Enhanced Instructional Transition Guide
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Unit 13: Geometry: Two- and Three-Dimensional Figures (7 days)
Possible Lesson 01 (7days)
POSSIBLE LESSON 01 (7 days)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and
Midcycle State Adopted Instructional Materials.)
Lesson Synopsis:
Students investigate relationships among two- and three-dimensional figures and describe distinctive attributes of a circle, triangle, rectangle, square, rectangular prism
(including cube), sphere, cylinder, and cone using formal geometric language.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit.
The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148
1.6
Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student
compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to:
1.6B
Describe and identify three-dimensional geometric figures, including spheres, rectangular prisms (including cubes), cylinders,
and cones.
1.6C
Describe and identify two- and three-dimensional geometric figures in order to sort them according to a given attribute using
informal and formal language.
Underlying Processes and Mathematical Tools TEKS:
page 1 of 38 Enhanced Instructional Transition Guide
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
1.11
Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday
experiences and activities in and outside of school. The student is expected to:
1.11A
Identify mathematics in everyday situations.
1.12
Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language. The
student is expected to:
1.12A
Explain and record observations using objects, words, pictures, numbers, and technology.
1.12B
Relate informal language to mathematical language and symbols.
1.13
Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:
1.13
Justify his or her thinking using objects, words, pictures, numbers, and technology.
Performance Indicator(s):
Grade 01 Mathematics Unit 13 PI 01
Sort a variety of two- and three-dimensional geometric figures by their defining attributes. Orally explain the sorting process. Identify and describe orally five teacher-selected
figures using formal geometric vocabulary.
Standard(s): 1.6B , 1.6C , 1.11A , 1.12A , 1.12B , 1.13
ELPS ELPS.c.3H
Key Understanding(s):
Objects and geometric figures can be identified and described by attributes.
Informal and formal geometric vocabulary is used to identify and describe the attributes of two- and three-dimensional geometric figures.
Attributes of two- and three-dimensional geometric figures are used to distinguish and justify one figure from another.
A collection of two- and three-dimensional figures can be sorted by various attributes.
Manipulatives and computers are tools that can assist in comparing and contrasting of two- and three-dimensional images of shapes and objects.
Two- and three-dimensional objects or figures can be identified in everyday settings.
page 2 of 38 Enhanced Instructional Transition Guide
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Misconception(s):
Some students may lack the ability to distinguish similarities and differences between two and three-dimensional figures (e.g., A student might refer to a sphere as
a circle because they are both round.).
Vocabulary of Instruction:
attribute
circle
cone
cube
curve
curved surface
cylinder
edge
face
opposite (sides)
rectangle
rectangular prism
round
side
sphere
square
square corner
straight line
three-dimensional figure
triangle
two-dimensional figure
vertex (vertices)
Materials List:
Arithmetic Rack (1 per teacher) (previously created in Unit 01 Lesson 01 Explore/Explain 5)
Box Collection (1 per teacher) (previously created)
boxes (real-world, various, rectangular prism, cube shaped) (1 box per student, 1 additional box per 4 students)
cardstock (1 sheet per 4 students, 1 sheet per teacher)
cardstock (4 sheets per 4 students)
chart marker (1 per teacher)
chart paper (2 sheets per teacher)
chart paper (3 sheets per teacher)
color dot (different color per 4 students) (1 per student)
construction paper (1 sheet per 4 students)
geometric solids (cube, rectangular prism, cylinder, cone, sphere) (1 set per 4 students, 1 set per teacher)
page 3 of 38 Enhanced Instructional Transition Guide
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
index card (2 per 4 students)
index card (3 – 4 per 4 students)
marker (1 per 4 students)
paper (Manila, 12” x 18”) (1 sheet per student, 1 sheet per teacher)
plastic zip bag (sandwich sized) (1 bag per 4 students)
plastic zip bag (sandwich sized) (1 per 4 students, 1 per teacher)
scissors (1 per teacher)
sticky note (small) (6 per 4 students)
three-dimensional objects (various, cube, rectangular prism, cylinder, cone, sphere) (1 set per 4 students, 1 set per teacher)
Two- and Three-Dimensional Figure Collection (1 per student) (previously created)
two-dimensional figures (various, square, circle, triangle, rectangle) (1 set per 4 students, 1 set per teacher)
Wall Calendar (1 per teacher) (previously created in Unit 01 Lesson 01 Engage 1)
Attachments:
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments
that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Attribute Chart 1
Attribute Chart 2
Two- and Three-Dimensional Figure Descriptions
Shapes
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to
teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using
page 4 of 38 Enhanced Instructional Transition Guide
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
1
Daily Routines
Instructional Procedures:
1. Instruct students to determine how many children are present using the displayed Arithmetic Rack.
Daily Routines
MATERIALS
Arithmetic Rack (1 per teacher)
Allow students to observe the rack and determine the attendance count. Facilitate a class
(previously created in Unit 01 Lesson 01
discussion for students to share their total and explain the strategy they used to find the total.
