Instruction Guide
First Grade Mathematics
Suggested Quarter / Third
Power Standard / Geometric and spatial knowledge of shapes, solids, and coordinate grids will deepen the understanding of the 2 and 3 dimensional world in which we live.
Content Standards and Objectives / M.O.1.3.1 draw, label, and sort circle, rectangles including squares, and triangles, according to sides and vertices.
M.O.1.3.2 use physical materials to construct, identify, and classify three-dimensional figures: cube, cone, sphere, rectangular solid, pyramid, and cylinder.
M.O.1.3.3 recognize three-dimensional shapes in the environment.
M.O.1.3.5 create and describe simple symmetrical designs.
M.O.1.3.7 find and name locations on a first-quadrant grid.
M.O.1.3.8 predict the result of combining or decomposing two or more two-dimensional/three-dimensional shapes.
M.O.1.2.1 sort and classify objects by more than one attribute, using various strategies, Including Venn Diagrams.
21st Century Skills / Learning Skills & Technology Tools / Teaching Strategies Culminating Activity / Evidence of Success
Information and Communication Skills: / 21C.O.PK-2.1.LS2 Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information.
21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real and imaginary experiences, clearly and effectively through oral, written or multimedia communication.
21C.O.PK-2.1.TT2 Student demonstrates correct keyboarding posture and correct hand and finger placement for the home row, knows how to use keyboard to create lower and upper case letters, knows how to locate and use the letters, numbers and special keys (e.g., enter, space bar, arrow keys, delete, shift, punctuation keys, number keys, left and right hand position), knows how to use a mouse to point and click, place cursor at a specified location, click and drag, and right click.
21C.O.PK-2.1.TT3 Student logs on to computer, starts and exits programs, finds files, and handles and uses output devices (e.g., CDs, DVDs, USB drives, diskettes) with care. Student uses file menu commands (e.g., New, Open, Close, Save, Save as, Print) and saves computer files to diskette, hard drive and server.
21C.O.PK-2.1.TT5 Student creates text, types words and sentences, and inserts images using word processing software. Student creates, saves, prints and opens existing files. Student uses editing functions in word processing software (e.g., font, boldface, underline, font color). Student inserts graphics that enhance the understanding of the text. / The teacher uses ‘Direct Instruction Strategies’.
Demonstration-how to create a coordinate grid; how to use a visual to solve a problem and communicate information; how to use Microsoft Word, KidPix, or Kidspiration to create an Animal Zoo with 4 cages of animals for the culminating assessment; and how to use a concept map and Frayer model.
Vocabulary Word Wall- used by students to help communicate information and solve problems.
Guided Practice-while students are engaged in symmetry activities with paper folding, hands-on manipulatives (pattern blocks, attribute blocks, geoboards, tangrams, geoblocks, solid shapes, interlocking cubes), and Geometry activities and games online.
Seven Prompts will serve as a starting point for the students to explore, create, explain, construct, and demonstrate that geometric and spatial knowledge of shapes will deepen the understanding of the 2 and 3 dimensional world in which we live.
The teacher uses ‘Independent Learning Strategies’.
Math Journal-Students write about math to further develop and enhance their mathematical thinking and communication skills in mathematics. Journal entries will provide opportunities for the students to self- assess what they have learned. The math journals are records of the experience received from the math exercise or problem solving activity. The student has to think about what he/she did in order to communicate it in writing.
*The teacher uses "scaffolding" to provide the support and structure necessary for students to learn new information or complete assigned tasks successfully. For more information on "scaffolding" go to...
/ Students successfully:
Take real-world 2-D and 3-D digital pictures and describe the shapes found in the school environment.
Use visuals to solve problems and communicate information.
Use technology (Microsoft Word, Kid Pix, or Kidspiration to create a product asked in the Academic Prompts.
Use Vocabulary from the Math Word Wall and clearly and effectively communicate through oral, written or multimedia communication.
Use file menu commands (e.g., New, Open, Close, Save, Save as, Print).
Students successfully:
Create a photo album explaining the difference between a 2-D and 3-D photo.
Write labels describing and comparing the shapes built for the ShapeMuseum.
Assemble a robot using the information provided.
Write and explain the sorting rules for the 10 Creature Cards.
Write a letter explaining the problems stocking shelves at Wal Mart.
Create a triangle puzzle and fill in information on the puzzle sheet.
Write a report describing where dinosaurs were found using ordered pairs.
Design an Animal Zoo, creating animals using the information in the culminating assessment and creating a map showing the location of each Animal Cage at the zoo.
Thinking and Reasoning Skills: / 21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts interact with one another.
21C.O.PK-2.1.LS3 Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how they solved the problem.
