Introduction:

This unit is for students in 1st grade mathematics and focuses on the topic of
geometry. Students in this unit will learn how to reason with shapes and their attributes.
The goal of this unit is for students to gain an understanding of how to compose two-
dimensional and three-dimensional shapes and to create a variety of composite shapes.
Students will also learn to create new composite shapes from existing composite shapes.

Standard

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.

Lead In Standards (Kindergarten)

K.G.1 Describe objects in the environment using names of shapes and describe the
relative positions of these objects using terms such as above, below, beside, in front of,
behind, and next to.

K.G.2 Correctly name shapes regardless of their orientations or overall size

K.G.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-

dimensional (solid)

Exit Standards (2NDGrade)

2.G.1 Recognize and draw shapes having specified attributes, such as a given number
of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons,
hexagons, and cubes

2.G.2 Partition a rectangle into rows and columns of same-sized squares and count to
find the total number of them

2.G.3 Partition circles and rectangles into two, three, and four equal shares, describe
the shares using the words halves, thirds, and half of, a third of, etc., and describe the
whole as two halves, three thirds, four fourths. Recognize that equal shares of identical
wholes need not have the same shape.

Pre-requisite Skills

- Ability to recognize shapes such as rectangles, squares, circles, triangles,

trapezoids, cubes, cones, cylinders, and rectangular prisms
- Understand the difference between two-dimensional and three-dimensional shapes
- Have the ability to follow basic instruction and be self-sufficient learners
 - Need students to have basic cutting and gluing skills
- Students should have an understanding of how to work in small groups (sharing,
helping others, and being cooperative)

Outline of Lessons/Assessments

Lesson 1-1

In this lesson students will make a foldable of all the pattern block shapes to
gain an understanding of what each shape is and to be able to have an example of a
composite shape that can be made from the existing shape
Assessment: A formative assessment will be given based on the work that
students do independently as well as a summative assessment for the foldable that
students complete and turn in at the end of class

Lesson 1-2

In this lesson students will gain an understanding of two-dimensional and

three-dimensional shapes and how to compose them through reading the Greedy
Triangle. Students will be given the opportunity to make the different shapes from the
story as well as come up with their own composite shapes using toothpicks and
marshmallows.
Assessment: Students will be given a formative assessment by the observations
that the teacher makes while students are composing their own shapes as well as other
observations made during the task. Furthermore, a summative assessment will be
conducted when students complete a worksheet at the end of the class on making new
shapes from shapes using the pattern blocks.

Lesson 1-3

In this lesson students will gain further understanding of how to compose

geometric shapes using more than one pattern block and work in small groups to follow
card directions to create geometric shapes. Students will also complete a learning
worksheet independently.
Assessment: Students will be assessed by written observations made by the
teacher that will be filed later for each student. Students will complete an independent
learning worksheet, which will count as a summative assessment.

Lesson 1-4

Students will be gain the ability and understanding of three-dimensional

shapes. By the end of the lesson students should be able to name at least 5 three-
dimensional shapes as well as be able to complete a task that asks them to make a three-
dimensional shape mobile. Students will also work in large groups to play the shape hunt
game.
 Assessment: Students will be assessed by the observations that the teacher
makes during the shape hunt. The completed 3-d mobile that students create will be the
summative assessment for this lesson

Unit Assessment 1-5

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 Lesson 1-1: Introduction to Composite Shapes

Teacher: Mrs. Vincent and Miss. Prindle

Subject/Grade Level: Geometry/Grade 1

CC Standard Addressed:

Geometry 1.G.
Reason with shapes and their attributes
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.

