Geometry: Reason with Shapes and Their Attributes

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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. Note: *For two and three-dimensional shapes Essential Skills/Concepts Teaching Notes/Strategies Resources - Understand attributes that Board Math make up a shape - Shape Exploration Station Paper/tape - Understand the difference - Group projects/Presentations Posters between defining and non- on specific shapes defining attributes: - Collaborative Conversations

Definining Attributes: number of Example: A student might describe a sides, edges, faces, triangle as “right side up” or “red”, vertices/points, straight sides, but students learn these are not closed figure defining attributes because they Non-defining attributes: color, are not relevant to whether a shape overall size and orienatation is a triangle or not.

- Know how to draw/build shapes “I know that this shape is a triangle - Compare and Contrast two and because it has 3 sides. It’s also three-dimensional shapes closed, not open.” - Expose students to irregular shapes and discuss why they are not regular shapes

Geometry: Reason with shapes and their attributes. Standard: 1.G.2 Cluster: additional/supporting (a/s)

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional 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. a figure made up of two or more geometric shapes, Essential Skills/Concepts Teaching Notes/Strategies Resources Pattern Blocks - Prerequisite 1.G.1 - Provide cutout of shapes and Plastic Shapes - Notice shapes within an already ask students to combine them Tangrams existing shape to make a particular shape http://www.abcya.com/tangrams.htm - Solving shape puzzles (interactive tangram puzzles) - Constructing designs with shapes - Collaborative Conversations - Group Projects and Oral Presentations

Geometry: Reason with shapes and their attributes. Standard: 1.G.3 Cluster: additional/supporting (a/s)

Essential Skills/Concepts Teaching Notes/Strategies Resources Ex. How can you and a friend share Paper plates - Partition regions into equal equally (partition) this piece of paper Paper shares using a context (e.g., so that you both have the same cookies, pies, pizza). This is a amount of paper to paint a picture? foundational building block of fractions - Recognize that halves of two different wholes are not necessarily the same size. - Partition = share equally - Anchor Chart - Cut paper plates/paper into halves/fourths - Fold paper into partitions - Board Math - Collaborative Conversations - Group Projects - Exploration Station - Real life situations (cutting a cake/pizza) Partition circles and rectangles into two and four equal shares, describe the shares using the words halves , fourths , and quarters, and use the phrases half of , fourth of , and quarter of . Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.