Explore/Explain 5)
2. Facilitate a class discussion to review standard form and expanded form.
Ask:
Wall Calendar (1 per teacher) (previously
created in Unit 01 Lesson 01 Engage 1)
How many students are present today? Answers may vary.
How could the number be recorded in standard form? Answers may vary.
How could the number be recorded in expanded form? Answers may vary
3. Instruct students to chorally count backward from 45 with you.
4. Using the displayed Wall Calendar, facilitate a class discussion about the components of the
calendar.
What was the date two weeks ago? Answers may vary.
How did you find that answer? Answers may vary.
Topics:
page 5 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
Spiraling Review
Two-dimensional figures
Attributes
MATERIALS
Formal geometric language
chart paper (2 sheets per teacher)
Engage 1
chart marker (1 per teacher)
Students compare and contrast all geometric attributes of a rectangle and square. Students describe
their findings using formal geometric language.
Instructional Procedures:
1. Prior to instruction, draw 3 different sizes of rectangles on a sheet of chart paper, and 3 different
sizes of squares on another sheet of chart paper.
2. Display the chart paper with 3 sizes of rectangles for the class to see.
Ask:
What are these two-dimensional figures called? (rectangles)
Who can describe the attributes of a rectangle? (4 sides, opposite sides same length, 4
vertices)
3. Display the chart paper with 3 sizes of squares for the class to see.
Ask:
What are these two-dimensional figures called? (squares)
Who can describe the attributes of a square? (4 sides, all sides the same length, 4 vertices)
page 6 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
4. Display both sheets of chart paper side-by-side.
Ask:
How are these two groups of figures alike? Answers may vary. Both sets of figures have 4
sides, with at least 2 sides the same length, and 4 vertices; etc.
How are these two groups of figures different? Answers may vary. The length of sides are
not all the same; squares have all 4 sides same length; rectangles have opposite sides the
same length; etc.
Do the attributes of size or color help us determine whether a figure is a rectangle or a
square? (No, size and color do not help us define squares and rectangles.)
What makes a square different from a rectangle? (All sides of a square are the same
length, not just opposite sides.)
How could I change a rectangle to make it a square? (make all sides the same length)
Topics:
MATERIALS
Three-dimensional figures
geometric solids (cube, rectangular
Attributes
prism, cylinder, cone, sphere) (1 set per
Informal geometric language
4 students, 1 set per teacher)
construction paper (1 sheet per 4
Explore/Explain 1
students)
Students sort a variety of three-dimensional solids based on one geometric attribute and describe the
index card (2 per 4 students)
sort using informal geometric language.
marker (1 per 4 students)
Instructional Procedures:
page 7 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
1. Place students into groups of 4.
2. Explain to students that when objects are sorted, they are grouped with other objects that have a
INSTRUCTIONAL NOTE
common attribute. Groups of objects can be labeled according to the rule or attribute used for
If the set of geometric figures being used are
sorting. To determine common attributes for sorting objects, think about how they are like each
not all the same color, emphasize to students
other and how they are different from each other. Explain to students that they will sort a collection
that color is not an attribute that should be used
of objects and then explain their sort by describing how objects in one group are different from
to sort or identify geometric figures.
objects in the other group.
3. Distribute a set of geometric solids and a sheet of construction paper, to be used as a sorting mat,
to each group of students. Instruct students to look at the geometric figures and identify an attribute
that describes some of the figures. Then, place the figures with that attribute on the mat, leaving the
other figures off of the mat.
4. Allow time for students to complete the sorting activity. Monitor and assess students to check for
understanding. Note the variety of sorts and the language being used to describe the sorted figures.
Facilitate a class discussion allowing student groups to share their sort.
Ask:
What is the rule or attribute you used to sort your figures? Answer may vary.
How are the figures on the mat alike? Answer may vary.
How are the figures on the mat different? Answer may vary.
5. Allow students to describe and compare their sorted figures using informal language and twodimensional formal language (e.g., figures that roll, figures that look like boxes or have faces that are
rectangles, figures that have a triangle, figures that have a point, figures that have a circle, etc.).
Formal vocabulary will be introduced later in this unit. The focus of this activity is on sorting by
page 8 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
attributes.
6. Distribute 2 index cards and a marker to each group of students. Instruct students to use the index
cards and marker to create a label listing the main attributes of each group. Allow time for students
to create their labels.
