1st Grade Units 2 & 9 : MAKING SHAPES AND DESIGNING

QUILTS & BLOCKS AND BOXES

Investigation 1: Composing andDecomposing 2-D ShapesInvestigation 2: Describing and SortingShapes

Investigation 3: Quilts

Identify different ways you can cover the hexagon pattern block with other pattern blocks and describe their strategy.

Explain why the flat faces on a rectangular prism are similar/different to the faces on a rectangular pyramid.

Determine what attributes make these 3 triangles similar and different.

Matching Blocks to Pictures Students try to determine the identity of a mystery object, given its 2-D outline (or footprint). Then, they work to match 2-D pictures of Geoblocks to actual blocks. Class discussion focuses on strategies for matching 2-D representations to 3-D objects. Student Activity Book pp. 3, 5Student Math Handbook pp. 83, 85, 86, 89, 90

Developing vocabulary to describe 3-D shapes and their attributes

Comparing size, shape, and orientation of objects

Matching a 3-D object to a 2-D picture of the object

It's all about basic geometry in this quiz show! Choose one of fifteen comical characters and be a contestant. Play against the computer or with your friends. See if you can get the highest score!

The Whaddaya Know Quiz Show: Basic Geometry

iKnowthat.com

Quick Images: Combination Shapes Show atransparency of Shape 3 from Combination ShapeCards, T18. Follow the basic Quick Images activity.Ask students to describe the shape after it has beendrawn. Repeat with Shape 4. Compare the two shapes at the end of the activity. If time permits, repeat withShapes 5 and 6.

Developing visual images of and language for describing2-D shapesIdentifying names and attributes of 2-D shapes

   

Start With/Get To: Counting Backward In this variation the start with basket contains the larger numbers (cards 16–30), the get to basket holds the smaller numbers (cards 1–15), and students keep track of the count on the number line. Choose a start with number and a get to number. Ask students to find and mark both numbers on the number line. As a class, count from the start with number backward to the get to number.

Connecting written numbers and number namesUsing the number line as a tool for countingPracticing the rote counting sequence forward and backward

   

Assessment:

Many Ways to Fill a Hexagon

As an assessment, students find as many different ways as possible to fill in a hexagon shape. They discuss how to fill in a shape outline with the fewest shapes and the most shapes.

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Visit the IRIS Center for Training Enhancements for free online interactive resources that translate research about the education of students with disabilities into practice. Our materials cover a wide variety of evidence-based topics, including behavior, RTI, learning strategies, and progress monitoring

http://investigations.terc.edu/library/Games_K1.cfm#a_geometry

Unit 9: Blocks and Boxes

Constructing 3-D ShapesInvestigation 2: Building a Block Town

Drawing Geoblocks Students draw a picture of a given Geoblock building as accurately as they can. Class discussion focuses on strategies for making a 2-D picture of a 3-D object. Then, each student builds and draws a picture of a Geoblock building. Student Activity Book pp. 14–15Student Math Handbook pp. 84, 85, 87, 88, 91

Observing and describing characteristics of 3-D shapesMaking a 2-D representation of a 3-D object or structure

   

Buildings for Our Town Students discuss buildings they have seen in their community and buildings they want their class Geoblock town to have. Pairs choose a building to design, build, and draw for the class town. Student Activity Book pp. 15, 18Student Math Handbook pp. 83, 84, 91

Recognizing shapes in the worldPlanning a geometric structure with limited space and materialsMaking a 2-D representation of a 3-D object or structure

   

Classroom Routine 1.3 p. 33

Tell a Story Write "1 + 9 = " on chart paper. Askstudents to suggest a story problem. After severalstudents have shared ideas, have students solvethe problem. If time permits, repeat with "10 − 1 =".

Quick Survey: Morning, Afternoon, or Night? On chart paper, create a vertical 3-column table, titled "Which do you like best: morning, afternoon, or night?" with the words "Morning," "Afternoon," and "Night" as column headings. Use tally marks to record students' responses, and then count them by 5s and 1s. After counting the responses, briefly discuss the results of the survey.

Collecting, counting, representing, describing, and comparing dataInterpreting different representations of data, including pictures, bar graphs, tallies, and Venn diagrams

   

Assessment: Matching Blocks to Outlines As an assessment, students work individually to match pictures of Geoblocks to outlines of their faces. Math Workshop continues to focus on exploring the characteristics of Geoblocks and of things made with connecting cubes. Class discussion focuses on strategies for finding blocks that match pictures and finding blocks by feel. Student Activity Book pp. 9–10Student Math Handbook pp. 83, 88, 90

Identifying the characteristics of 3-D objects by touchMatching a 3-D object to a 2-D outline of one of its facesMatching a 3-D object to a 2-D picture of the object

   

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Visit the IRIS Center for Training Enhancements for free online interactive resources that translate research about the education of students with disabilities into practice. Our materials cover a wide variety of evidence-based topics, including behavior, RTI, learning strategies, and progress monitoring

http://investigations.terc.edu/library/Games_K1.cfm#a_geometry