Grade 1 Mathematics, Quarter 1, Unit 1.

Distinguishing Between Shapes and Attributes

Overview
Number of Instructional Days: Content to Be Learned
Understand defining attributes (e.g., triangles are closed and three-sided). Understand non-defining attributes (e.g., color, orientation, overall size). Distinguish between defining and non-defining attributes. Build shapes to understand defining attributes. Draw shapes to understand defining attributes. Look for and make use of structure. Discern a pattern or structure.

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated

Construct viable arguments and critique the reasoning of others. Reason with shapes and their attributes. Make conjectures and build a logical progression of statements. Critique the reasoning of others.

Essential Questions
What is this shape and how do you know? What attributes did you use to sort these shapes? Why did you choose those attributes to sort these objects? How can you sort these shapes in another way? How can you draw a _____________ (square, triangle, rectangle, hexagon, circle, trapezoid)? Show me. How can you build a _____________ (square, triangle, rectangle, hexagon, circle, trapezoid)? Show me. How do you know the shape you drew/built is a ___________?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Geometry
Reason with shapes and their attributes. 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

1.G

Common Core Standards for Mathe matical Practice

3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Clarifying the Standards

Prior Learning Students named objects in the environment using names of shapes. They also named shapes correctly regardless of orientation. Students analyzed and compared two- and three-dimensional shapes describing their similarities and differences using informal language. Students built and drew shapes as well as composing simple shapes to form larger ones. Current Learning In this unit, students distinguish between defining (number of sides, number of vertices) and non-defining (color, size, orientation) attributes and use this formal language to describe shapes. They expand knowledge of two-dimensional shapes (square, circle, triangle, hexagon, rectangle, and trapezoid) using defining attributes and they draw and build shapes to distinguish defining attributes (draw/build closed shape with four equal sides). This is being taught at the developmental level. Later in the year (unit 2.3), students will compose two-dimensional and three-dimensional shapes to make composite shapes. Future Learning In second grade, students will use their knowledge of attributes to recognize and draw shapes having specified attributes (number of angles or faces).

Additional Findings
According to Principles and Standards for School Mathematics, Teachers must ensure that students see collections of triangles in different positions and with different sizes of angles and shapes that have a resemblance to triangles but are not triangles. (p. 98) See A Research Companion to Principles and Standards for School Mathematics for information on theories on geometric thinking learning and teaching geometry. (p. 152)

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014