7. Instruct students to take a gallery walk around the room. Each group of students will move together
to each of the other displays of sorted figures. Instruct students to discuss as a group the way other
students sorted the figures. Allow time for students to observe each of the other displays of sorted
figures.
8. Facilitate a class discussion to review the gallery walk.
Ask:
Did anyone notice if another group sorted their figures like your group? Answers may
vary.
Did anyone notice if another group sorted their figures differently from your group?
Answers may vary.
2
Daily Routines
Instructional Procedures:
1. Instruct students to determine how many children are absent using the displayed Arithmetic Rack.
Daily Routines
MATERIALS
Arithmetic Rack (1 per teacher)
Allow students to observe the rack and determine the attendance count. Facilitate a class
(previously created)
discussion for students to share their total and explain the strategy they used to find the total.
Wall Calendar (1 per teacher) (previously
page 9 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Ask:
Notes for Teacher
created)
How many tens are in the number of children present today? Answers may vary.
2. Using the displayed Wall Calendar, facilitate a class discussion about upcoming events and, if
applicable, post new events to the calendar.
Ask:
What is the date of the next posted event? Answers may vary.
How many weeks until ______? Answers may vary.
Are there any entries listed next week? Answers may vary.
What are they? Answers may vary.
If today is Tuesday, what date would be a week from today? Answers may vary.
Topics:
Spiraling Review
Three-dimensional figures
Attributes
MATERIALS
Formal geometric language
boxes (real-world, various, rectangular
Explore/Explain 2
prism, cube shaped) (1 box per student,
Students explore the geometric attributes of a collection of boxes by investigating the faces of the
1 additional box per 4 students)
solids.
paper (Manila, 12” x 18”) (1 sheet per
student, 1 sheet per teacher)
Instructional Procedures:
sticky note (small) (6 per 4 students)
page 10 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
1. Prior to instruction, prepare a Box Collection by gathering various real-world rectangular prism and
cube shaped boxes. Create sets of boxes with 1 box per student and 1 additional box per group of 4
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
color dot (different color per 4 students)
(1 per student)
students. The additional box per group will be used on Day 5.
2. Display the Box Collection for the class to see. Facilitate a class discussion to review the attributes
of the three-dimensional objects. Allow students to use informal language to describe the attributes
of the boxes.
3. Explain to students that today they will explore the formal name for the attribute often described as
“flat surfaces.” Write the vocabulary word, face, for the class to see.
4. Display a box from the Box Collection. Touch a flat surface of the box to illustrate the meaning of
the word, face. Explain to students that a face of a geometric solid is a flat surface in the shape of a
two-dimensional figure. Turn the box to show each face. Explain to students that they can tell when
the surface is flat because the figure can sit on a face and not roll. Explain to students that faces
can be different shapes.
5. Facilitate a class discussion to demonstrate the following activity. Display a sheet of Manila paper
for the class to see. Explain to students that they will be tracing each face of a box on Manila
paper. Demonstrate placing one face of the displayed box in the upper left corner of the Manila
paper. Trace around the edge of the box.
6. Explain to students that they will use sticky notes to keep track of each face that has been traced.
Demonstrate lifting the box and placing a sticky note on the face you just traced.
7. Explain to students that they will need to fit all 6 faces of the box on one sheet of Manila paper.
Demonstrate tracing each of the remaining faces on the Manila paper, spacing the faces so that
they all fit on the displayed Manila paper. After tracing each face, place a sticky note on the face to
page 11 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
demonstrate tracking the faces already traced.
8. Remove the box. Facilitate a class discussion to identify the traced faces of the box.
Ask:
What two-dimensional figures have been traced on the recording sheet? Answer may
vary.
How many two-dimensional figures have been traced on the recording sheet? (6 twodimensional figures)
If there were 6 two-dimensional figures traced, how many faces make the threedimensional box? (6 faces)
9. Distribute a large sheet of Manila paper and a box to each student. Instruct students to begin
tracing the faces of their boxes, marking the faces with a sticky note as they trace them. Remind
students to place their box faces so that all 6 faces will fit on the Manila paper.
10. Allow time for students to complete the activity. Monitor and assess students to check for
understanding.
11. Place a colored dot sticker on the back of each box and box recording sheet. Use a different color
dot for each group of 4 students. Collect the boxes and box recording sheets for use on Day 3 and
Day 5.
3
Daily Routines
Instructional Procedures:
Daily Routines
MATERIALS
page 12 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
1. Instruct students to observe the displayed Arithmetic Rack and determine the attendance count.
Notes for Teacher
Arithmetic Rack (1 per teacher)
Facilitate a class discussion for students to share their total and explain the strategy they used to
(previously created)
find the total.
