Elementary Mathematics

1st Grade Units 2 & 9 Overview and Standards

Use these links to access resources for this unit.

 Before You Begin this Unit…   Unit at a Glance

In Kindergarten, students identified shapes and described them according to attributes, such as number of sides, color, and size.  They recognized figures by appearance and compared them to a known example of a shape.  They also described relative positions of shapes using terms such as above, below, in front of, and so on.  In grade 1, these concepts are extended.  Students understand that regardless of a shape’s position, color, or size, the number of sides determines the identity of the shape which also corresponds to the number of angles and vertices.  Students at this level are given ample opportunities to observe and compare the attributes of different shapes.  Learning the language of geometry becomes essential to students understanding how to classify two- and three-dimensional figures.

In Kindergarten, students named, modeled, and analyzed two- and three-dimensional shapes.  Students also used simple shapes to make larger shapes.  In grade 1, students begin their study of geometry by building and drawing shapes according to defining attributes.  Students compose a wider variety of two-dimensional shapes into more complex shapes than they did in Kindergarten. 

This geometry unit focuses on two-dimensional shapes and the relationships between them. Students observe, describe, compare, classify, represent, and compose and decompose 2-D shapes. Students learn to use geometric language to describe and identify important features of familiar 2-D shapes. As they sort and describe groups of shapes, they begin to distinguish specific attributes of triangles and quadrilaterals. As a final project, students create paper quilts by repeating combinations of triangles and squares. The Shapes software is introduced as a tool for extending and deepening this work. This tool is designed for K–2 students to explore how different shapes go together, experiment with different sorts of geometric transformations (rotations, translation, reflection), explore patterning, and investigate symmetry.

Suggested Dates:
October 8- October 28

Estimated Duration:
15 Days

Investigation 1: 6 days Teach 1.1-1.4,

combine 1.5 & 1.6- see discussion suggestion in SMP 7 section here

Teach 1.7.

Investigation 2: 5 lessons (2.1-2.5).

Investigation 3: 1 lesson (Spend 1 day on Session 3.1 Quilts. As students make quilts, provide opportunities for them to discuss the attributes of the 2-dimensional shapes they are working with. Also use applicable assessment questions from session 3.4; October 16).

*Unit 9: 3 lessons (teach 1.1-1.3 and emphasize different ways to use 3-D shapes to compose objects and other 3-D shapes. October 17-21).
 Standards Addressed in the Unit

Click here for the NCDPI CCSS Unpacking Document

Reason with shapes and their attributes.

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) ; build and draw shapes to possess defining attributes.

1.G.2.  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.