Windsor Spring Elementary

Grade/Subject: 1st Grade

Math
Teachers: Mrs. Britt, Mrs. Miller, Mrs. Starling-Scruggs, Ms. Whitehorne
Title: Unit 3: Understanding Shapes and Fractions

Big Idea(s):

By the conclusion of this unit, students should be

able to demonstrate the following competencies:
Sort shapes into groups made up of members sharing the same
attributes.
Compare shapes based on attributes.
Find and name shapes in the environment.
Use shapes to create representations of items in the environment.
Compose and decompose shapes.
Create shapes, both 2 and 3 dimensional.
Divide a collection of objects into equal parts (halves, fourths).
Divide wholes into equal parts (halves, fourths).
Locate where a number lives on a number line and tell who its
neighbors are.
Locate where a fraction (halves, fourths) lives on a number line.

Dates: Dec. 8-12, 2014

Unit Standards

MCC1.G.1 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.
MCC1.G.2 Compose two-dimensional shapes (rectangles, squares,
trapezoids, triangles, half-circles, and quarter-circles) or threedimensional 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.
MCC1.G.3 Partition circles and rectangles into two and four equal
shares, describe the shares using the words halves, fourths, and
quarters, and use the phrases half of, fourth of, and quarter of.
Describe the whole as two of, or four of the shares. Understand for
these examples that decomposing into more equal shares creates
smaller shares.
SELECTED TERMS AND SYMBOLS

attribute circle cone cube cylinder fourths fractions halves partition quadrilateral quarters rectangular prism sphere triangle
whole

Enduring Understandings:
The properties of shapes make them alike or
different.
Some shapes have sides, angles, and faces
which can be counted.
Patterns can be created, extended, and
transferred through the use of geometric
shapes.
Location of shapes can be described using
positional words.
Equal means being of the same size,
quantity, or value.

Skills/Concepts to maintain:

Windsor Spring Elementary

Essential Questions:

What are attributes? How can shapes be sorted?

How are shapes used in our world? Where can we find shapes in the real world?
What makes shapes different from each other?
How can we group certain shapes together? Why do they belong together?
How can I create a shape?
How do shapes fit together and come apart?
How can a shape be described?
What can I do with shapes?
How do I organize shapes?
What is a 2-dimensional shape? What is a 3-dimensional shape?
How are shapes alike and different?
How can we divide shapes into equal parts? How can we be sure that we have equal parts?
Why is it important to divide into equal parts?
How can you show half of something? How do we know when parts are equal?
How can we divide shapes into equal parts?
What is half of a whole? What is a fourth of a whole? How can you divide shapes into halves and
fourths?
How can a quantity be shared? How can things be divided into equal parts?

Sorting shapes into groups

Positional terms
Find and name shapes in the environment
Compose and decompose shapes
Identify two and three dimensional geometric shapes

Calendar Time: (8:20 8:40)

December:
Calendar: months of the year, identify attributes of triangles, ordinal numbers to 30
Clock: read minute/hour hand, match daily event with time of the day
Coin Counter: value of penny and nickel, solve problems with these coins
Counting Tape and Ten Grid: sums of 5 & 10, see number patterns
Daily Depositor: model place value, quantities to 30
Measurement: estimate/measure using nonstandard units
Number Talks: (8:20-8:40)
Counting All/ Counting On with Dot Images (pages 99-100)

Stage Two: Assessment Evidence

Performance Tasks/Projects:
Culminating Task: Who Am I?