Wall Calendar (1 per teacher) (previously
2. Facilitate a class discussion to review standard form and expanded form.
created)
Ask:
How many students are present today? Answers may vary.
How could the number be recorded in standard form? Answers may vary.
How could the number be recorded in expanded form? Answers may vary.
3. Instruct students to pretend that 5 new students were added to the class today.
Ask:
How many students would be present today if 5 new students were added? Answers may
vary.
4. Using the displayed Wall Calendar, facilitate a class discussion about various past events.
Encourage the use of time order words: yesterday, earlier, day before, last week, etc.
Topics:
Spiraling Review
Two- and Three-dimensional figures
Attributes
MATERIALS
Formal geometric language
Box Collection (1 per teacher) (previously
Elaborate 1
created)
page 13 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Students study the recording sheets created by their peers in order to identify like figures. Students
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
chart paper (3 sheets per teacher)
connect two-dimensional drawings with a three-dimensional model and justify their conclusions.
Instructional Procedure:
TEACHER NOTE
The 3 categories that will emerge are: a) figures
1. Redistribute the box recordings created on day 2, ensuring each student does not have their own
recording sheet.
2. Facilitate a discussion about the number of faces on the recording sheet and the shape of each
face.
that have faces that are all squares, b) figures
that have faces that are all rectangles that are
not squares, and c) figures that have
rectangular and square faces.
Ask:
TEACHER NOTE
What two-dimensional figures have been traced on the recording sheet? Answer may
vary.
How many two-dimensional figures have been traced on the recording sheet? (6 twodimensional figures)
If there are 6 two-dimensional figures traced, how many faces make the three-
If a student describes their figures as all the
same size, facilitate a brief discussion allowing
the student to justify how to prove that the
figures are all the same size.
dimensional box? (6 faces)
TEACHER NOTE
3. Instruct students to bring their recording sheet and form a circle on the floor. Place 3 sheets of chart
paper in the center of the circle to be used as sorting mats. Explain to the students that they will
sort their recording sheets into 3 groups. Allow students to discover what the 3 groups represent
throughout the activity. Do not tell students the categories at this time.
Rectangular Prism – a geometric solid with 6
rectangular faces (Some of the rectangular
faces may be squares.)
Cube – a geometric solid with 6 square faces
4. Instruct one student to place their recording on any of the 3 chart paper sorting mats. Instruct the
student to describe the shape of each face and the number of faces.
Ask:
page 14 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
How could you describe the shape of each face and the number of faces in your
recording? Answers may vary. My box has six faces—two faces are squares and four faces are
rectangles; my box has six faces—two faces are rectangles and four faces are squares; my box
has six faces—all six faces are rectangles; my box has six faces—all six faces are squares;
etc.
Invite a second student to decide whether his/her recording is like the first student’s recording or
if it is different. Instruct the student to put their recording on the same mat as the first student if it
is like the student’s recording or on the next mat if it is different. Instruct the second student to
describe the shape of each face and the number of faces.
Ask:
How could you describe the shape of each face and the number of faces in your
recording? Answers may vary. My box has six faces—two faces are squares and four faces are
rectangles; my box has six faces—two faces are rectangles and four faces are squares; my box
has six faces—all six faces are rectangles; my box has six faces—all six faces are squares;
etc.
5. Repeat the process until all students have placed their recording sheet on a mat.
6. Facilitate a class discussion regarding the sorted recording sheets.
Ask:
What is the definition of a rectangle? (a two-dimensional figure with 4 vertices and opposite
sides the same length)
page 15 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
What is the definition of a square? (a two-dimensional figure with 4 vertices and all sides the
same length; a special rectangle because opposite sides are the same length)
7. Direct students’ attention to the two sorting mats of rectangular prisms.
Ask:
How are all of the recordings on this sorting mat alike? Answers may vary. The boxes have
faces that are all rectangles (no squares); etc.
How are all of the recordings on this sorting mat alike? Answers may vary. The boxes have
some faces that are rectangles and some faces that are squares; etc.
Explain to students that boxes, or three-dimensional solids, that have faces that are all
rectangles (and special rectangles, or squares) are called rectangular prisms. Display a few of
the boxes from the Box Collection that are rectangular prisms (faces with all rectangles and
faces that have both rectangles and squares).
8. Direct the students to look at the sorting mat of cubes.
Ask:
How are all of the recordings on this sorting mat alike? Answers may vary. The boxes have
faces that are all squares; etc.
