Grade: 1st grade

Standards:

1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed

and threesided) versus nondefining attributes (e.g., color, orientation,
overall size); build and draw shapes to possess defining attributes.
1.G.A.2 Compose twodimensional shapes (rectangles, squares, trapezoids,
triangles, halfcircles, and quartercircles) 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.

Resources: Everyday Math, Grade 1, Unit 7

Lesson 1: Attributes of Shapes
Materials: Attribute blocks, white boards, markers, towels
Objectives: To reinforce sorting attribute blocks according to attribute rules. To
reinforce sorting by attribute rules; to facilitate the learning of additional facts. To
guide the identification of plane shapes; and to facilitate investigating some of their
characteristics.
Teacher Actions:
Give each table group a set of attribute blocks
Ask students what they know about these blocks. (Theyve used them before)
(Big/small, different shapes, different colors)
Instruct students to choose 1 block (students may not know the name of the
shape- this is fine)
Have students use white board and markers to write down everything they
notice about the block. Tell them to describe it in the most detailed way
possible. (use bubble space)
Have students find their nearest elbow partner to share their ideas. Tell
students to make any last minute additions to their lists if their partner gave
them ideas of what to add to their own list (shapes may be different). (double
bubble)
Instruct students to come to the front to share their ideas

Write student ideas in a visible list

Categorize responses like: I would like to hear from those who have a small
triangle/blue circle/small yellow shape.
After students have shared details about a shape that is also a vocab word,
draw shape on board and introduce the word
After list is complete, introduce the words: attributes and polygons (sides and
corners/square corners, shape names if necessary)by:

Drawing polygons on board: what do these shapes have in common?

Draw circles/ovals/rounded shapes on board: What do these shapes

have in common?

What is different between them?

Point to polygons: These are polygons.

Point to circles, etc: These are not polygons.

Name shapes/attributes and have students draw on white boards

Student Actions:
Give characteristics of the block in front of them using paper and pencil
(differentiation: have students who struggle with writing express their ideas
verbally to teacher or aid) (10 min)
Share with their elbow partner
Sit respectfully while sharing their ideas at the carpet

Possible answers: # of sides, color, shape, straight edges, corners,

thick/thin, curved edges, etc. If students are not getting these answers, ask
questions to deepen their thinking.
Draw shapes on white boards
Assessment: Gauge student understanding based on group discussion and accuracy
while drawing shapes on white boards.

Lesson 2: Discovering Polygons

Materials: bar graphing sheet (copied from Everyday Math workbook), writing
utensil
Objectives: Students will be able to locate, document, and label polygons.
Teacher Actions:
Look over yesterdays list of attributes with students
Review what a polygon is
Inform students that they will be exploring the classroom and recording
specific shapes that they find

Shapes on graph include square, triangle, hexagon, rectangle, rhombus

Have students draw polygons and shapes that are not polygons on the
back of their graphing sheet
Have students work in partners to graph findings and take notes
After students have graphed, have them come back to the carpet

Have students sit in circle and share what shapes they found and where they
found them
Student Actions:
Work with a partner to take pictures of polygons around the classroom
Sit in body basics in circle
Share their polygon findings with the class
Assessment: Assess students understanding based on their graphing, their
descriptions, and what polygons or non-polygons found around the room.

Lesson 3: 3D Shapes
Materials: 3D shapes from around the classroom, 3D blocks, math notebook, pencil,
vocabulary magnets, white board, markers
Teacher Actions:
Place all 3D blocks in the center of each table group
Have students use their math notebooks to take notes and observations of
the 3D shapes
Class discussion questions:

What did you observe about these shapes?

How are these shapes different than the ones we learned about earlier
this week?

How are these shapes similar to the ones we learned about earlier this
week?

How are these shapes different than each other?

After students share the characteristics, introduce shape vocabulary at the
carpet

Draw 3D shapes on board. Have students trace and label each shape
when discussing each one.
Have students go back to their desks to do 3D shapes activity:

Each table group will have 30 seconds to find an object that is a 3D

shape that we learned and bring it back to their desk

When it is not a groups turn, they are to sit at their desk with their
eyes closed
Have students share what 3D shape they found with the class
Student Actions:
Take notes of observations they make of the 3D shapes at their tables
Participate in class discussion
Trace and label 3D shapes on board
Participate in 3D shapes activity
Share what shape they grabbed during the 3D shape activity
Assessment: Assess students based on their answers during group discussion and
their accuracy while retrieving and sharing shapes around the room.

Lesson 4: Symmetry
Materials: string, 8 symmetrical pictures/shapes, paper, pencil, large cardboard
circle
Teacher Actions:
Using large cardboard circle, have 2 students use string to cut it in half. Do
this with several volunteers
Explain to students that when something is cut in half and it looks exactly
the same on either side, it is symmetrical, and the line that does it, is called
the line of symmetry
Give directions for activity

There are 8 pictures/shapes/or designs around the room, each with a

string, which you will use as a line of symmetry

The string will be held by two people in your group; one end on one
side, and one end on the other

There will be an additional person in your group to record the

shape/picture/design and the lines of symmetry that you found

You will take turns recording the information and finding the lines of
symmetry

After a few minutes, you will be instructed to rotate to the next

shape/picture/design with your group
Model what recording this information would look like (plain white paper,
folded into 8 equal sections- one section per image)
Break students up into groups of 3, give one student the recording sheet, and
have them begin
Walk around to gauge students understanding
Ask students:

How do you know the shape is cut in half?

What other places could cut it in half with the string?

Student Actions:
Participate while cutting circle in half
Cooperate with classmates while finding lines of symmetry in each image
Record their findings
Use strings to find the line of symmetry in images/shapes/designs
Turn I recording sheet
Assessment: Gauge students understanding of symmetry by walking around during
activity and after collecting their recordings after the activity.