Other assessments:

FALS Assessments: None for this unit

Summative Assessment: Unit 3 http://ccgpsmathematicsk5.wikispaces.com/K-5+Formative+Assessment+Lessons+%28FALs%29
Envisions Assessments

Stage Three: Learning Plan

Be very specific in explaining and describing activities/performance in which students will complete
Best Practices
Procedure
Instructional Strategies

Windsor Spring Elementary

MONDAY

Modeling and
Demonstrations
Envisions 16-3
Whole Group Mini-Lesson:
1. Review equal by drawing
a variety of circles on the
board and dividing them
with lines. Ask the
students to identify
which circles have equal
parts.
2. Give each child four
small square pieces of
paper. Ask students to
think about how each
square could be folded
into halves and fourths.
3. Model folding the paper
both horizontally and
diagonally to make equal
parts from the squares.
Have the students repeat
this, coloring the halves
red and yellow and the
quarters red, yellow,
purple, and blue.

Below-Level

Brianna
Alicia
ZaNiyah
Raquez

On-Level

Cameron
Mekari
Brett
ZaKiyyah

Dameon
David
Serenity
Jordan
Frances

Advanced

Xiomara
Victoria
Jada
Tyriek

Windsor Spring Elementary

Math Facts
At Your Seat
Hands On

Differentiated Small Groups

Direct students to look at the 16-3 workmat. Read the sentences below the
squares. Have the students pay particular attention to the term halves and
quarters.
2. Tell the students to glue their squares to the correct place on the workmat.
3. Write the following sentences of the board:

One out of two equal parts is yellow.

One quarter of the square is blue.

One quarter of the square is yellow.

One out of two equal parts is red.

One fourth of the square is red.

4. Discuss why shapes the above sentences are true for.
5. Read the directions to the guided practice together, and observe as students
complete these problems, providing support as necessary.
1. Direct students to look at the 16-3 workmat. Read the sentences below the
squares. Have the students pay particular attention to the term halves and
quarters.
2. Tell the students to glue their squares to the correct place on the workmat.
3. Write the following sentences of the board:

One out of two equal parts is yellow.

One quarter of the square is blue.

One quarter of the square is yellow.

One out of two equal parts is red.

One fourth of the square is red.

4. Discuss why shapes the above sentences are true for.
5. Read the directions to the guided practice together, and observe as students
complete these problems, providing support as necessary.
1. Direct students to look at the 16-3 workmat. Read the sentences below the
squares. Have the students pay particular attention to the term halves and
quarters.
2. Tell the students to glue their squares to the correct place on the workmat.
3. Write the following sentences of the board:

One out of two equal parts is yellow.

One quarter of the square is blue.

One quarter of the square is yellow.

One out of two equal parts is red.

One fourth of the square is red.

4. Discuss why shapes the above sentences are true for.
5. Read the directions to the guided practice together, and observe as students
complete these problems, providing support as necessary.
Independent Centers
www.firstinmath.com
Independent Practice 16-3
1.

Square manipulatives and tangrams.

Windsor Spring Elementary

TUESDAY

Modeling and
Demonstrations
Unit 3 Frameworks: 16-3
(Pizza Fractions)
Whole Group Mini-Lesson:
1. Model playing the pizza
fractions game for
students. Two students
work together, one
student is the customer
and the other is the pizza
maker. The customer
uses fractions to give
them instructions about
their pizza, while the
pizza maker draws their
pizza on paper (or
whiteboards). The pizza
maker keeps this hidden
until they are finished.
(Example: I would like
cheese on my whole
pizza. I would like
pepperoni on half of my
pizza. I would like
peppers on a fourth of
my pizza.)

Windsor Spring Elementary

Below-Level
Brianna
Alicia
ZaNiyah
Raquez
On-Level
Dameon
Cameron
David
Mekari
Serenity
Brett
Jordan
ZaKiyyah
Frances
Advanced
Xiomara
Victoria
Jada
Tyriek

1.
2.
1.

2.
1.

Differentiated Small Groups

Model making a pizza from construction paper for students. Before actually
making the pizza, show them how to plan for this pizza using fractions to
represent the toppings.
Allow students to make their own pizzas. Ask them questions about fractions
while they are making their pizzas.
Model making a pizza from construction paper for students. Before actually
making the pizza, show them how to plan for this pizza using fractions to
represent the toppings.
Allow students to make their own pizzas. Ask them questions about fractions
while they are making their pizzas.

