes (square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle) that
possess given defining attributes
 Build shapes (square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle) that possess
given defining attributes
 Describe shapes (square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle) based on
their defining attributes
 Classify/sort shapes (square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle)
based on their defining attributes (1.MDA.4)
 Describe in their own words why a shape (square, rectangle, triangle, hexagon, rhombus,
trapezoid, and circle) belongs to a given category
 Compare shapes in each shape category (square, rectangle, triangle, hexagon, rhombus,
trapezoid, and circle) with paired shapes that appear similar, but do not have one of the
important defining attributes
 Draw examples and non-examples of the shape categories (square, rectangle, triangle,
hexagon, rhombus, trapezoid, and circle)
 Describe the similarities and differences of the shapes (square, rectangle, triangle, hexagon,
rhombus, trapezoid, and circle)
It is not essential for students to:
 Work with shapes beyond those specified
 Classify shapes based on a hierarchy
Concepts (Need to Know)
Skills (Able to Do)
Cognitive Demand
 Defining and non-defining
 Distinguish
 Understand
attributes of two Analyze
dimensional shapes
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BCSD Mathematics Unit Planning Organizer
Grade 1 – Unit 5
1.G.2 Combine two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus,
and trapezoid) or three-dimensional shapes (i.e., cube, rectangular prism, cone, and
cylinder) in more than one way to form a composite shape.
Clarification
It is essential for students to:
 Put together 2-D shapes (squares, rectangles, triangles, hexagons, rhombuses, trapezoids) to
form different 2-D shapes (composite shapes) in more than one way
 Put together 3-d shapes (cubes, rectangular prisms, cones, cylinders) to form different 3-D
shapes (composite shapes) in more than one way
 Discuss the shapes involved in the composite shapes as the “parts” and the “totals”
 Use a composed shape as a new unit in making other shapes—make and use units of units (for
example, making a square from two identical right triangles, then making pictures or patterns
from such squares)
 Use their experience with the defining attributes of shapes to compose and decompose shapes
 Understand the part-whole relationship between and properties of the original and composite
shapes
 Substitute one composite shape for another congruent composite shape composed of different
parts
It is not essential for students to:
 Work with shapes beyond those specified
Concepts (Need to Know)
Skills (Able to Do)
Cognitive Demand
 2-D shapes
 Compose
 Create
 3-D shapes
 Create
 Composite shapes from
2-D or 3-D shapes
 New shapes from
composite shape
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Grade 1 – Unit 5
1.MDA.4 Collect, organize, and represent data with up to 3 categories using object graphs,
picture graphs, t-charts, and tallies.
Clarification
It is essential for students to:
 Collect data with up to 3 categories
 Organize and represent data with up to 3 categories using object graphs
Object graphs use the actual objects being graphed. Each item can be placed in a square so
that comparisons and counts are easily made. Examples include types of shoes, seashells, and
books.
 Organize and represent data with up to 3 categories using picture graphs
Picture graphs use drawings that represent what is being graphed. Students can make their
own drawings, or you can duplicate drawings to be colored or cut out to suit particular needs.
 Organize and represent data with up to 3 categories using t-charts
 Organize and represent data with up to 3 categories using tallies
 This standard focuses on categorical data.

Students first collect the data based on an attribute, organize the data into categories, and
represent the amount in each category by making a group (such as objects, pictures, t-charts
and tallies). The group should be labeled to reflect the attribute in question. Each group
represents an object and its position in one column and another indicates whether or not that
object has a given attribute.

There are multiple ways to represent categorical data and South Carolina State Standards
require Grade 1 students to use object graphs, picture graphs, t-charts and tallies.

Object graphs use real objects. Students are expected to make a real object graph and to draw
conclusions from an object graph.

Data are gathered and organized in order to answer questions about our world. Data collection
should be used for a purpose and information should be relevant and interesting to the
students. Avoid gathering data simply to make a graph. In Grade 3, students work with scaled
picture and bar graphs. Opportunities arise in other subject areas as well as in everyday
activities to collect, organize, classify, and interpret data.
collect: identify problem, develop question, identify audience, ask questions and document
answers
organize: combine data
classify: decide how to group data based on different attributes
create: select and construct the graph that most clearly represents the data,
interpret: discuss general shape of data (e.g., difference between highest and lowest), use
graph to state facts and make inferences
The goal is for students to understand that a graph helps answer a question and provides a
picture of the data. Students should talk and write about their graphs, explaining what the
graphs tell them about the data and stating the answer to the original question.
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Example:
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BCSD Mathematics Unit Planning Organizer
Grade 1 – Unit 5

Note: The teacher will create graphs at the beginning of the year and move to group creations
of graphs. By the end of the school year, students should be able to create graphs on their own.
The teacher will provide the framework for data organization.
Concepts (Need to Know)
Skills (Able to Do)
Cognitive Demand
 Data with up to 3
 Collect
 Apply
categories using
 Organize
 Understand
-object graphs
 Represent
-picture graphs
-t-charts
-tallies
1. MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies and
bar graphs.
Clarification
It is essential for students to:
 Use given object graphs, picture graphs, t-charts, tallies and bar graphs to ask and answer
questions: how many in each category, how many more or less in one category than another
(1.NSBT.3 & 1.ATO.1)
 This standard has important connections to addition and subtraction problems including
compare situations (1.ATO.1) and problems involving the addition of three whole numbers
(1.NSBT.2).
Concepts (Need to Know)
Skills (Able to Do)
Cognitive Demand
 Questions about:
 Ask
 Analyze
- total number of
 Answer
data points
- how many in each
category
- how many more or less
in one category than
another
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Grade 1 – Unit 5
Vocabulary
Mathematically proficient students communicate precisely by engaging in discussion about their
reasoning using appropriate mathematical language. The terms students should learn to use with
increasing precision within this unit are: distinguish, attribute, defining attribute, non-defining
attribute, vertex, vertices, color, orientation, size, examples, non-examples, similar,
different, organize, compose, two-dimensional, three-dimensional, rectangle, square,
trapezoid, rhombus, hexagon, octagon, half-circle, quarter-circle, cube, rectangular prism,
cone, cylinder, sphere, pyramid, composite shape, “units of units,” partition, equal shares,
halves, fourths, quarters, half of, fourth of, quarter of, whole, patterns, extend, explain,
repeating patterns (AB, AAB, ABB, and ABC), figures, growing patterns, organize, represent,
interpret, data points, categorical data, category, greater than, less than, equal to, picture
graph, object graphs, t-chart, table, attribute, draw conclusions and tally marks.
*These are the words the teacher should use frequently with instruction and words that students use
when discussing mathematical content. These words are not intended for assessment.
Required Resources
Supplemental Resources
Support Documents:
South Carolina Department of Education
BCSD
My Math*:
Chapter 7: Lessons 1, 2, 3, 4, 5, 6
Chapter 9: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Chapter 10: 1, 2, 3, 4
*These lessons contain activities and ideas that
teachers may find helpful.
Illustrative Mathematics (PDF files)
1.G.2 Shape Sort
1.G.2 Grandfather Tang’s Story
1.G.2 Counting Squares
1.G.2 Make Your Own Puzzle
1.G.2 Overlapping Rectangles
1.MDA.4 Favorite Ice Cream Flavor
1.MDA.4 Weather Graph Data
M2 Level 1 Geometry: Exploring Shape Games,
Chapter 1
NCTM Resources
Data Grapher (free)
Fractal Tool (free)
Dynamic Paper (free)
Geometric Solids (free)
Concentration (free)
Patch Tool (free)
Shape Cutter (free)
Shape Tool (free)
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