I.

Content: First Grade Geometry Lesson #1 Time: 40-60 minutes

A. Standards-
CCSS.MATH.CONTENT.1.G.A.1
Distinguish between defining attributes (e.g.,triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to
possess defining attributes.
Science GLCE: P.PM.01.11
Demonstrate the ability to sort objects according to observable attributes such as color,
shape, size, sinking or oating.
National Content Standard
Using own knowledge, appropriate early learning standards, and other resources to
design, implement, and evaluate developmentally meaningful and challenging curriculum
for each child.
I. II. Language and Literacy Development SPA Standard
3. Children develop abilities to express themselves clearly and communicate ideas to
others.
4. Children grow in their capacity to use effective listening skills and
understand what is said to them.


B. Enduring Understandings and Essential Questions
Why is a square not a rectangle? (when a square is next to a rectangle)
If one shape (triangle) is smaller than the other, are they both still (triangles)? Why or
why not? (when a small triangle is shown next to a large triangle)
What are the differences between these two shapes? (pentagon/hexagon, oval/circle, etc.)
Why do we need to know attributes of shapes?

C. Objectives-
Students will be able to determine the defining attributes of shapes.
Students will be able to draw shapes that are asked of them that possess their defining
attributes.
Students will be able to play an attributes game in groups.

D. Real World Connection- To be able to recognize shapes they see in the environment
and be able to explain what they are by using their defining attributes.

II. Assessment:

A. Formative Assessment: Each student will get a dry erase board. Observe while they
draw the shape(s) that are called out by the teacher with the defining attributes (number
of sides, closed). At some point, they will draw two shapes next to each other and explain
to a partner why they are different. Later, observe the conversation while the attribute
game is being played in groups.
B. Summative Assessment: N/A







III. Instruction:

A. Anticipatory Set: Play the YouTube video The Shapes Song. While sitting at their
desks, pass out a card to each student. The cards read, I have (shape of circle) who has
(shape of triangle)? This is a short game, but will help them review recognizing what
shapes are which. Ask them why they think we need to know the attributes of shapes?
Have a discussion.


B. Instructional Activities-
1. After the anticipatory set, pass out dry erase boards to each student.
2. Call out the names of shapes, ask the students to draw the shape, and then ask them to
raise their hands to contribute defining attributes of each. (formative assessment)
3. Put the dry erase boards aside.
4. Bring up two shapes side by side on the projector from the computer. Differentiate the
shapes shown to compare and contrast by size, color, and shape.
5. Ask essential questions when certain shapes are shown individually or next to one
another (see essential questions for detail).
6. Have an open group discussion while asking essential questions.
7. Use flexible grouping to group the students as evenly as possible (4 students each for
example).
8. Depending on comprehension/lower level cognition, group the students accordingly.
This would be done by already having groups made up ahead of time.
9. Model the instructions of the game (attached) and let the students play.
10. Observe the conversations during the game for formative assessment.

i. Lower Level Cognition- Have them pair up with a partner during the dry erase board
section. Group the lower level thinkers with higher-level thinkers for guidance during the
attribute game.
ii. Higher Level Cognition- Make more challenging attribute cards for the higher-level
thinkers to use in the game. Or have them create more challenging cards for the game.
iii. Technology- YouTube video/Projector

C. Materials
-YouTube video
-Projector
-Dry Erase Boards/Markers
-Attribute Game Materials (die, cards, bingo chips, attribute card)

D. Gradual Release Techniques-
Teacher: Shows YouTube video reviewing shapes and attributes of shapes.
Together: Shapes are called off and students draw shape and write an attribute that
describes the shape (number of sides, number of points, no sides, equal sides, parallel
sides equal). Essential questions will be asked.
Students: Play the attribute game in groups where they compare and contrast defining
attributes of shapes.

E. Closure- Summarize and wrap up by finding shapes in the room again, then challenge
students to go home and find shapes in their home. Students are asked to draw a picture
of a shape they find at home for homework. For example: a clock, book, door, or table.


IV. Reflection:
I would like to come up with more ways to challenge my higher-level cognition students.
A. What will they and I do next and why? We will recognize that shapes make up
objects in our every day environment. They will use 2D shapes to compose a new shape.

Resources

Attribute Game from Professor Rowe




















Attribute Stax Rules

1. Even groups of students per team (if possible)

2. One deck of 60 attribute stax playing cards (examples
attached).

3. One die with 5 & 6 covered.

4. Roll the die (highest roll goes first).

5. Deal six cards for each player. Lay them out in front of
each player so that the cards are visible to all players.

6. Place leftover cards in the middle of the table face down
in a pile. Pull one card to start play and lay face up so all
players can see the card.

7. First player rolls the die, which tells the player how
many different attributes the card he or she plays must be
different than the one in the middle.

8. If a player cannot play a card, he many draw a card from
the pile. If he still cannot play he or she misses the turn and
play goes to the next player.

9. First player to run out of cards wins!

10. To help students who struggle, I have a chart to help
students keep track of their thinking with bingo chips.


Attribute Stax Tracker


They keep track of attributes with bingo chips on this chart.

Examples of Attribute Stax Playing Cards
Color
Size
Shape
Holes or No Holes



They would be cut out separately.