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Math Lesson
Math Lesson
Grade 1: 1.G.A.2 Reason with shapes and their attributes. ... Compose two-dimensional
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.
The children should be able to find patterns of shapes within a bigger shape. They can
use the grid to understand that a big shape can be composed of patterns of the same shape
and patterns of different shapes. They can start with filling the grid with the smallest
shapes, and then they can fill the grids again with increasingly bigger shapes. They can
also fill the grid with shapes of different sizes. The students can try breaking the grid
down into shapes of the same kind and size. They can try breaking the grid down into
shapes of the same kind and different sizes. They can break the shape down into different
shapes that are the same size, or different shapes that are different sizes.
The students will learn to be systematic and try to solve the problem using different
approaches. As mentioned above, they will first try patterns of the same shape, then
patterns made of different shapes. They will do patterns of shapes with the same size and
different sizes. The students will also analyze each others work and use their analyses of
each others work to evaluate their methods of decomposition. They can decide to change
how they decompose the square so they can decompose the square more effectively.
others.
When the students in different shape groups work together to decompose the square into
rectangles, squares, and triangles, they must first explain to each other why their methods
work. The students will discuss the similarities and differences between their methods,
reasoning how the method of one group may work for another group. Talking about their
methods can lead to students incorporating their classmates methods into their methods,
Intro (10 minutes): After briefly reviewing the attributes of a square, rectangle, and
triangle, I will group the students into 3 groups: the square group, the rectangle group,
and the triangle group. I will give each person a worksheet with a 3 in. by 3 in. squares
with grids. I will draw a 3 in. by 3 in. square with a grid on the board. Then, I will ask
each of the groups, How can this square be decomposed into (insert assigned shape)? I
will define decomposition and give them an example of how to decompose the shape. I
1. How can you decompose this square into triangles?
2. How can you decompose this square into rectangles, squares, and triangles?
For the first 10 minutes, I will let the students work on the first question and find the
shapes making up the square. I will check in with each group, giving them tips to try out
shapes with similar sizes and different sizes. For the next 10 minutes, I will let the
students work on the second question. I will put the students in new groups, each group
having a representative from the square, rectangle and triangle groups. They will compare
their answers for the first question. They will work together to fit all their shapes for their
I will give examples where the square is composed entirely of one kind of shape. I will
demonstrate the process of how I composed the figures, showing them one example
where the shapes are the same size and another where the shapes are different sizes. I will
be doing this for each kind of shape, and I will try to use examples that I saw the students
made. I will then show them 2 examples of a square that is made of different kinds of
shapes. I will close the lesson by linking the activity back to the idea that composite
METHOD 1:
The student can start with decomposing the square into 1 x 3 rectangles.
After discussing how squares are rectangles, the student can decompose the shape into 2
Three 2x1 rectangles; one 3x1 rectangle three 2x1 rectangles, three 1x1 rectangles
Then the student can decompose the square into only 1 x 1 rectangles.
The student can make decomposition that includes a 2 x 3, with the rest of the square
being decomposed into 1 x 3 rectangles and/or 1x1 rectangles. Some examples are:
one 2 x 3 rectangle, one 3 x 1 rectangle one 2 x 3 rectangle, one 2 x 1 rectangle, one 1x1 rectangle
The student can decompose the square so that all the unit squares making up the
The student can decompose the square so that it is decomposed into a pair of
triangles made by dividing a 2 x 2 square and other triangles. Some examples are:
are:
**Method 2 would be an opportunity to discuss how triangles are different and similar to
Method 3:
The students can decompose the square into rectangles, triangles, and squares. Some
ways include:
Decomposing the square into a 3 x 1 rectangle and a pair of triangles made by dividing a
3 x 2 rectangle.
Decomposing the square into three squares and a pair of triangles made by dividing a 3 x
2 rectangle.
https://www.illustrativemathematics.org/content-standards/1/G/A/2/tasks/1164