21C.O.PK-2.2.LS4 Student engages in discovery, exploration and experimentation to reach unexpected answers. Student makes unusual associations and provides a variety of solutions to problems.
21C.O.PK-2.2.TT1 Student identifies procedures for caring for and using developmentally appropriate technologies (e.g., computers, CD/DVD players, videotapes, diskettes, CD-ROMs, remote controls).
21C.O.PK-2.2.TT3 Student identifies different purposes among software applications (e.g., puzzles, writing tools, graphing tools, concept mapping tools). Student selects technology tools and software to solve problems (e.g., presentation software to explain and communicate information, drawing or paint software to make a picture, email software to send messages, Internet browser to access websites, and word processing software to write a story).
21C.O.PK-2.2.TT4 Student identifies how technology could be used to solve problems in our everyday world. / The teacher uses ‘Thinking Skills Strategies’.
Brainstorming-Students may work in pairs for the seven academic prompts and the culminating assessment to help generate a larger number of ideas for the solutions of the problems. Brainstorming enhances the enjoyment of group work and improves morale. It may also serve as a useful exercise for team building.
· Concept Mapping-Students work in pairs on concept maps (a technique for visualizing) designed for comparing shapes. They will use the Frayer Model (adaptation of the concept map) as a Visual/Graphic Organizer to help them compare and sort 2-D and 3-D shapes. An example can be found in the Microsoft Word files in the Resource Section.
Kidspiration has Concept Maps in the Teaching Resources.
Think Aloud to demonstrate critical thinking, analysis, and synthesis. / Students successfully:
Use concept maps and graphic organizers for comparing shapes in order to help them display their geometric and spatial knowledge of shapes and then solve problems using their knowledge in the academic prompts.
Justify how he/she solved the problem in the academic prompts.
Use all the information processed during this Geometry unit, and synthesize this information in the final product-The Animal Zoo.
Use (Microsoft Word, Kid Pix , or Kidspiration to create a final product in the culminating assessment.
Personal and Workplace Skills / 21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the goals of others, and works cooperatively and productively with others in small groups.
21C.O.PK-2.3.LS2 Student demonstrates ability to assume different roles and responsibilities as assigned by the teacher and abandons ineffective strategies when introduced to more effective strategies for solving a problem or completing a task.
21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal skills to move others toward the goal.
21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance, frames appropriate questions related to the goal, considers possible courses of action, selects a plan of action and completes the project.
21C.O.PK-2.3.TT3 Student identifies how technology is commonly used in homes, community, and other environments.
21C.O.PK-2.3.TT5 Student demonstrates positive social and ethical behaviors when using technology. Student identifies appropriate and inappropriate use of computers and describes how to work collaboratively with others when using technology at home or in school. / The teacher uses ‘Direct Instruction Strategies’ when teaching Personal and Workplace Skills and incorporates life skills into his/her pedagogy. / The teacher will observe the students using personal and workplace skills throughout the unit as they are working and communicating as a team to complete a task. These are life skills the teacher will observe as Evidence of Success.
Leadership- Students use interpersonal(able to work with other students) and problem-solving skills to influence their partner toward an assessment product (photo album, shape labels, shape robot, a letter, a puzzle, a report, and a map of the Animal Zoo) for the culminating assessment.
Personal Qualities- Students will display responsibility, self-esteem, sociability, self-management, integrity, and honesty.
Self Direction- Students monitor one's own understanding and learning needs as they progress through the unit on numeration. They are able to prioritize and complete each of the tasks. They display Accountability and Adaptability as they adapt to the various roles in the academic prompts and take on the responsibility to get the job done.
Personal Productivity- Students utilize time efficiently and manage the task’s workload.
People Skills- Students work appropriately and productively with their partner.
Communication Skills- Students have the ability to articulate thoughts and ideas clearly and effectively.
Technology-Students work with a variety of technologies; use computers to process information, select technology as a tool for completing a task, and are able to apply technology to the task (understand intent and proper procedures for setup and operation of equipment).
Basic Skills- Students read and understand the written information in each task; communicate their thoughts in written work; perform mathematical tasks, listen, interpret, and respond to verbal messages from the teacher and other students; and speak with organized ideas as he/she communicates orally a justification for a problem.
Thinking Skills- Students think creatively, make decisions, solve problems, visualize, know how to learn, and reason.
Performance Objectives (Know/Do) / Students will know…
· Vocabulary words: plane shapes, solid shapes, two/three dimensional, attribute, symmetry, congruent, vertices/corners, sides, faces, edges, coordinate grid, and pattern block names.
· the names, the number of faces, and the properties of solids (rolling, stacking, and sliding).