Model making a pizza from construction paper for students. Before actually
making the pizza, show them how to plan for this pizza using fractions to
represent the toppings.
2. Allow students to make their own pizzas. Ask them questions about fractions
while they are making their pizzas.
Independent Centers
Math Facts
www.firstinmath.com
At Your Seat
Finish pizza fraction craft
Hands On
Pizza Fractions Game
Closing: Standards Review / Essential Questions Review / Clearing up misconceptions / Students sharing knowledge
Homework:

Teacher notes / lesson reflections:

WEDNESDAY

Modeling and
Demonstrations
Envisions 16-4
Whole Group Mini-Lesson:
1. Explain that today we are
going to draw pictures to
help us solve some
problems.
2. On the board, write:
Mary has a rectangular
blanket that is divided
into four equal parts. It
has three blue parts and
one red part. Draw a
picture of Marys blanket.
Write what fraction of
that blanket is blue.
3. Go over the answer to
the problem above.

Differentiated Small Groups

On the board, write: Tim bought a pizza that is half cheese and half mushroom.
Draw a picture to of Tims pizza. Write what fraction of his pizza has cheese.
2. Go over the answer to the problem above.
Brianna
3. On the board, write: Joy sewed four equal size pieces together to make a kite.
Alicia
Two pieces were striped. The others were dotted. Draw a picture of Joys kite.
ZaNiyah
Write what fraction of her pizza was dotted.
Raquez
4. Model underlining key points in the word problems on the guided practice and
assist students as they solve these problems.
1. On the board, write: Tim bought a pizza that is half cheese and half mushroom.
On-Level
Draw a picture to of Tims pizza. Write what fraction of his pizza has cheese.
2. Go over the answer to the problem above.
Dameon
Cameron
3. On the board, write: Joy sewed four equal size pieces together to make a kite.
David
Mekari
Two pieces were striped. The others were dotted. Draw a picture of Joys kite.
Serenity
Brett
Write what fraction of her pizza was dotted.
Jordan
ZaKiyyah
4. Model underlining key points in the word problems on the guided practice and
Frances
assist students as they solve these problems.
Advanced
1. On the board, write: Tim bought a pizza that is half cheese and half mushroom.
Draw a picture to of Tims pizza. Write what fraction of his pizza has cheese.
2. Go over the answer to the problem above.
Xiomara
3. On the board, write: Joy sewed four equal size pieces together to make a kite.
Victoria
Two pieces were striped. The others were dotted. Draw a picture of Joys kite.
Jada
Write what fraction of her pizza was dotted.
Tyriek
4. Model underlining key points in the word problems on the guided practice and
assist students as they solve these problems.
Independent Centers
Math Facts
www.firstinmath.com
At Your Seat
Independent Practice 16-4
Hands On
Square manipulatives and tangrams
Closing: Standards Review / Essential Questions Review / Clearing up misconceptions / Students sharing knowledge
Below-Level

1.

Homework:
Teacher notes / lesson reflections:

Windsor Spring Elementary

Modeling and
Demonstrations

THURSDAY

Unit 3 Frameworks: Task

13
Whole Group Mini-Lesson:
1. Read aloud Eating
Fractions.
2. After reading, discuss the
items in the book that
were equally divided.

Below-Level
Brianna
Alicia
ZaNiyah
Raquez

1.
2.