Explain to students that boxes, or three-dimensional solids, that have faces that are all squares
are called cubes. Display a few of the boxes from the Box Collection that are cubes.
page 16 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
4
Daily Routines
Instructional Procedures:
1. Instruct students to determine how many children are present with the displayed Arithmetic Rack.
Daily Routines
MATERIALS
Arithmetic Rack (1 per teacher)
Allow students to observe the rack and determine the attendance count. Facilitate a class
(previously created)
discussion for students to share their total and explain the strategy they used to find the total.
Wall Calendar (1 per teacher) (previously
2. Facilitate a class discussion to review standard form and expanded form.
created)
Ask:
How many students are present today? Answers may vary.
How could the number be recorded in standard form? Answers may vary.
How could the number be recorded in expanded form? Answers may vary.
3. Instruct students to chorally count backward from 42 with you.
4. Using the displayed Wall Calendar, facilitate a class discussion about the components of the
calendar.
Ask:
What is this month? Answers may vary.
How many days are in this month? Answers may vary.
What day of the week did this month end on? Answers may vary.
When will next month begin? Answers may vary.
page 17 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Three-dimensional figures
Attributes
ATTACHMENTS
Formal and informal geometric language
Teacher Resource: Attribute Chart 1 (1
Explore/Explain 3
per teacher)
Students explore the geometric attributes of a collection of three-dimensional solids (rectangular prisms
Handout: Attribute Chart 1 (1 per 4
and cubes) by investigating the vertices and edges of the solids, and curved-surface three-dimensional
students)
solids (cylinders, cones, and spheres) by investigating curved and flat surfaces of the solids.
Teacher Resource: Attribute Chart 2 (1
per teacher)
Instructional Procedures:
MATERIALS
1. Prior to instruction, create 2 sets of geometric solids for each group of 4 students. Set 1 should
include a rectangular prism or cube for each student in the group. Set 2 should include a sphere,
geometric solids (rectangular prism,
cone, or cylinder for each student in the group.
cube, cylinder, cone, sphere) (1 set per
4 students, 1 set per teacher)
2. Place students in groups of 4. Distribute Set 1 of the geometric solids to each group of students.
3. Facilitate a class discussion to review the definition of the term vertex and its plural, vertices.
Instruct students to point to an example of a vertex on one of the models at their table.
4. Display a rectangular prism. Point to an edge on the prism. Explain to students that on three-
TEACHER NOTE
TEA defines the attributes of cylinders, cones,
and spheres as curved surfaces and flat
dimensional figures this is called an edge. Instruct students to run their finger along an edge to a
surfaces (later to be defined as bases in Grade
vertex on one of the models at their table. Facilitate a discussion comparing an edge of a three-
3).
dimensional solid to the side of a two-dimensional figure.
sphere – a figure with one curved surface
5. Facilitate a class discussion to compare the attributes of the geometric solids and to introduce the
cone – a figure with one curved surface and one
page 18 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
formal vocabulary associated with the cube and rectangular prism.
flat surface in the shape of a circle
Ask:
cylinder – a figure with one curved surface and
two flat surfaces in the shape of a circle
What attributes are used to describe a rectangular prism or cube? (vertices, edges, faces)
vertex (vertices) for two­dimensional figures –
the point where two lines meet
6. Distribute one handout: Attribute Chart 1 to each group of students. Explain to students that they
will work as a group to complete the table. Instruct students to write “yes” if the figure has the
attribute, and “no” if the figure does not have the attribute. As each attribute is discussed, instruct
students to use the geometric solids at their table to justify their answer. Allow time for students to
complete the chart. Monitor and assess students to check for understanding.
7. Display teacher resource: Attribute Chart 1 for the class to see. Facilitate a class discussion
vertex for three­dimensional figures – the point
where three or more edges meet
edge – a line segment where two faces meet
TEA does not use the term vertex as an
attribute for the cone in the elementary grades.
So the top of the cone can be referenced as a
inviting students to share how they completed the chart and to justify their answers using a
vertex, an apex, or a point.
geometric solid. Record correct responses for the class to see.
In middle school mathematics, the term vertex
is further defined to include the cone.
8. Collect Set 1 of geometric solids and distribute Set 2 of the geometric solids to each group of
students.
9. Display teacher resource: Attribute Chart 2 for the class to see. Explain to students that the class
will complete the new Attribute Chart together. Facilitate a class discussion to compare the
attributes of the geometric solids and to introduce the formal vocabulary associated with the
page 19 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
spheres, cylinders, and cones.
Ask:
What attributes are used to describe a rectangular prism or cube? (vertices, edges, faces)
10. Display a sphere for the class to see. Instruct student groups to find a sphere in the geometric
solids at their table and pass it around to allow each student to hold it. Record students’ answers on
teacher resource: Attribute Chart 2 as each attribute is discussed.
