UbD Unit Plan

Teacher Name: Katie Kolb

Unit Name: All About Shapes

Stage One - Desired Results

Established Learning Goals (local, state or national standards)

1. G.1 Distinguish between defining attributes (e.g.,

triangles are closed and three-sided) versus non defining attributes (e.g., color, orientation, overall
size); for
variety
of shapes;
build and draw
Source
of ta
he wide
Learning
Goals

shapes
to
possess
defining
attributes.

Bridges Educator Math Site:
Bridges.mathlearningcenter.org
G.2 Compose two-dimensional shapes
1.
(rectangles, squares, trapezoids, triangles, half-circles,
and Gquarter-circles)
or three-dimensional shapes
Unit
rade Level
(cubes, right rectangular prisms, right circular cones,
First grade
and right circular cylinders) to create a composite
Unit: Geometry
shape, and compose new shapes from the composite
shape.

Understandings
1. G.3. Partition circles and rectangles into two and
Over the course of this unit, students use a variety of tools and models to explore two- and
four equal shares, describe the shares using the
three-dimensional
shapes. Throughout, the emphasis is squarely on shapes --identifying,
words halves, fourths,
anddrawing,
quarters.
describing, constructing,
comparing, composing, and sorting them.

Specific
nderstandings

1.MD.4UOrganize,
represent,
and interpret data with
up to three categories; ask and answer questions
This unit will be introducing Two-Dimensional Shapes, particularly those found in the
about
the total
number
of datatrapezoids,
points. squares, hexagons, and rhombuses), plus rectangles.
pattern
blocks
(triangles,

The work with shapes includes comparing, distinguishing defining attributes from
nondefining,
and developing
problem-solving strategies. Students use pattern blocks to
Predictable
Misunderstandings

create composite shapes and solve puzzles, and practice drawing the shapes each day.

Students will assume that once the shape has been slid, turned, or flipped it may be a different
The basic concept of congruence in two dimensional shapes
shape.
Students
The common
language
of spatial
(above, below, behind, in front of) Basic properties of
will confuse
a hexagon
fromsense
an octagon.
Students
figuresmay also confuse 2D shapes with 3D shapes.

Module 3 Week 6 Application Assignment

Page 1 of 2

Essential Questions, explanation, and rationale

How would you describe the common shapes?

-This question lets the students picture the shapes they have learned about in their minds

and describe the shapes using vocabulary words such as sides, corners, etc.
What are the similarities and differences between shapes?

-This question uses the new vocabulary words as well as having the students think about
what the shapes look like in relation to each other.
Knowledge

Where
can
you find shapes in the real world?
Students
will
know
Students will be able to
-This
question
is important because it gets the students
to connect what they have learned


about
shapes
toshape,
the real
world and
own experiences.
The
name
of the
describe,
andtheir
compare
Organize, represent, and interpret data
How
would
you describe
the
position of a shape afterwith
it has
2-D
shapes,
including
circles,
triangles,
upmoved?
to 3 categories.

rectangles,
squares, rhombuses, hexagons, and
Demonstrate an understanding of the

-This question has the students think about spatial sense and where the shapes are
trapezoids.
difference between the defining and

Position vocabulary Key Terms - side, face,
non-defining
attributes of the shapes
located
turned, or slid.
cornerafter they have moved, even if they are flipped,
Describe location of shapes using position

They will also know the names and be able to

vocabulary
Overall, I came up with each question using the CCSS from Module 1, Stage 1. I looked at what
STAGE
TWO
ASSESSMENTS

Describe
using
common
attributes
compare
3-D
shapes,
including
cubes,
I wanted the students to know in the end and took the few main shapes
points to
create
questions
rectangular
prisms,
triangular
prisms,
about. Since they Task(s)
are in first grade, I kept the questions somewhat basic, yet challenging
Performance
enough
to have
to think cones,
about and
whatspheres.
they have learned. It will get them thinking back to the
pyramids,
cylinders,
lessons
and
really
in their
mindsTeacher
while thinking
what they
look
like. of
Shape
Book
- Aenvision
page tothe
fill shapes
out on each
shape.
will giveabout
a handout
with a
picture
Basically,
I started
with
end result
and for
amthe
working
backwards
toand
think
ofin
questions
one shape
as well
asthe
a basic
definition
student
to cut out
put
the book.I want
The
to know
behave
ableto
todraw
explain.
I will then
teach
based
those
questions
to
them
student
willand
also
the shape
on their
own
and on
putanswering
the definition
into
their own
get
the
end
results.
words in complete sentences. This may take more than one day, but must be completed by

the end of the unit.

Students will be put into groups of three or four. They will have the chance to go outside on

the playground, walk around the school, or just look through magazines to find examples of
2-3 different
World shapes.
They will draw and describe their shapes in complete
STAGE
THREEReal
- LEARNING
PLAN
sentences. The group will present their findings to the class.

Lesson

Formative
Assessments:
Begin
unit lesson
sequence:

WHERETO

Lesson
What
Shapes?
What
Are Shapes?
Before1the
unit,Are
I will
pass out an assignment with Lesson
a list of 1
only
the names
of the shapes. The
-Students
receive
Shape
Books
students
will put
a check
mark next to the shape Where
names and
thatWhy
they recognize and write any
-Think-Aloud
with what
already
know
Hook
notes they may
know they
about
the shape.
about
in their
Book How Am I Doing?
In the shapes
Shape Book
is aShape
page titled
every lesson, the students will
Equip After
with Experience
-Read
have
opportunity
may
have,
any misunderstandings, or
Thethe
Shapes
Game to write in any questions they
Evaluate
and glue definitions
and pictures
of shapes
new that they
learned that
day.
-Cutsomething
Students
have a chance to play with geoboards and try to create duplicate shapes and sizes.
shapewill
book
into
Lesson 2briefly.
WhereThis
Arewill
Shapes?
This is informal
because
congruency will only be introduced
give the students
-Shape
Match-Up
Worksheet

Where and Why

a chance
openly Self
explore
how shapes
can be the same if they are turned a different way.
-How
Amto
I Doing
Assessment
Notes
Equip with Experience
Reflect
Summative
Assessments:
Lesson
2 Where
Are Shapes?
Evaluate
-Whole-group brainstorming of position words
Tailored
Shape
Matching
Checkupwith
pictures
to illustrate
wordsThe student will draw a line from the definition to the matching
Organized
picture (shape).
-Whole-group
modeling of position words (I am
Real
World
Shape
Checkup
- Student
will
fill out a chart using two of the real world shapes that
in
front
of Suzy.
We
are standing
under
a light.)
they found.
will start hunt
by stating
what the
was, what
shape
was,
along with its
Lesson
3 What
isitthe
Difference?
-Students
go They
on scavenger
in classroom
to object
attributes.
will
also draw
a picture.
they
willExperience
create their own Venn diagram
find
a shapeThey
that is
assigned
to them
(doneOn
in the back,
Equip
with
comparing and contrasting the two shapes they picked.
groups/partners)
Evaluate
-Unit 6 Geometry to
Exam
-Think-Pair-Share
discuss what the funniest
Tailored
location of a shape was
-How Am I Doing Self Assessment Notes
Lesson 4 Comparing 2D shapes with 3D

Lesson 3 What is the Difference?

Module
3 Week
6 Application
Assignment
different

-Discuss
terms
similar
and
-Model one example of finding a similarity and
difference between hexagons and octagons.
-Students get into pairs and use plastic shapes to

shapes
Hook
Equip with Experience
Rethink and Revise
Evaluate

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