· if one part of a figure matches the other part exactly when it is folded, the figure has line symmetry.
· a solid figure is not like a plane figure.
· solid figures are all around you.
· the faces of a solid figure are in the shape of plane figures.
Students will be able to…
· recognize, identify, build, draw, label, and sort shapes and classify two- and three- dimensional shapes by more than one attribute.
· describe attributes and parts of two- and three- dimensional shapes.
· compose and decompose geometric shapes.
· recognize plane and solid shapes in the environment.
· construct symmetrical shapes.
· combine two or more shapes to make a congruent or a new shape
· find and name locations on a coordinate grid.
Big Idea / Geometric and Spatial Relationships
Enduring Understandings /
- Geometry is the relationship of shapes and their attributes.
- Two and three-dimensional shapes can be compared and classified by common characteristics.
- Geometric relationships help us to solve problems and makes sense of our world.
Essential Questions /
- How can you tell if a figure is 2-D or 3-D?
- What are the properties of 2 and 3 dimensional shapes?
- Why is symmetry important?
- Why do people combine or decompose two or three dimensional shapes?
- How are shapes used to describe the world around us?
Learning Plan & Notes to Instructor / Notes to Instructor
The intent of this unit is to teach students that geometric and spatial knowledge of shapes, solids, and coordinate grids will deepen the understanding of the 2 and 3 dimensional world in which we live. The culminating assessment is an age-appropriate real-world task rather than the traditional chapter test on geometric shapes. The knowledge, skills, and understandings resulting from this unit will help the children develop the geometric and spatial sense needed in preparation for second grade curriculum on geometric shapes. In order for all students to successfully complete the learning activities, academic prompts, and culminating assessment, Differentiated Instruction is integrated throughout the unit. Appropriate differentiation of content, process, and/or product can accommodate diverse learners. Differentiated ideas will be in red text so you can see the possible modifications, accommodations or adaptations that may need to be made.
Support Children’s Mathematical Vocabulary Development
You play an important role in teaching your students the vocabulary in this Geometry unit. Vocabulary words: plane shapes, solid shapes, two/three dimension, attribute, symmetry, vertices/corners, sides, faces, edges, open and closed figures, congruent, spatial relationships, coordinate grid, and pattern block names) will be taught on a need-to-know basis. The fewer words introduced at the beginning of the learning experience, the more quickly your class will engage in DOING the geometry activities. The classroom teacher's aim is to motivate learning new words when students see they are necessary. Present classroom activities, in which children read, write, draw, and explain mathematical ideas. Children can visit this site for more vocabulary development.
Use Language Arts Strategies to Teach Vocabulary
Some strategies might include the following:
Use a Math Word Wall-with words, related pictures, definitions, and other images to help make each new word meaningful
Have children write journal entries, stories, cartoons, bumper stickers, skits, raps, songs or poetry about the terminology in this unit.
Have children invent their own terminology. They will realize that terms come from people thinking about new ideas. We want them to be thinkers and creators in the world of the future.
Writing about mathematics is another opportunity to understand mathematical terminology and gives the teacher an opportunity to assess students’ understanding of the terms they use.
Use open-ended writing prompts that allow the students to use mathematical vocabulary to share details about their understanding. Open-ended writing prompts also give teachers information about students’ misconceptions.
Make a point of using mathematical terms in your own dialogue.
Have the students compile a list of key mathematical words by entering them into a vocabulary book along with a description and an example of their meaning.
Have the students explain the meaning of mathematical terms to the class.
Some ideas to reinforce vocabulary with Differentiated Instruction:
Visual Aids. (Diagrams and Graphs) Encourage the use of diagrams and other visual aids to help develop concepts and understanding. For written and verbal communication, increase your focus on reasoning and decrease the focus on language.
Frayer Model Map for the Visual Learner- The Frayer Model is an adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non examples of the concept word. You might want to use the Frayer Model Map for 2-D shapes and 3-D shapes. For more information on this map go to this website:
Some ideas to reinforce vocabulary with Differentiated Instruction:
Note Cards. Encourage your ELL students to keep note cards to record math terms and vocabulary in their own words, sometimes with the use of their native language.
Teach the concept in relation to known information.
Teach the vocabulary, which includes some or all of the following:spelling, fingerspelling, sign, and pronunciation
Reinforce the meaning (multiple meanings) of the vocabulary in other nonmathematical activities.
Kidspiration-(Inspiration Software, Inc.) Concept mapping for the visual learner. Graphical ways of working with vocabulary, which teach the children how to think and how to learn.
Please be aware that the Academic Prompts in the Lesson Plan are not in sequence 1 through 7.