Ask:
Does the sphere have a flat surface? (no)
Does the sphere have a curved surface? (yes)
Explain to students the formal vocabulary curved surface.
Using attributes, how could a sphere be described? (A sphere is a curved surface with no
flat surfaces.)
How are the surfaces of the sphere and the rectangular prism different? (A sphere has a
curved surface, and a rectangular prism has flat surfaces.)
How are the surfaces of the sphere and the cube different? (A sphere has a curved
surface, and a cube has flat surfaces.)
page 20 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
11. Display a cylinder for the class to see. Instruct student groups to find a cylinder in the geometric
solids at their table and pass it around to allow each student to hold it. Record students’ answers on
teacher resource: Attribute Chart 2 as each attribute is discussed.
Ask:
Does the cylinder have a flat surface? (yes)
How many flat surfaces are on a cylinder? (2 flat surfaces)
What is the shape of the flat surface? (circle)
Does the cylinder have a curved surface? (yes)
Using attributes, how could a cylinder be described? (A cylinder is a curved surface with 2
flat surfaces in the shape of a circle.)
How are the surfaces of the cylinder and the sphere different? Alike? (A cylinder has 1
curved surface and 2 flat surfaces in the shape of a circle, whereas a sphere has only 1 curved
surface.)
How are the surfaces of the cylinder and the rectangular prism or cube different? (A
cylinder has 1 curved surface and 2 flat surfaces in the shape of a circle, and a rectangular
prism or cube has all flat surfaces in the shape of rectangles or squares.)
page 21 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
12. Display a cone for the class to see. Instruct student groups to find a cone in the geometric solids at
their table and pass it around to allow each student to hold it. Record students’ answers on teacher
resource: Attribute Chart 2 as each attribute is discussed.
Ask:
Does the cone have a flat surface? (yes)
How many flat surfaces are on a cone? (1 flat surface)
What is the shape of the flat surface? (circle)
Does the cone have a curved surface? (yes)
Using attributes, how could a cone be described? (A cone is a curved surface with 1 flat
surface in the shape of a circle.)
How are the surfaces of the cone and the sphere different? Alike? (A cone has 1 curved
surface and 1 flat surface in the shape of a circle, whereas as a sphere has only 1 curved
surface.)
How are the surfaces of the cone and the cylinder different? Alike? (A cone has 1 curved
surface and 1 flat surface in the shape of a circle, whereas as a cylinder has 1 curved surface
and 2 flat surfaces in the shape of a circle.)
page 22 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
How are the surfaces of the cone and the rectangular prism or cube different? (A cone
has 1 curved surface and 1 flat surface in the shape of a circle, and a rectangular prism or cube
has all flat surfaces in the shape of rectangles or squares.)
5
Daily Routines
Instructional Procedures:
1. Instruct students to construct a pattern as they post their figures on the displayed Arithmetic Rack.
Daily Routines
MATERIALS
Arithmetic Rack (1 per teacher)
Allow students to observe the rack and determine the attendance count. Facilitate a class
(previously created)
discussion about if creating a pattern was helpful in determining the total.
Wall Calendar (1 per teacher) (previously
2. Facilitate a class discussion to review standard form and expanded form.
created)
Ask:
How many students are present today? Answers may vary.
How could the number be recorded in standard form? Answers may vary.
How could the number be recorded in expanded form? Answers may vary.
3. Instruct students to chorally count backward from 28 with you.
4. Use the displayed Wall Calendar, facilitate a class discussion about the posted events and, if
applicable, post new events to the calendar.
Ask:
What events do we have posted for next week? Answers may vary.
page 23 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
What day of the week is it on? Answers may vary.
Does anyone have an event that we need to post? Answers may vary.
What date should I record it on? Answers may vary.
Topics:
Spiraling Review
Two- and three-dimensional figures
Attributes
ATTACHMENTS
Formal geometric language
Teacher Resource: Two- and Three-
Elaborate 2
Dimensional Figure Descriptions (1
Students identify a two- or three-dimensional figure that matches the geometric attributes described by
per teacher)
the teacher and description cards.