Review the steps for problem solving with students. Discuss different plans for
solving problems and make a list of possibilities.
2. Students will work independently to solve the following problem:
Dameon
Cameron
Mrs. McKenney is making a pan of brownies for her party. There are 5 friends
David
Mekari
coming to the party. 3 of her friends like chocolate frosting on their brownies.
Serenity
Brett
Mrs. McKenney and one of her friends like nuts and 2 friends like plain brownies.
Jordan
ZaKiyyah
What fraction of the brownies will have nuts? Frosting? Be plain? Explain your
Frances
mathematical thinking using pictures and words.
Advanced
1. Review the steps for problem solving with students. Discuss different plans for
solving problems and make a list of possibilities.
2. Students will work independently to solve the following problem:
Xiomara
Mrs. McKenney is making a pan of brownies for her party. There are 5 friends
Victoria
coming to the party. Some of her friends like nuts, Mrs. McKenney and a friend
Jada
like chocolate frosting, and the rest like their brownie plain. What fraction of the
Tyriek
brownies will have nuts? Frosting? Be plain? Explain your mathematical thinking
using pictures and words.
Independent Centers
Math Facts
www.firstinmath.com
At Your Seat
Complete fractional parts worksheet.
Hands On
Explore with fractional parts using pattern blocks and other manipulatives.
Closing: Standards Review / Essential Questions Review / Clearing up misconceptions / Students sharing knowledge
On-Level

1.

Homework:
Teacher notes / lesson reflections:

Windsor Spring Elementary

Differentiated Small Groups

Review the steps for problem solving with students. Discuss different plans for
solving problems and make a list of possibilities.
Students will work independently to solve the following problem:
Mrs. McKenney is making a pan of brownies to share with 3 of her friends. Half of
the people sharing the brownies like chocolate frosting on their brownies, a
fourth like nuts on their brownies, and a quarter like their brownies plain. Show
what the pan of brownies might look like.

Modeling and
Demonstrations

FRIDAY

Unit 3 Frameworks: Task

16
Whole Group Mini-Lesson:
1. Review the problem
solving steps.
2. Discuss yesterdays task
and ask some students
to share how they
completed the task.

Below-Level

1.

Brianna
Alicia
ZaNiyah
Raquez

2.

On-Level

1.

Cameron
Mekari
Brett
Tarell
ZaKiyyah

Dameon
David
Serenity
Jordan
Frances

Advanced
Xiomara
Victoria
Jada
Tyriek

2.

1.
2.

Differentiated Small Groups

Review the steps for problem solving with students. Discuss different plans for
solving problems and make a list of possibilities.
Students will work independently to solve the following problem:
Lily is having her 4th birthday party. She wants colored candles on her cake. What
fraction of the candles are pink? Blue? Show your mathematical thinking using
pictures and words.
Review the steps for problem solving with students. Discuss different plans for
solving problems and make a list of possibilities.
Students will work independently to solve the following problem:
Lily is having her birthday party and wants colored birthday candles on her cake.
She wants some pink and some blue. What are all of the possibilities of cakes
that Lily could have at her birthday party? Design cakes that show what fraction
of the candles on the cake are pink and blue. Show your mathematical thinking
using words and pictures.
Review the steps for problem solving with students. Discuss different plans for
solving problems and make a list of possibilities.
Students will work independently to solve the following problem:
Lily is having a birthday party. She wants colored candles on her cake. What
fraction of the candles are pink? Blue? Green?

Independent Centers
www.firstinmath.com
Worksheet
Explore with making sets that show half and not half with a variety of manipulatives.
Hands On
They can record some examples on the Half and Not Half sheet (Framworks pg. 64)
Closing: Standards Review / Essential Questions Review / Clearing up misconceptions / Students sharing knowledge
Math Facts
At Your Seat

Homework:
Teacher notes / lesson reflections:

Differentiated Instruction Groups Below

Windsor Spring Elementary

mCLASS/easyCBM/PARS Differentiated Groups

Data Driven:

Data Driven:

Data Driven:

Strategic / Intensive
/Advanced

Strategic / Intensive /
Advanced

Strategic
Advanced

Will determine groups based on

DIBELS scores

Windsor Spring Elementary

Data Driven:

Intensive

/ Strategic /
Advanced

Intensive