Suggested pacing 2 weeks
Teacher Tips :
Question 6 is when students need to have an understanding of all the shapes and their attributes.
Questions 6 is an opportunity to take a break from addition and subtraction.
🌕Students will distinguish between and create shapes using defining attributes of both basic and composite shapes. (1.G.1) (1.G.2) (SMP4, SMP6)
I can distinguish between defining attributes versus non-defining attributes. (1.G.1)
I can build and draw shapes to possess defining attributes. (1.G.1)
I can compose rectangles, squares, trapezoids, triangles, half-circles, quarter-circles, cubes, right rectangular prisms, right circular cones, and right circular cylinders to create a composite shape. (1.G.2)
I can compose new shapes from the composite shape. (1.G.2 )
I can attend to precision when creating shapes. (1.G.1) (1.G.2) (SMP6)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Vocabulary cards in Spanish and English
corners vertices faces stack flat solid roll sides rhombus trapezoid
* (inclusive definition used on IAR- A trapezoid is defined as “A quadrilateral with at least one pair of parallel sides.” )
1st grade number talk guide printable & 1st grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies
Count on Rekenrek Ten frames
Subtraction Strategies
count up/think addition math flips within 10
Ready Teacher Toolbox Lesson 22: Shapes-Sessions 1-5
Assessment Tasks 1.G.1 Frayer Model Assessment Proficiency Rubrics 1.G.1
Math in Practice: 1.G.1 and 1.G.2 - Module 14 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 22 Building Shapes
I can compose rectangles, squares, trapezoids, triangles, half-circles, quarter-circles, cubes, right rectangular prisms, right circular cones, and right circular cylinders to create a composite shape. (1.G.2)
I can compose new shapes from the composite shape. (1.G.2 )
I can attend to precision when creating shapes. (1.G.1) (1.G.2) (SMP6)
Ready Teacher Toolbox Lesson 22: Shapes-Sessions 1-5
Assessment Tasks 1.G.2 Frayer Model Assessment Proficiency Rubrics 1.G.2
Math in Practice: 1.G.1 and 1.G.2 - Module 14 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 22 Building Shapes
Ready Teacher Toolbox Lesson 27: Money-Sessions 1-5
Math in Practice: Math in Practice Module 12 MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Enrichment RTTB Lesson 27 In the Piggybank
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
K.G.B: Describing Shapes Shape Hunt Part I Building Squares Shape Animals
K.G.4 Shapely Sentences Guess My Shape Seesaw activities K.G.4
Nearpod Math lessons
Addition/subtraction basic facts Mastering the Basic Facts book:
Foundational facts
These are activities to give students mixed, spaced practice based on the big ideas for 1st grade math.
Count on One Dice (one more)
Count on Four in a Row (two more)
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.