Math Practice Standards:

Use appropriate tools strategically

Attend to precision

Learning Target (s):

Students will be able to identify the different pattern blocks

Students will be able to use each different pattern block and create a composite
shape
Students will follow directions to make their foldable pattern block book
Students will be creative and think independently

Time Required: 50 Minutes

Materials Needed:

Over-head projector (to show video/ Hip to be a square)

Classroom supply of pattern blocks
SMARTBoard
Whiteboard
Laptop/Computer
Three Colored Pieces of Paper per student
Markers (only if there is time at the end of the lesson)
Glue-Sticks (one for each student) or Stapler
Pencils (one for each student)

Activities:
 The teacher will begin the lesson by explaining to the students that todays lesson
focuses on making two-dimensional shapes and also being able to make
composite shapes from our two-dimensional shapes
o Students need to know what composite shapes are. The teacher should ask
what students think composite shapes are? (Composite shapes are simply
shapes that are made up than two or more other shapes) Give an example.
On the whiteboard make a star by using a hexagon and triangles.

The teacher will then turn on the over-head projector or SMARTBoard (which
every is available in the classroom) and go to youtube.com and find a quick video
on shapes to show students. This will be the hook of the lesson and get them
thinking about two-dimensional shapes
o Video Link: https://www.youtube.com/watch/?v=Oe3Hh8nvn4k
(Classic Sesame Street- Hip to be a square)
o Approximately 2 minutes
The teacher should ask students to see what shapes they can identify in the video?
After the video is over, the teacher will ask students to identity the different
shapes that they found?
o Some answers might be a square, triangle, rectangular prism, circle, oval,
and hexagon
The teacher will explain to the students that for todays lesson, they will be
making a flap book of all the different shapes that they will be using to make their
composite shapes from. Students will learn the main shapes in the pattern block
family such as triangles, trapezoids, hexagons, parallelograms, and rhombuss)
The teacher should begin by passing out to the students three sheets of colors
paper
Students will then need to stack their paper so that they are all different lengths.
The last paper should be the tallest, then the middle one an inch shorter and the
very top paper should be the shortest
The teacher should then instruct students to bring the bottom of all three sheets
upward to align the edges so that all the layers or tabs are the same distance apart
o The teacher should be patient during this part of the lesson and make sure
to keep all students together and on task
Next instruct the students that when all the tabs are an equal distance apart, to fold
the papers and crease well.
Finally, have students open the papers and glue (with a glue stick) the papers
together along the valley or center fold.
Now, the teacher will instruct the students on how to make their composite shape
book
First, the teacher should have students write the names of all of the shapes on the
flaps starting with a triangle, parallelogram, then a rhombus, trapezoid, and
hexagon
 The teacher will then explain to students that they are now getting on pattern book
for each shape that they need (triangle, parallelogram, rhombus, trapezoid, and a
hexagon)
Explain to the students that they will need to first trace the triangle with a pencil
in the triangle tab and then move to tracing the parallelogram, rhombus,
etc..During this time the teacher should be walking around and assisting students
After students have traced all of their pattern block in the appropriate tab, students
will then move on to working on the back of their flap book to making their
rocket ship
The teacher should give more pattern blocks at this time to each student (at least 8
to 10 different shapes per student)
The teacher should ask the students what shapes that they should use to make
their rocket ship?
o Have students build the rocket ship at their desk, while the teacher walks
around and assists where needed
The teacher should tell the students that they have all been very creative and that
they have all shown how to create a composite shape from many different two-
dimensional shapes
Have students make a rocket ship on the back of their foldable. The shapes that
students will need is one triangle, two squares, one trapezoid, and two rhombuses
Now that students have completed their rocket ship, the teacher should instruct
the students that it is now their turn to make their own composite shapes from the
pattern blocks in their foldable.
o Students will come up with their own shapes on each page using the
pattern blocks that they have at their desks. Express to students that if
they are on the hexagon page they must use one hexagon and then other
shapes. The same goes for each page. If students need more pattern blocks
they may raise their hand and ask for some
o The teacher should demonstrate this for the students. For example I made
a star on my hexagon page and traced one hexagon and six triangles
around my hexagon
Students will have the remaining fifteen to twenty minutes of class to work on
creating their own shapes and if there is time students may color in the shapes the
same color are they are on the pattern blocks (hexagon= yellow, triangle=green,
parallelograms=orange, rhombus = blue or tan, and a trapezoid= red) It might be
helpful to write these on the board for students.
The teacher will circulate while the students are working independently and will
observe students working, making notes on a clipboard as needed, and giving
support.
Once class time has ended students will turn in their foldable as a summative
assessment

