Directions: Use at least one of each given shape to fill the shape of this car.

Then, identify how many of each shape you have used and write the number
next to the corresponding shape in the box on the right .

I used

______ Square(s)

______ Rectangle(s)

______ Triangle(s)

______ Half-Circle(s)

______ Quarter-Circle(s)

Exploration:
With the shapes you are given, use a different combination of shapes to fill in
the same car shape. This time, you do not have to use all shapes. Then, indicate
which shape you used and how many of each.

Compare:
Compare the two car shapes you have composed using two-dimensional
shapes. Notice how you can create certain basic shapes using other shapes. For
example, you can make a rectangle by putting two squares together.
 Teachers Guide
Composing and Decomposing Shapes
for 1st Graders

Students for this activity will be asked to compose two-dimensional shapes

(rectangles, squares, triangles, half-circles, and quarter-circles) to create a composite
shape, and compose new shapes from the composite shape (1.G.A.2).
Students will be asked to reason with shapes and their attributes (1.G.A), which
will allow them to participate in this activity and successfully compose and decompose
shapes.

From Kindergarten, students have already been exposed to everyday shapes,

specifically triangles, rectangles, squares, and circles. However, this activity will serve
the purpose of using the shapes that students are familiar with to compose into an entirely
new shape. Specifically, students will be asked to use two-dimensional shapes to
compose the shape of a car. In addition, this activity will even allow students to compose
the same shape of the car in a more liberal way, where the students will be allowed to use
any combination of shapes as long as the end product is the same car shape.
Through trial and error, the students should begin to see certain key attributes of
these shapes. With the guidance of illustrations and with experience, the goal of this
activity is for students to be able to integrate individual shapes into more complex shapes.
By doing this, the goal is for students to better understand and visualize different
attributes among different shapes and how many complex shapes are really composed to
these basic shapes. This activity will further allow students to see how shapes are part of
their every day surroundings.

Some key points the teacher should emphasize:

Before beginning the activity, the teacher should review the shapes that are
available to them
o Rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles
While reviewing the shapes, the teacher should provide definitions of each shape
so that students do not confuse shapes
o For instance, students may not understand the difference between a
rectangle and a square
o Definitions:
Square: A shape that has four equal straight sides, meaning all
four sides are the same size, and four corners.
Rectangle: A shape that has four straight sides where the two sides
across each other are equally long and the other two sides across
each other are equally short and also has four corners.
Triangle: A shape that has three straight sides.
Circle: A shape made of a curved line and this shape is round.
Half (Half-Circle): 2 equal shares of a circle (splitting a circle
evenly into 2 shares)
Quarter (Quarter-Circle): 4 equal shares of a circle (splitting a
circle evenly into 4 shares)
 *it is important to keep in mind that a shape is always closed,
meaning there is no opening or loose ends.
The teacher should also emphasize that the car must not have any gaps or unfilled
space.
o This also means that students should not be making overlaps and not be
passing the border of the car shape.
The teacher must also include that the students are required to utilize each shape
at least once.

SOLUTIONS
Solution: Answers may vary

As long as students use each type of shape in the appropriate way to fill in the shape of
the car, their solution is correct.
Some solutions you may see may include:
For a Wheel:
o two half-circles
o one half-circle, two quarter-circles
o 4 quarter circles
For the middle section
o one bigger rectangle, one square, two right triangles
o one square, two bigger right triangles, one smaller rectangle
For the top section
o one rectangle, two triangles
o two squares, two triangles
Students should also correctly indicate the number of shapes used in the box.

For Exploration, students answers may vary. As long as the students fill the shape of
the car with no overlaps and without passing the borders, the students work should be
correct.
For Compare, it must be made clear to students that basic shapes can be composed with
the other given shapes. For instance,
A rectangle can be made with two right triangles or two squares
A circle can be made in different ways with the half-circle and quarter-circle

For additional enrichment, teacher may mention that the top section of the car, which is
probably made from using two triangles and a rectangle or two triangles and two squares,
can actually be composed using just one shape. And the name of this shape is a trapezoid.
But students are not expected to know trapezoid beforehand.

The Standards for Mathematical Practice

1. MP4 Model with mathematics
a. It is important for students to use this practice so that they may build
representations of things in the real world, like a car, by synthesizing
geometric figures. This will also allow them to compose shapes by
 following models and discovering how geometry is applicable to the real
world.
2. MP5 Use appropriate tools strategically
a. Using the shapes strategically requires students to apply what they know
about the basic shapes and its components in order to find the solution to a
problem.
3. MP7 Look for and make use of structure
a. The display of a more familiar, yet complex shape allows students to
become aware of the many basic shapes that are present in their
environment.