Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 74147
Build a New Shape
Build a New Shape is a lesson for building composite shapes from triangle(s), square(s) and trapezoid(s). This lesson uses a story and certain
pattern block manipulative to help students to gain this skill.
Subject(s): Mathematics
Grade Level(s): 1
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection
Instructional Time: 1 Hour(s) 15 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: composite shapes, triangles squares, trapezoids, rectangles
Resource Collection: FCR-STEMLearn Mathematics General
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to compose and identify two-dimensional shapes to create a composite shape.
Prior Knowledge: What prior knowledge should students have for this lesson?
Identify real world shapes.
Identify and describe squares, triangles, and trapezoid.
Correctly name shapes (triangle, square, trapezoid) regardless of size or orientation.
Identify shapes as two-dimensional or three-dimensional.
Model shapes in the world by building shapes from components (e.g. sticks and clay balls) and drawing shapes.
Compose simple shapes from larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"
Guiding Questions: What are the guiding questions for this lesson?
What is this shape? (this is a triangle)
How do you know? (it has three sides and three corners)
What does it mean to compose? (to put together or build)
What is a composite shape? (a shape made by joining other shapes together)
What can you create from our shapes? (a larger triangle, a rocket)
What composite shape did I make? ( I made a rocket)
What shapes did I use to make the composite shape? (I used a triangle, a square and a trapezoid)
Teaching Phase: How will the teacher present the concept or skill to students?
Teacher will begin with a book to get their interest and activate prior knowledge of shapes. Teacher will use The Greedy Triangle by Marilyn Burns. A link to The
Greedy Triangle
http://safeshare.tv/w/FTOJamNKmz
Teacher will call class to the floor to read/listen to the book while discussing the shapes in the book "What has changed in the shape when he visits the
shapeshifter?"
Teacher will have students look around the room for shapes of squares, trapezoids, and triangles. "What do you see in the room that is shaped like a triangle?
page 1 of 4 square? trapezoid? Teacher would ask them to identify what they find in the room for each shape. Examples might include: the top part of the "a" in the alphabet
(triangle), cube tissue box (square), trapezoid tables.
Teacher will send students to their seat to draw one thing in the room for each shape on a blank piece of paper. Teacher writes triangle, square and trapezoid on
the board. Students will label and draw the shapes.
Call students back to the floor.
Teacher will use a green triangle, orange square, and red trapezoid pattern blocks to model putting together to create a new composite shape. Teacher will create
a rocket.
"What shapes did we use to compose this rocket?" Students will say "triangle, square, trapezoid" teacher will repeat, "My composite shape is made from a triangle,
square, and trapezoid." While pointing to tag each one with the name, "What is a composite shape?" Students will answer, A shape made from other shapes.
Teacher will then compose another shape from the triangle, square and trapezoid.
Teacher will ask, "How did the shape change?" Student responses include: It's not a rocket now. The triangle is on the other side of the trapezoid. It's shaped like a
fox. Teacher will acknowledge responses and say "So we can take the same pieces and compose a different shape?" Students will respond "Yes we used the same
pieces but made a different shape."
Teacher will say "I have some extra triangles and I want to use them in my composite shape. I think instead of the trapezoid. How many triangles will I need to
make a trapezoid?" Students will answer 2 or 3. Teacher will model laying 3 triangles on top of the trapezoid. "Yes you are correct. It will take 3 triangles to make a
trapezoid."
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Teacher will distribute pattern blocks in a bag to each student to include 8 triangles, 8 squares, and 4 trapezoids along with the workmat. Teacher will provide two
minutes to explore the shapes and create new composite shapes.
Teacher will distribute workmats. Teacher will say, "Let's see if we can identify these shapes." Hold up a triangle and ask for the name.triangle "How do you know?"
It's green. "Is it a triangle because it is green?" No "What else can you tell me that lets me know it is a triangle?" It has 3 sides and 3 corners. Follow same
questioning with the trapezoid.
Now match up the triangle and the trapezoid on the workmat. Teacher says, "Can you take the triangle and trapezoid to compose a larger triangle?" Student will
use the workmat. Teacher will ask "Now what shape did you compose?" a bigger triangle "How do you know it is bigger?" It is larger. "Is it still a triangle?" Yes
"How do you know?" It still has 3 sides and 3 corners. "So you are telling me you composed a new shape from a smaller triangle and a trapezoid to make a larger
triangle." Yes.