Card Set: Two- and ThreeDimensional Figure Descriptions (1
Instructional Procedures:
1. Prior to instruction, create a set of cards for every 4 students and each teacher by copying card set
set per 4 students)
MATERIALS
and teacher resource: Two- and Three-Dimensional Figure Descriptions on cardstock, cutting
apart, and placing in a plastic zip bag.
two-dimensional figures (various, square,
page 24 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
circle, triangle, rectangle) (1 set per 4
2. Prior to instruction, create a Two- and Three-Dimensional Figure Collection for each group of 4
students and each teacher. In each collection, include at least one cube, rectangular prism,
cylinder, cone, sphere, square, circle, triangle, and rectangle. Three-dimensional objects in the
collections may include commercial geometric solids and real-life objects. Two-dimensional figures
may include real objects, pattern blocks, attribute blocks, die-cuts, and other objects that have been
used in previous lessons. Add other shapes such as pyramids, polygons (pentagon, hexagon,
trapezoid), ovals, and representations of shapes that are not regular (ex., triangles that are not
equilateral).
3. Place students in groups of 4. Distribute a Two- and Three-Dimensional Figure Collection to each
group.
students, 1 set per teacher)
three-dimensional objects (various, cube,
rectangular prism, cylinder, cone,
sphere) (1 set per 4 students, 1 set per
teacher)
cardstock (1 sheet per 4 students, 1
sheet per teacher)
scissors (1 per teacher)
plastic zip bag (sandwich sized) (1 per 4
students, 1 per teacher)
4. Explain to students that you will read some descriptions of figures. For each description, student
groups will discuss the description and find the figure from their collection that matches the figure
you have described. One student from each group will hold up the figure. Instruct students to
alternate holding up each figure described.
Ask:
Who can find and name a figure that has more than 3 faces? (cube, rectangular prism)
Who can find and name a figure that has 3 or more sides? (triangle, square, rectangle)
Instruct students to compare the last two figures described.
How are the figures with sides different than the figures with faces? (Figures with sides
are two-dimensional, and figures with faces are three-dimensional.)
Who can find and name a figure that has 3 or more vertices? (cube, square, rectangle,
rectangular prism, triangle)
Are these figures two-dimensional, three-dimensional, or both? (both)
page 25 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
Who can find and name a figure that has a rectangular face? (rectangular prism, cube
(special rectangular prism))
How are rectangular prisms and cubes alike? Answers may vary. They have 6 faces that are
rectangles; they have 8 vertices; they have 12 edges; etc.
How are rectangular prisms and cubes different? Answers may vary. All of the faces of a
cube are the same size squares; etc.
Who can find and name figures with curved surfaces? (cone, cylinders, and spheres)
How are these figures the same? Answers may vary. They are all three-dimensional; they all
have curved surfaces; they all roll; etc.
5. Distribute card set: Two- and Three-Dimensional Figure Descriptions to each group.
6. Instruct students to place all of the figures from their collection in the middle of the table.
7. Explain to students that they will work as a group to match figures to the description cards. Instruct
students to take turns selecting a description card, finding a figure that matches the description,
and placing the figure on top of the description card. The other students in the group will confirm
whether the figure matches the description, or not. Once all of the cards have been matched with a
figure, students may take turns trying to find another figure that matches each description card.
8. Allow time for students to complete the activity. Monitor and assess students to check for
understanding.
9. Facilitate a class discussion to debrief the activity and allow students to share their matches.
6
Daily Routines
Daily Routines
page 26 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Instructional Procedures:
1. Instruct students to observe the displayed Arithmetic Rack and determine the attendance count.
Notes for Teacher
MATERIALS
Arithmetic Rack (1 per teacher)
Facilitate a class discussion for students to share their total and explain the strategy they used to
(previously created)
find the total.
Wall Calendar (1 per teacher) (previously
2. Instruct students to pretend that 5 new students were added to the class today.
created)
Ask:
How many students would be present today if 5 new students were added? Answers may
vary.
How many tens are in the number of students present if 5 new students were added?
Answers may vary.
3. Using the displayed Wall Calendar, facilitate a class discussion about the school calendar.
Ask:
How many weeks are there in this month? Answers may vary.
How many weeks have you been in school? Answers may vary.
Topics:
Spiraling Review
Three-dimensional figures
Attributes
ATTACHMENTS
Formal geometric language
Card Set: Shapes (1 set per 4
page 27 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Explore/Explain 4
Notes for Teacher
students)
Students sort pictures of three-dimensional figures to match a geometric attribute of a solid or to
identify the solid pictured on a card. Students justify their groups using formal geometric language.
Instructional Resources:
1. Prior to instruction, create card set: Shapes for every 4 students by copying on cardstock, cutting
apart, and placing in a plastic zip bag.
2. Place students into groups of 4. Distribute card set: Shapes, 3 – 4 index cards, and a Two­ and
Three-Dimensional Figure Collection to each group.
