Indiana Academic Math Standard 4
Geometry
Grade 1 Students identify common geometric shapes, classify them by common attributes, and describe their relative
position or their location in space.
Potential Strategies/Activities
Although the standards are presented as a list, they
are not distinct and separable; but, in fact,
interrelated and should be considered as a whole.
Geometry
♦ 1.4.1 Identify, describe, compare, sort, and draw
triangles, rectangles, squares, and circles.
Example: Draw a square and a circle and write
their names next to them.
•
Place different shapes on a piece of paper or felt
(circle, rectangle, square, and/or rhombus) to make a
defined picture.
♦ 1.4.2 Identify triangles, rectangles, squares, and circles
as the faces* of three-dimensional objects.
Example: Look at a collection of solid objects and
find triangles and squares on their sides.
•
•
Use pattern blocks to show different shapes
Collect pictures from magazines of squares, circles,
rectangles, and rhombuses (diamonds).
♦ 1.4.3 Classify and sort familiar plane and solid objects
by position, shape, size, roundness, and other
attributes. Explain the rule you used.
Example: Group a collection of objects by
something they have in common. Explain your
grouping.
•
Discuss various holidays and name the shapes or
symbols associated with those days (heart =
Valentine’s Day, stars = Fourth of July). Color and
cut out shapes provided
Find patterns and symmetry everywhere in the
environment…. honeycombs, snowflakes, three rings,
leaves, flowers, or butterfly wings.
♦ 1.4.4 Identify objects as two- or three-dimensional.
Example: Sort various objects (cube, square,
triangle, prism) into the categories “twodimensional” and “three-dimensional”. Explain
your choices.
•
•
•
Use clay to make two- and three-dimensional shapes.
Take several attribute blocks and sort them by shapes,
size, color, and thickness.
♦ 1.4.5 Give and follow directions for finding a place or
object.
Example: Show someone how to get to the school
library by making a map or diagram.
♦ 1.4.6 Arrange and describe objects in space by position
and direction: near, far, under, over, up, down,
behind, in front of, next to, to the left or right of.
Example: Name objects that are near your desk
and objects that are in front of it. Explain why
there may be some objects in both groups.
•
•
•
Make a pattern with attribute blocks and have a
neighbor repeat the pattern.
Reproduce an attribute block design on one-inch
graph paper.
Use a picture of a house and place objects inside,
outside, above, under, etc.
(STANDARDS CONTINUE ON NEXT PAGE)
♦ Indiana Academic Standards
◊ MSDWT Standards
T MSDWT Technology Proficiencies
X MSDWT Character Value Traits
Communication
Reasoning and Proofing
Representation
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Connections
Although the standards are presented as a list, they
are not distinct and separable; but, in fact,
interrelated and should be considered as a whole.
Geometry
♦ 1.4.7 Identify geometric shapes and structures in the
environment and specify their location.
Example: Find as many rectangles as you can in
your classroom. Record the rectangles that you
found by making drawings or using a camera.
◊
Identify, describe, compare, and sort threedimensional objects (cube, rectangular prism, and
sphere).
Potential Strategies/Activities
•
Take a walk and find objects inside, outside, above,
under, etc. in their everyday situations.
•
Locate shapes in the classroom or home. Make a list
of items under each shape.
♦ Indiana Academic Standards
◊ MSDWT Standards
T MSDWT Technology Proficiencies
X MSDWT Character Value Traits
Communication
Reasoning and Proofing
Representation
24
Connections
Assessments:
References/Potential Resources:
Make notation in journals about circles found in art and in literature
books. Connections between math and other curricular areas are an
important aspect of this proficiency. (The Village of Round and
Square Houses by Ann Grifalconi).
Manipulatives:
Logic Blocks
Bring an object to class in a bag with three written clues that are read
to the class. Children determine the object from the clues. Measure
the object’s length, weight, and height etc.
Given a mat with a picture of a car, place objects as per directions
(inside, outside, above, under, etc.).
Literature:
The Greedy Triangle
The Village of Round and Square Houses by Ann
Grifalconi
Use cereal boxes, milk cartons, plastic bottles, lids, cans, etc. to build
a community and discuss shapes included. Teacher should take a
picture of work for student’s portfolio.
Websites:
www.sfaw.com
www.lightspan.com
www.scholastic.com
http://illuminations.nctm.org/index2.html
http://henson.austin.apple.com/ali
www.askjeeves.com
www.mathsurf.com
Notes:
Overview of Best Practices in Mathematics
1. Instructional tasks (the projects, questions, constructions, applications, and exercises in which students engage)
incorporate manipulatives, calculators, computers, and other technology and provide guidance for their appropriate uses.
2. Students have many opportunities to communicate their mathematical ideas.
3. Students are asked to explain their reasoning and to justify their thinking.
4. Specific instructional activities connect ideas and procedures among different mathematical topics with other content areas
and to life situations.
5. The tasks include a variety of approaches to teaching and assessment.
6. The tasks include opportunities for all students to learn the concepts and skills.
7. Student assessment is integrated into the instructional tasks.
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