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.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
1st Grade Students Learning 1st Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Reasons about shapes and attributes.
Kindergarten Students Learning 1st Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Reasons about shapes and attributes.
About the Math
Skills and concepts below are learning goals for this standard.
Identify two-dimensional shapes including rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles
Identify three-dimensional shapes cubes, right rectangular prisms, right circular cones, and right circular cylinders.
Create new shapes using two-dimensional and/or three-dimensional shapes.
In order to develop spatial sense ( an intuition about shapes and the relationships among shapes), students need to see how shapes can be composed to make new shapes. Use pattern blocks or attribute blocks and ask students to put together blocks to make new shapes. Students need to discover that two squares can make a rectangle or that two triangles can make a rhombus. Once the students have used concrete materials they can use paper and scissors and cut shapes into other shapes. Students need experiences with 3-D shapes and how they can be put together to make new shapes. Moving both 2-D and 3-D shapes to different orientations lays the foundations for later concepts in translations, rotations, and flips.
NOTE: This standard is about decomposing/composing shapes and identifying certain shapes and figures. Exact mathematics definitions are not necessarily needed at this grade level. Students should be comfortable with general descriptions of circles (no sides), triangles (3 sides, 3 corners), rectangles (4 sides, 4 square corners), and trapezoids (4 sides, less than 4 square corners).
Essential vocabulary for this standard includes; two-dimensional, three-dimensional, composite, half, quarter, circle, half-circle, quarter-circle, rectangle, square, triangle, trapezoid, cube, rectangular prism, cone, and cylinder.
Progression of Standard within Grade 1
This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.
Progression Throughout Year
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Identify two-dimensional shapes including rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles
Identify three-dimensional shapes cubes, right rectangular prisms, right circular cones, and right circular cylinders.
Create new shapes using two-dimensional and/or three-dimensional shapes.
These tasks can be used with small group or whole group instruction.
Give students a bunch of pattern blocks. Give them 2 minutes to explore what shapes they can make with them. After 2 minutes have students share out ideas of things they made. Then have them focus in on the hexagon. Ask them to cover the hexagon with other shapes to make the exact shape of the hexagon. Have them share out their ways they did this. Ask can they use their square pieces to make the hexagon? (no) Give them time to see if they can make any other shapes with the squares (only a rectangle or large square). Have them focus in on making different shapes with their blocks and sharing out their ideas. At the end let them make any picture they want using the pattern blocks and draw a picture of what they made (using the shapes in their picture).
Give each student a set of tangrams. Tell them all 7 pieces can be put together to make one large square and give them time to try to make the square. After let them explore with the pieces all different shapes they can make for 2 minutes. At the end of the two minutes let them share out ideas. Then ask them to get the 2 large triangles and have them explore what shapes they can make. Then ask for them to try to use 4 pieces to make a trapezoid. End with letting them try to make an animal using all 7 tangram pieces. Have them trace their shapes to show the picture they made.
You will need lots of 3D shapes for your students to build with ( you can check with the kindergarten team to borrow some of their wooden shapes). First give 2 minutes for the students to explore what structures they can build with the 3D shapes. Have them share out their ideas. Then tell them you are going to build a mystery structure behind a privacy folder and describe it to them for them to build and they will try to recreate based on your descriptions. Build something at first using only 2 or pieces and describe it (I am putting a cube on my desk. Then I am putting a cone on top of the cube with the circle side down touching the cube) Reveal yours to see if they are the same. Continue building and describing structures for the students to try to build and match. (I am putting a rectangular prism down on the desk. On top of the prism I am placing 2 cylinders, one on each end of the prism. On top of each cylinder I am placing a cone. etc.) After practice or the next day pair up students to sit across from each other with a privacy folder in between and let them take turns building and describing their structures so their partner can match it.
Begin with a shape of your choice. Cut it into three pieces. Give it to a partner to put together.
How many different shapes can you make using five green pattern block triangles? Triangles must touch along each complete side.
Tell which two shapes you think are most alike and why (see image to the right).
Using your tangram pieces, can you make a trapezoid with two pieces? (parallelogram and medium triangle) Can you make a parallelogram with three pieces? (two small triangles and square) Can you make a square with four pieces?
These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
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.
Measurement Topic
The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.
First Grade Students Learning First Grade Standards by Measurement Topic