3. Instruct student groups to match each shape card with a three-dimensional figure in their collection.
MATERIALS
Two- and Three-Dimensional Figure
Collection (1 per 4 students)
(previously created)
cardstock (4 sheets per 4 students)
scissors (1 per teacher)
plastic zip bag (sandwich sized) (1
bag per 4 students)
index card (3 – 4 per 4 students)
4. Allow time for students to complete the activity. Monitor and assess students to check for
understanding. Facilitate individual discussions, as necessary, to help students identify threedimensional figures pictorially.
5. Instruct students to move the figure collection to the side of the table. Explain to students that they
will work as a group to sort pictures of figures. Instruct students to decide as a group how to sort
their shape cards into two or more groups. Students will use an index card to label each group in
their sort.
6. Allow time for students to complete the activity. Monitor and assess students to check for
understanding.
7. Facilitate a class discussion allowing student groups to share their sort. Invite one group to display
the shapes in 1 of their groups for the class to see without displaying their index card label.
Ask:
page 28 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
Who can guess the rule for this set of shapes? Answers may vary.
Allow the presenting group to share their index card label when the class has given the correct
answer.
Is there another shape card that could be included in this group? Answers may vary.
8. Repeat the process, inviting each student group to display the shapes in 1 of their groups. Allow the
class to guess the rule for the sort and to determine if additional shape cards could be added to the
group.
9. If time allows, instruct student groups to sort their shape cards in different ways.
10. Allow time for students to complete the activity. Monitor and assess students to check for
understanding. Facilitate small group discussions, emphasizing the use of formal vocabulary as
students describe and explain their sorts.
7
Daily Routines
Instructional Procedures:
1. Instruct students to determine how many children are present with the displayed Arithmetic Rack.
Daily Routines
MATERIALS
Arithmetic Rack (1 per teacher)
Allow students to observe the rack and determine the attendance count. Facilitate a class
(previously created)
discussion for students to share their total and explain the strategy they used to find the total.
Wall Calendar (1 per teacher) (previously
Ask:
created)
How many tens are in the number of students present? Answers may vary.
page 29 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Suggested Instructional Procedures
Notes for Teacher
How many ones are in the number of students present? Answers may vary.
2. Using the displayed Wall Calendar, facilitate a class discussion about the calendar.
Ask:
How many days are in one week? (7 days)
How many days are in two weeks? (14 days)
How many days are in three weeks? (21 days)
How many days are in four weeks? (28 days)
Is there the same number of days in a month as there are in four weeks? (no) Explain.
Answers may vary. Except for February, there are more than 28 days in each month; etc.
Evaluate 1
Instructional Procedures:
MATERIALS
Two- and Three-Dimensional Figure
Collection (1 per student) (previously
1. Assess student understanding of related concepts and processes by using the Performance
created)
Indicator(s) aligned to this lesson.
Performance Indicator(s):
page 30 of 38 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 1/Mathematics
Unit 13:
Suggested Duration: 7 days
Notes for Teacher
Grade 01 Mathematics Unit 13 PI 01
Sort a variety of two- and three-dimensional geometric figures by their defining attributes. Orally explain the
sorting process. Identify and describe orally five teacher-selected figures using formal geometric
vocabulary.
Standard(s): 1.6B , 1.6C , 1.11A , 1.12A , 1.12B , 1.13
ELPS ELPS.c.3H
04/21/2013
page 31 of 38 Grade 1
Mathematics
Unit: 13 Lesson: 01
Attribute Chart 1
Attributes
Face
Edges
Vertices
Rectangular
Prism
Prisms:
Cube
©2012, TESCCC
10/25/12
Page 1 of 1
Grade 1
Mathematics
Unit: 13 Lesson: 01
Attribute Chart 2
Attributes
Flat Surface
Curved Surface
(If yes, how many and
what shape?)
Sphere
Cylinder
Cone
©2012, TESCCC
10/25/12
Page 1 of 1
Grade 1
Mathematics
Unit: 13 Lesson: 01
Two- and Three-Dimensional Figure Descriptions
does not roll
rolls
curved surfaces
no curved surfaces
6 faces
3 or more faces
3 or more vertices
sides all the same
length
©2012, TESCCC
10/25/12
page 1 of 1
Grade 1
Mathematics
Unit: 13 Lesson: 01
Shapes
©2012, TESCCC
10/25/12
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Grade 1
Mathematics
Unit: 13 Lesson: 01
Shapes
©2012, TESCCC
10/25/12
page 2 of 4
Grade 1
Mathematics
Unit: 13 Lesson: 01
Shapes
©2012, TESCCC
10/25/12
page 3 of 4
Grade 1
Mathematics
Unit: 13 Lesson: 01
Shapes
©2012, TESCCC
10/25/12
page 4 of 4