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First Grade Unit 5  Numbers and Shapes Can Be Shared Equally
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last edited
by Gena Barnhill 6 months ago
1st Grade Unit 5: Numbers and Shapes Can Be Shared Equally

Unit Driving Question
How can we see equal parts in shapes and numbers?
Essential Questions
1. How can we use comparisons to help us learn about shapes? 2. How can attributes help us discover shapes in different ways? 3. How are shapes a part of our world? 4. How can we use numbers to describe shapes?

Launch Task
1 Lesson

 Make Your Own Puzzle: The purpose of this task is to give students handson practice composing and decomposing shapes. Students should be encouraged to be creative when cutting the paper and use language to describe the shapes. The shapes will be saved for sharing with other students and a later shape sort activity. https://www.illustrativemathematics.org/contentstandards/1/G/A/2/tasks/756
Big Ideas for Development Lessons
4 Weeks (approximately 1 week per big idea)

Big Idea 1: Trapezoids and hexagons have unique characteristics.

OASM: 1.GM.1.1, 1.GM.1.2 
Collaborative Engagement
 Shape Sort: Sort 2D Shapes
Key Resources
 Shape Hunt: Go on a shape hunt in the classroom or school and keep a journal of the shapes you find.
 What’s My Shape? Cut out a double set of 2D shapes on cardstock. Glue each shape from one set inside a file folder to make “SecretShape” folders.
 Not a BoxPractice shapes using a fun book and discuss using appropriate vocabulary.
Big Idea Formative Assessment
 In small groups, have students take a scoop or a handful of pattern blocks. Allow them to identify and share a way that they would sort their pattern blocks, then ask them to sort them another way.

Evidence of Understanding


Big Idea 2: Shapes can be manipulated.

OASM: 1.GM.1.2, 1.GM.1.3

Collaborative Engagement
 Compose twodimensional shapes using tangrams. Grandfather Tang's Story see link.
Key Resources
 GeoboardTeacher can prepare a geoboard and project it on a screen for students to copy onto their geoboards. Begin with designs using one band and move to more complex designs including those that show a shape composed of other small shapes. Discuss properties such as the number of sides, or parallel lines. Students can transfer their designs to recording sheets. Students might struggle with this and need more directionhave them identify corners and draw lines between the corners to make shapes. This can be used for a formative assessment. This activity can then be moved to decomposing shapes. Ask students to copy a shape and specify the number of smaller shapes they should decompose each large shape into if the teacher can specify the types of shapes. Link to geoboard paper for transfer or to use if geoboards and bands are not available This link will take you to an online geoboard for modeling shapes. Adapted from Van de Walle
 Pattern Block ExplorationAllowing students time to explore with pattern blocks gives them a chance to compose and decompose shapes in a handson way. As they talk with other students in small groups and describe their designs they build language and vocabulary skills. The teacher can move among groups and assess, remediate, or redirect as needed. Exploring Pattern Blocks activity see link.
 Compose and Decompose with Pattern Blocks Allow students to explore and build with patterns blocks, then give them a task to find as many ways as possible to make a hexagon, rhombus, and/or trapezoid (depending on the length of your lesson you may need to allow to adjust). Gather the students on the carpet and discuss all of the ways that they found to make different shapes. Puzzled by Pattern Blocks activitysee link.
Big Idea Formative Assessment
Remind students of the activity where they found a different way to make a trapezoid, a rhombus, and a hexagon. Tell them that today their job will be finding as many different ways as they can to make a hexagon. Hand them a paper with several hexagon shapes and ask them to record all the ways to make a hexagon using other shapes. The students are composing shapes to create a hexagon image and decomposing those shapes to represent the image with different shapes. The teacher can observe as students work and question as needed.

Evidence of Understanding

Compose and decompose shapes, for example using triangles to make hexagons.

Use numbers to represent shapes, for example how many triangles can fill a hexagon, or how many sides does a shape have?

Big Idea 3: 3D shapes are a part of our world and can be put together and taken apart.

OASM: 1.GM.1.3, 1.GM.1.4

Collaborative Engagement
 3D Shape ExplorationBegin by handing out 3D shapes and playdoh to each student, or pairs of students. Review which shapes have flat surfaces and then direct the students to press the flat surface of their 3D shapes into their playdoh. After allowing students time to explore the shapes have a class discussion about the different types of 2D shapes that are made using 3D shapes.
Key Resources
 3D Shape SortSort 3D Shapes: https://www.illustrativemathematics.org/contentstandards/1/G/A/1/tasks/1104
 3D Shapes Compose and DecomposeUsing models of 3D shapes and blank paper, instruct students to look at a cone, place a piece of paper on their desk, if they draw around the flat surface, what shape will they draw? The discussion can then move to identifying and questioning students about how many flat surfaces the cone has (1 flat surface), how did they trace around the flat surface, and what other surfaces does a cone have (a curved surface)? Continue with other models of 3D shapes the same way.
 3D Shape JournalingUsing models of 3D shapes allow students to write in a journal about what 2D shapes they see in their 3D models.
Big Idea Formative Assessment
3D Shape AssessmentGive students blank paper and a clipboard and allow them to look for 3D shapes in their world, have them draw and label them and then add sentences about what 2D shapes they see in their 3D shapes.

Evidence of Understanding

Use tally marks, pictures, and manipulatives to record data and represent the quantity of items in a set.

Students can interpret and make comparisons in data after looking at a graph.

Draw conclusions about using graphs.

Use concrete representations to describe whole numbers between 10100.

Big Idea 4: Shapes and objects can be partitioned or shared equally using representations.

OASM: 1.GM.1.2, 1.N.3.1, 1.N.3.2

Collaborative Engagement
Reading aloud, “Equal Schmequal”.
After reading the story, draw a circle on the board and ask a student to draw a line to show two parts, then draw a trapezoid, and have a different student to draw a line to show two triangles. Finally, draw a rectangle, and have another student draw a line to show two squares. Reinforce that the lines drawn show parts of the shapes.
Allow students to share a cookie (could also use a candy bar or graham cracker) by dividing it in half. Discuss whether the cookie has been partitioned into equal or unequal parts is the beginning of children’s experience with fractions.
Key Resources
 Equal Shares: Share various paper shapes equally with a classmate. https://www.illustrativemathematics.org/contentstandards/1/G/A/3/tasks/2067
 Give Me Half: Build share and discuss various shapes with classmates.
 Fractions are Fun: Identify and create fractions after reading a fun book.
Big Idea Formative Assessment
EqualGroups AssessmentAllow students to divide equally groups of items into equal parts, this assessment can be easily differentiated by allowing students to work in small groups or with partners. They can divide linking cubes, candies, cookies, or other items using paper plates to make equal groups. The students should then be able to describe the sets using numbers and fractions.

Evidence of Understanding

Share sets of objects into equal groups.

Compose and decompose polygons into equal parts, such as two trapezoids make a hexagon. Recognizing that one trapezoid would be half.

Use numbers to represent fraction parts, such as onehalf.

Unit Closure
1 Week (includes time for probes, reengagement, and assessment)


OKMath Framework Introduction
1st Grade Introduction
First Grade Unit 5  Numbers and Shapes Can Be Shared Equally

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