Teacher will instruct students to select 4 triangles and place them on the separated triangles space on the workmat. Teacher will say, "Use the 4 triangles to
compose a larger triangle." Students will move 4 triangles to compose the larger triangle on the mat. Teacher will ask for student strategies on using the 3 triangles
to compose the bottom and some might note they create a trapezoid.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Teacher will say, "Find the next shape. I am going to change our activity a bit and do things a little different. I want you to use the shapes in your bag to create that
shape. What is that shape? Rectangle Yes it is a rectangle and how do you know? It has 4 corners, 4 sides, 2 sides are longer than the others. Yes you are correct.
I want you to use the shapes and compose a rectangle. Provide 4-5 minutes for students to use their shapes to create the rectangle. Teacher will circulate making
note of student use of manipulative, children wanting to cut shapes in half, and shapes falling outside the outline. Ask students to explain and justify their thinking
while telling about number of shapes used. Possible answers include I used 6 squares to make the rectangle. I couldn't use any other shapes because my triangles
went longer than the line. I couldn't make straight shapes because they were too long. There is only 1 way to make it. How do you know? Nothing else will stay in
the lines.
page 2 of 4 I want you to try this next shape and let me know what shapes compose this new shape. What does the shape look like to you? A boat Now use your shapes to
make this composite shape. To keep track of the shapes you use you will want to draw the outline lines when you pick up shapes. Teacher will circulate and attend
to students with misconceptions.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Teacher will have children come to the floor and review the concepts they learned. Ask questions and discuss
What does it mean to compose? (to put together or build)
What is a composite shape? (a shape made by joining other shapes together)
After the lesson, the teacher can draw shapes on chart paper and draw the lines to outline shapes within the composed shape to hang as an anchor chart or
reference for students to use.
Summative Assessment
Students will draw lines of the pattern block pieces that make the final composite shape.
There is more than 1 correct set of pattern block lines depending on the amount of pieces used.
For example there might be 1 trapezoid or 3 triangles depending on how the student composed the shape.
Formative Assessment
Use the book The Greedy Triangle to assess initial understanding. This is done during the reading by having the students identify the shapes of triangle, square and
trapezoid. Students are to draw and label a triangle, square, and trapezoid on a blank piece of paper. Teacher will sort completed papers into correctly
drawn/labeled and incorrectly drawn/labeled. Teacher will work with incorrectly drawn/labeled students to address misconceptions.
Circulate during the time the students are composing shapes and identify the students who are grasping the concept. This occurs by watching the students
composing the shapes as I say them. Student will put 1 triangle and 1 trapezoid together to make a larger triangle. Student will put 4 triangles to compose a larger
triangle. Students will compose 6 squares into a rectangle. Circulate and check that the students are making the correct shapes. Ask struggling students what
shapes are they making. Through questioning assist students to turn a shape or choose another shape to complete the composite shape.
Feedback to Students
Provide feedback to students during the time circulating when they are making their shapes.
Teacher will ask them to identify the shapes that create the new composite shape.
Teacher will ask for explanations and justification about the new shape created.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Teacher will provide the lines within the composite shape during independent practice if student is struggling.
Teacher will make sure to informally check all students for understanding and pull small group for misconception clarification.
Teacher will review each shape name and how they can combine to make new shapes.
Teacher will set up a center with the shapes for students who are having trouble to use for extra practice.
Extensions:
Students move to more complex shapes such as rhombus and hexagon.
Teacher will challenge students to compose shapes, ex. flower, animal, or person. Students will trace the outline and remove a piece and trace that edge. Students
can provide papers to classmates for them to use shapes to create the new composite shape.
Suggested Technology: Computer for Presenter, Internet Connection
Special Materials Needed:
book The Greedy Triangle by Marilyn Burns or access to watch the safeshare linked version.
Set/bag of pattern blocks for each student. (8 trianlges, 8 squares, 4 trapezoids)
Blank paper for students to draw on
Additional Information/Instructions
By Author/Submitter
Students model with mathematics when creating composite shapes.
SOURCE AND ACCESS INFORMATION
Contributed by: Carolyn Stanton
Name of Author/Source: Carolyn Stanton
District/Organization of Contributor(s): Orange
Is this Resource freely Available? Yes
Access Privileges: Public
page 3 of 4 License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.1.G.1.2:
Description
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or threedimensional 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.
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