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 threedimensional figures. In Kindergarten, students named, modeled, and analyzed two and threedimensional 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 twodimensional shapes into more complex shapes than they did in Kindergarten. This geometry unit focuses on twodimensional shapes and the relationships between them. Students observe, describe, compare, classify, represent, and compose and decompose 2D shapes. Students learn to use geometric language to describe and identify important features of familiar 2D 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: Investigation 1: 6 days Teach 1.11.4, combine 1.5 & 1.6 see discussion suggestion in SMP 7 section here Teach 1.7. Investigation 2: 5 lessons (2.12.5). 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 2dimensional shapes they are working with. Also use applicable assessment questions from session 3.4; October 16).*Unit 9: 3 lessons (teach 1.11.3 and emphasize different ways to use 3D shapes to compose objects and other 3D shapes. October 1721). 

Standards Addressed in the Unit  
Click here for the NCDPI CCSS Unpacking Document
1.G.1. Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.
1.G.2. Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional 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. 