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.
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:Demonstrates understanding of measurement concepts.
About the Math
Skills and concepts below are learning goals for this standard.
Geometry concepts help students develop spatial sense. Spatial sense is an intuition about shapes and relationships among shapes. Spatial sense includes the ability to visualize objects and see spatial relationships. Students should understand that polygons are closed-figures made with line segments. They should be able to distinguish between polygons and non-polygons. The assorted shapes from Teaching Student-Centered Mathematics, K-2 (Pearson, 2014) are good for sorting activities.
Explain the difference between defining attributes (e.g., sides, angles, faces) and non-defining attributes (e.g., color, orientations, overall size).
2-D shapes for instructional focus include squares, rectangles, triangles, and circles. Students should understand the difference between closed and open figures. They should understand that number/type of sides and angles are defining attributes (though they do not necessarily need to specifically state "defining attribute"). They should understand that color, pattern-fill, size, and orientation for example are not defining attributes. Students should be comfortable with these shapes in any orientation and/or size. The standard can be extended to other polygons as needed. Students DO NOT need to memorize/recite the following definitions. These definitions are provided for accurate teacher understanding for the discussion of defining attributes and/or creation of anchor charts.
polygon: a closed, two dimensional shape with three or more straight sides
triangle: a polygon with three sides and three angles
quadrilateral: a polygon with four sides and four angles
rectangle: a polygon with two pairs of parallel sides and four right angles **Note: the definition of a rectangle is NOT two long sides and two short sides. A square is a rectangle. Please use provided definition**
rhombus: a quadrilateral with two pairs of parallel sides and all sides are the same length, a square is rhombus
square: a quadrilateral with two pairs of parallel sides, all sides are the same length and four right angles
trapezoid: a quadrilateral with one set of parallel lines
pentagon: a polygon with five sides and five angles
hexagon: a polygon with six sides and six angles
octagon: a polygon with eight sides and eight angles
3-D shapes for instructional focus include spheres, cones, prisms (including cubes), cylinders, and pyramids. Students do not need to distinguish between rectangular and triangular prisms or pyramids though that may be a needed extension for some students. Students should be able to recognize defining attributes including faces and edges. Note: Cylinders have no edges as edges are line segments joining polygon faces. Faces are flat surfaces. Therefore, cones and cylinders can be considered to have 1 and 2 circular faces respectively.
Construct and draw a shape when given defining attributes.
Students leverage their understanding of shares to create examples of those shapes. Keep in mind that student work may be imprecise. Even so, we should be able to recognize the shape. In some cases, it makes good sense to ask students to describe their created shape and its attributes to us.
IMPORTANT NOTE: This standard is not intended to be an exercise in memorization of vocabulary and definitions/attributes. Students should recognize these shapes/figures in their world. They should talk about shapes relative to their given name. We can restate shape/figure names when students are inaccurate or imprecise. Use of graphic organizers, including Frayer models, are wise for making connections among shapes/figures.
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
Explain the difference between defining attributes (e.g., sides, angles, faces) and non-defining attributes (e.g., color, orientations, overall size).
Construct and draw a shape when given defining attributes.
These tasks can be used with small group or whole group instruction.
Give each student a set of ang-legs. Have them make as many different shapes as they can. Have them share out descriptions of one shape and see if another student can guess which shape they are describing. Have tables groups sort all the shapes they made according to their attributes and then have them describe how they sorted them.
Put a bunch of different attribute blocks or pattern blocks in a paper bag. Have a student reach in and pick one up without puling their hand out of the bag. Have them feel the shape and describe it to a partner to see if they can guess what the shape is. Once they guess they remove the shape and switch roles where the partner reaches in and describes and the other guesses the shape.
Once students have a good grasp of 2D shapes have them go on a shape hunt either in the classroom or around the school looking for real life examples of the shapes they have learned. Have them share out from their lists when they return.
Put a few different 3D mini shapes in a paper bag. Have a student reach in and pick one up without puling their hand out of the bag. Have them feel the shape and describe it to a partner to see if they can guess what the shape is. Once they guess they remove the shape and switch roles where the partner reaches in and describes and the other guesses the shape. When they are ready you could combine both 2D and 3D shapes for them to describe/guess.
Once students have a good grasp of 3D solids have them go on a solids hunt either in the classroom or around the school looking for real life examples of the solids they have learned. Have them share out from their lists when they return.
Use 20 toothpicks to make three shapes. None of the shapes can use the same number of toothpicks. Describe your shapes.
What is the relationship between a square and a rectangle? Is a square always a rectangle? Is a rectangle always a square?
Student reaches into a bag and feels the hidden three-dimensional shape. Student describes the hidden shape using defining attributes.
I am a three-dimensional shape. I have two circle faces and one curved surface, what shape am I?
Display a cube and a rectangular prism. How are they alike and how are they different?
Choose 2 different attribute blocks. Draw your shapes. Write about all the ways the two shapes are alike and all the ways they are different.
Create a picture using less than 15 pattern blocks. Record your picture and the number of each shape used.
SLIDE-BASED TASKS
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.
Print Resources
Book Thumbnail
Book Title
Grade
Pages
Teaching Student-Centered Mathematics
K-3
Hidden Labels, Activity 11.3, Page 316
Groundworks: Reasoning with Geometry
1
Mystery Shape (8-15) Place the Shapes (16-23)
Hands-On Standards
Building Cubes and Prisms (p 68-69) Identify Plane Shapes (p 66-67)
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.
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.
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
BLM 41: Assorted Shapes Links to an external site.
BLM 42: Assorted Shapes Links to an external site.
BLM 43: Assorted Shapes Links to an external site.
BLM 44: Assorted Shapes Links to an external site.
BLM 45: Assorted Shapes Links to an external site.
BLM 46: Assorted Shapes Links to an external site.
BLM 47: Assorted Shapes Links to an external site.