Evaluation of Student Learning:

Formative Assessment
 The observations made when students worked independently, as well as during
the lesson will be used to determine if students met the learning targets. Any written
evaluations will also act as the formative assessment, which she or he can later file under
each students name

Summative Assessment

The final product of the pattern block foldable will be used as the summative
assessment for this lesson to determine if students were able to make their own composite
shapes and think for themselves.
 Lesson 1-2: The Greedy Triangle

Teacher: Mrs. Vincent and Miss. Prindle

Subject/Grade Level: Geometry/Grade 1

CC Standard Addressed:

Geometry 1.G.
Reason with shapes and their attributes
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.

Math practice Standards:

Use appropriate tools strategically

Attend to precision

Learning Target (s):

Students will become familiar with different shapes and be able to identify them
Students will be able to understand how a two-dimensional shape can be made
into a three-dimensional shape
Students will use two-dimensional shapes to make new composite shapes
Students will follow directions and create shapes out of marshmallows

Materials Needed:

The Greedy Triangle book By: Marilyn Burns

Tooth-picks (enough for each student to have 16)
Miniature Marshmallows (students will need to have as many as you can give
them, about 25)
Learning Assessment Worksheet (one for each student)
Pattern blocks

Time Required: 50 Minutes

Activities:
 Begin by asking all of the students to join you on the classroom reading carpet
and to sit quietly and be ready to go on an adventure with the Greedy Triangle
The teacher should then explain to the students that today we are going to ready
the store of how the greedy triangle transforms as well as look for composite
shapes throughout the book. The teacher should remind students what composite
shapes are?
The teacher will read the entire book and pause on each page to allow for students
to identify composite shapes. This should take approximately ten to fifteen
minutes
The teacher should then instruct students back to their seats and explain to the
students that we will now be using toothpicks and marshmallows to transform
from the greedy triangle into all of the other shapes in the book.
The teacher will pass out the supplies that each student needs including toothpicks
and marshmallows. Students should not touch these supplies until instructed to do
so
As a class the teacher will lead the students on the greedy triangles journey once
more! When the greedy triangle transforms into a new shoe in the story, students
should also transform their shape. In the book students will model the following
shapes in this order:
o Triangle
o Quadrilateral
o Pentagon
o Hexagon
o Octagon
o Then back to a triangle again
Each time that the greedy triangle transforms into a new shape, the teacher should
walk around and make sure that students are correctly forming each shape, asking
students how they knew to make the shape, and to be thinking what other shapes
they could make out of the shape. (It is helpful to have examples of the shapes
that students need to make already done, so that you can model it for them)
Students should keep each of the shapes that they make just how they are
The teacher will now instruct students on how to make two different types of
three-dimensional shapes including the cube and pyramid
o Students will begin with their triangle and then add toothpicks to the top
of the marshmallows and then bring the thee toothpicks together with a
marshmallow on top
o Students will then create a cube out of their two-dimensional square by
adding four toothpicks to the top if the marshmallows and then adding
four marshmallows to those as well as two toothpicks across
* Show students that a composite shape can be made from these
toothpicks by having them place the pyramid on top of their cube,
now they have a house
 The teacher will now instruct the students to make their own shapes out of their
marshmallows and Popsicle sticks. What composite shapes can they come up
with? Let students be creative
o The teacher should walk around and assist students while also taking notes
on how each student is doing
The teacher will then allow the students to share what they came up with
Students should now clean off their desks and throw away any supplies that they
dont need
Once the students desks and cleaned off and they are ready to move on, the
teacher should pass the independent learning sheet for students to work on that
will ask students to make new shapes from shapes.
Evaluation of Student Learning:

Formative Assessment

The teacher will monitor students ability to create not only two-dimensional
shapes but also their creativity and ability to make composite shapes with their toothpicks
and marshmallows. When the teacher circulates the room, he or she will take notes on
what students are doing and if they understand the concepts.

Summative Assessment

The worksheet completed by students will be the summative assessment and will
determine if students understand the concept of composite shapes and forming new
composite shapes.